Audiogram interpretation
Read an audiogram to describe the type and severity of a patient's hearing loss using decibel and frequency language.
Labeled audiogram with threshold plots, speech banana marked, and one-sentence severity classification.
- 1Do thisRead an audiogram to describe the type and severity of a patient's hearing loss using decibel and frequency language.
- 2Use this resource
- 3Submit thisData table: Labeled audiogram with threshold plots, speech banana marked, and one-sentence severity classification.
- 4Submit it here
- 1CMSD website. Go to clevelandmetroschools.org and click the Clever button.
- 2Clever. Clever opens. Sign in if it asks.
- 3Microsoft (district) login. Use your district Microsoft account (the one for school).
- 4Schoology. Open Schoology, then your class, then Assignments, and find the file named below.
The file to submit is named: Genetics of Disease (Medical Interventions) › Auditory anatomy, audiograms, cochlear implants, immune response, vaccine design, herd immunity. › Data tableOpen Schoology
- CER:
- Claim, Evidence, Reasoning — make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure — the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities — you open it through Schoology.
Minute-by-minute · 80-minute block
💡 Big idea: How does a single graph translate invisible sound perception into clinical decisions?
- 0-8Axis labeling guided practice on blank audiogram
- 8-20Trace right- and left-ear thresholds from data table
- 20-35Mark speech banana; identify which phonemes patient misses
- 35-50Classify loss severity; write evidence sentence
- 50-70Partner check: swap audiograms, verify each other's plots
- 70-80Submit labeled audiogram and classification; preview Wednesday lab
- • Hook: Show a blank audiogram and ask students what they think the axes mean before labeling.
- • Why it matters: Every cochlear implant candidacy decision starts with reading this graph.
- • Today's work: You will plot real threshold data and classify a patient's loss using clinical ranges.
- • Exit goal: Labeled audiogram and one-sentence severity classification submitted by block end.
- 1Label the two axes of a blank audiogram: frequency in hertz across the top, loudness in decibels down the side.
- 2Trace one patient's right-ear and left-ear thresholds onto the chart from the data table in the shell.
- 3Mark the speech banana region and decide which sounds this patient would and would not hear.
- 4Classify the loss as mild, moderate, severe, or profound, and write one sentence of evidence for your call.
- 5Submit your labeled audiogram and classification as your daily evidence.
- • You'll be able to plot and read thresholds on an audiogram.
- • You'll be able to classify a hearing loss by severity from the data.
- • Audiogram axes: frequency (Hz, low-to-high left-to-right) and threshold (dB HL, increasing downward).
- • The speech banana spans roughly 500-4000 Hz at 25-65 dB, covering most conversational sounds.
- • Severity classifications: normal (<25 dB), mild (26-40), moderate (41-55), severe (56-70), profound (>70).
Your PLTW work today
Auditory anatomy, audiograms, cochlear implants, immune response, vaccine design, herd immunity. · Audiogram interpretation
Day 2 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Open Activity 1.3.2 Can You Hear Me Now in myPLTW and use the audiogram data from the case to plot and classify hearing thresholds.
Mark the audiogram activity complete after your labeled chart and severity classification are submitted.
Monday debate should be posted; audiogram work due today.
Labeled audiogram with threshold plots, speech banana, and severity classification submitted.
All PLTW activities are completed inside the PLTW course environment — this page only gives direction. Submit producibles on Schoology.
Today's PLTW tracker
Check things off as you work, then submit. This tells Mr. Mendoza how you're doing so he can help the class. It does not replace turning in your producible on Schoology.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Auditory anatomy, audiograms, cochlear implants, immune response, vaccine design, herd immunity. · Audiogram interpretation
Open Activity 1.3.2 Can You Hear Me Now in myPLTW and use the audiogram data from the case to plot and classify hearing thresholds.
Monday debate should be posted; audiogram work due today.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Read an audiogram to describe the type and severity of a patient's hearing loss using decibel and frequency language.
- Label the two axes of a blank audiogram: frequency in hertz across the top, loudness in decibels down the side.
- Trace one patient's right-ear and left-ear thresholds onto the chart from the data table in the shell.
- Mark the speech banana region and decide which sounds this patient would and would not hear.
- Classify the loss as mild, moderate, severe, or profound, and write one sentence of evidence for your call.
- Submit your labeled audiogram and classification as your daily evidence.
Data table: Labeled audiogram with threshold plots, speech banana marked, and one-sentence severity classification.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Label the two axes of a blank audiogram: frequency in hertz across the top, loudness in decibels down the side. | _______ |
| Trace one patient's right-ear and left-ear thresholds onto the chart from the data table in the shell. | _______ |
| Mark the speech banana region and decide which sounds this patient would and would not hear. | _______ |
| Classify the loss as mild, moderate, severe, or profound, and write one sentence of evidence for your call. | _______ |
| Submit your labeled audiogram and classification as your daily evidence. | _______ |
Working solo? Put your own name in "Who" for every row.
- You'll be able to plot and read thresholds on an audiogram.
- You'll be able to classify a hearing loss by severity from the data.
Teacher-posted resources
Classroom documents for this lesson. Ones marked “Open the file” open right here; the rest are posted in Schoology. Use the label on each card to choose the right move.
Use this with the vaccination lesson to connect vaccine development to a real example.
Placement rationale
Relocated to the vaccination lesson (Unit 1.4), where the COVID vaccine activity supports the day. Visibility: student-schoology.
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched Hearing loss, cochlear implants, vaccines by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.3_Hearing-Loss; keywords:hearing, audiogram, cochlear. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched Hearing loss, cochlear implants, vaccines by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.4_Vaccination; keywords:vaccine, vaccination. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Hearing loss, cochlear implants, vaccines by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.4_Vaccination; keywords:vaccine, vaccination. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
How to get there: open the CMSD website, click Clever, sign in with your Microsoft (district) account, then open Schoology from Clever.
Lab & supplies
WebXam practice
Cumulative WebXam review
A quick mixed-review pulling questions from earlier units plus today, so the WebXam material stays fresh.
Where this leads — careers
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
What to do if you were absent
Today is individual PLTW work, so do exactly what we did in class, from home: complete the same PLTW target above, then submit your Data table.
Open Schoology (CMSD) and keep goingHow to get there: open the CMSD website, click Clever, sign in with your Microsoft (district) account, then open Schoology from Clever.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
NIH MedlinePlus- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedTurned in the right way (Schoology for routine work) and confirmed.
Drop your Thu, Oct 8, 2026 · Audiogram interpretation here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
Upload a project