Genetics of Disease · Hearing reference library
Trace the sound. Read the evidence.
Today's Lesson · Mon 10/12 · Wk8 · 1.3.1 Days 1 and 2: Build a labeled ear model, then show a hearing loss case on it
Open today's complete lesson in Schoology (opens in a new tab)Follow that lesson for required work, your organizer and what to turn in. These references add no new assignment. For quiz dates, follow the in-class paper-quiz directions.
Use the labeled ear drawing and hearing-test explanations alongside your current lesson. A hearing pattern can help locate a problem; it cannot by itself prove a cause or choose a treatment. Practice records are constructed teaching data.
Download the complete ear and hearing study pack (ZIP)- Download How Sound Becomes a Signal: labeled ear plates, tuning fork lab and audiograms (PDF)
Color-coded ear anatomy, the cochlea, hair cells and balance organs, air versus bone conduction, the Rinne and Weber tests with a blocked-ear lab design, and how to read an audiogram.
- Download Illustrated ear and hearing-test guide (PDF)
Follow sound through the ear, compare hearing tests and connect a pattern to the next question.
- Download One-page hearing reference card (PDF)
Keep the test rules, limits and audiogram symbols beside your organizer.
- Download Four simulated practice cases and audiogram grids (PDF)
Optional practice with constructed teaching data, separate from your assigned patient and paper quiz.
- Download 16 hearing-study flashcards (TSV)
Import the two-column text file into a flashcard app, or open it as a table.
- Download Hearing-study podcast script (PDF)
Read or rehearse the two-voice study conversation. This download is a script.
- Download Hearing-study podcast script (plain text)
The same script in a text format.
Study ear examination with the drawings and models. Do not put an instrument into a classmate's ear or use loud sounds to test hearing. Follow your teacher's directions for voluntary partner activities.
Earlier portal reference material (before the class was repaced)
Use the Schoology lesson above for today's required work; this older reference follows an earlier schedule.
Vaccine and disease-model lab
This page has four parts, in the order you use them. Part 1 is what you need to know. Part 2 says what to do, in plain English. Part 3 shows the work done once on a case that is not yours. Part 4 is your own work and where to turn it in.
Open your materials, follow the steps, then turn in your work.
Model how a vaccine triggers adaptive immunity and use disease-spread data to test a simple outbreak prediction.
Optional: listen or watch a unit review▸
Part 1 of 4 · Background and definitions▸
💡 Big idea: and adaptive defenses interact, and vaccination can prepare -specific immune memory that changes the probability or severity of later disease without guaranteeing protection for every person.
- • produces -specific antibodies and long-lived memory B and T cells on first exposure.
- • A delivers without disease, priming memory cells so the secondary response is faster and stronger.
- • depends on the vaccinated exceeding the threshold derived from R-zero.
The plots louder thresholds farther down the chart so that a lower line reads as worse hearing, which lets a clinician classify severity and predict which range of speech sounds is likely to be hardest to hear.
and adaptive defenses interact, and vaccination can prepare -specific immune memory that changes the probability or severity of later disease without guaranteeing protection for every person.
Driving question: If a disease has an R-zero of 12, like measles, what of a Cleveland school has to be vaccinated to keep one infected student from starting an outbreak?
What you already know: The plots louder thresholds farther down the chart so that a lower line reads as worse hearing, which lets a clinician classify severity and predict which range of speech sounds is likely to be hardest to hear.
New idea: and adaptive defenses interact, and vaccination can prepare -specific immune memory that changes the probability or severity of later disease without guaranteeing protection for every person.
Visual or model: No figure is attached to this lesson. The readings, the worked example and E1 to E3 carry the evidence.
- Observe or measure the relevant feature in today's lesson.
- Organize the observation with a stable evidence ID.
- Apply this rule: A decision is stronger when the test fits the question and its limits are known.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: Today the medical interventions team uses and disease-model lab to make a bounded evidence decision. A teaching model simplifies interacting cells, signals, timing, vaccine types, and population differences.
What the evidence supports: E1 to E3 support the daily take-home when the response meets the stated success criteria.
What it cannot prove: The package does not support claims beyond this lesson's or any real patient diagnosis.
- • : The spiral, snail-shaped part of the inner ear that turns sound vibrations into nerve signals the brain reads as hearing.
- • : A sensory cell in the inner ear with tiny hair-like bundles that convert sound vibrations or movement into nerve signals the brain can read.
- • : A graph from a hearing test that plots the softest sounds a person can hear at different pitches, showing the type and degree of any hearing loss.
- • : A preparation that delivers an (or the instructions to make one) so the immune system learns to recognize the real later.
- • : Protection that arises when enough people in a community are immune to a disease that its spread slows and shields those who are not immune.
- • : The part of the immune system that learns a specific , builds targeted antibodies and memory cells, and responds faster the next time it appears.
Use it now: Choose one decision option. Cite E1 and E3, then explain how the rule connects the evidence to your choice. This is thinking practice for the one turn-in named under Turn in, not a second submission.
Go further, optional: The source links below are optional enrichment. Every fact required for today's local evidence decision appears in this lesson package.
Centers for Disease Control and Prevention is the source this lesson's claim is checked against: Principles of Vaccination
Limit: A teaching model simplifies interacting cells, signals, timing, types, and population differences.
A decision is stronger when the test fits the question and its limits are known.
Limit: Medical decisions also depend on biology, patient context, ethics, and professional judgment.
You can trace how a produces antibodies and memory cells.
Limit: E3 defines the classroom product or success criterion. It is not independent scientific evidence and cannot justify a clinical or causal claim.
Today's decision · Simulated classroom evidence scenario
Your role: medical interventions team member
Decision: Your team must decide what the evidence from today's lesson supports before submitting the lab report named on today's page.
- • Explain protection as memory cells built from before exposure, so enough covered students break the chain of spread.
- • Describe the as a small dose of the real disease, so being vaccinated means getting slightly sick first.
- • Wait to apply the model here until someone measures how many students are actually vaccinated and how they mix.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Use it inside the one turn-in named under Turn in; it is not a separate submission.
Claim ceiling: Today's evidence supports a classroom claim about today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
Reason for review: Your team must decide what the evidence from today's lesson supports before submitting the lab report named on today's page.
Context: Today the medical interventions team uses and disease-model lab to make a bounded evidence decision. A teaching model simplifies interacting cells, signals, timing, vaccine types, and population differences.
- • T1: Diagram the adaptive : , helper T cell, B cell, , and memory cells, labeling each step.
- • T2: Open the disease-model dataset (Activity 1.4.1 in myPLTW if it opens) and identify the columns for infected, recovered, and vaccinated.
- • T3: If myPLTW will not open, use this practice model output (one simulation run of 1,000 people over 30 days; a model, not real surveillance): 0 percent vaccinated, 214 new infections; 40 percent, 126; 80 percent, 19; 95 percent, 2.
- • T4: Run the model at two vaccination rates and record new infections at each rate in a .
- • T5: Write one sentence comparing how the response and the population data each slow disease spread.
- • T6: Save your diagram, , and comparison sentence as your lab evidence.
- • E1: Centers for Disease Control and Prevention is the source this lesson's claim is checked against: Principles of Vaccination
- • E2: A decision is stronger when the test fits the question and its limits are known.
- • E3: You can trace how a produces antibodies and memory cells.
Measurements: Use only the measurements, units, graph, or counts supplied in today's task. No additional patient measurement is implied.
Uncertainty: This is a composite classroom scenario. Missing history, measurements, or confirmation tests remain unknown and limit the conclusion.
Rate or percent = part / comparison total x 100%. Percent change = (new - comparison) / comparison x 100%.
If 18 of 60 records meet a condition, the frequency is 18 / 60 x 100% = 30%.
Name the comparison total. A percent describes the supplied group and does not automatically predict an individual's outcome.
Rework the example with 24 of 60 records instead of 18. Show the denominator, and say what the percent describes and what it cannot tell you about one person.
Students often think a polished answer about and disease-model lab is trustworthy even when its evidence source, comparison, or limitation is missing. The trap: Presentation quality cannot raise the evidence level. A teaching model simplifies interacting cells, signals, timing, types, and population differences.
- 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. Find it in Clever with your Microsoft sign-in, right next to Schoology.
Tap the speaker to hear a term. Add two of these to your notebook glossary with a definition and an example in your own words.
Pick just 2 or 3 words from today and make them yours: write what each one means in your own words, name the context clue or evidence that helped, then give one example from what you actually did in Vaccine and disease-model lab. Try your own words first; the glossary is there if you get stuck. This is voluntary and counts as extra credit, so keep it short.
Saved on this device. Show Mr. Mendoza or add these to your notebook glossary to claim the extra credit.
Part 2 of 4 · Directions in plain English▸
2.1 Open your materials
Use the materials named in the first step below. Open lesson resources.
2.2 Start the work
Diagram the adaptive immune response: antigen, helper T cell, B cell, antibody, and memory cells, labeling each step.
Show all 6 required steps
- Diagram the adaptive immune response: antigen, helper T cell, B cell, antibody, and memory cells, labeling each step.
- Open the disease-model dataset (Activity 1.4.1 in myPLTW if it opens) and identify the columns for infected, recovered, and vaccinated.
- If myPLTW will not open, use this practice model output (one simulation run of 1,000 people over 30 days; a model, not real surveillance): 0 percent vaccinated, 214 new infections; 40 percent, 126; 80 percent, 19; 95 percent, 2.
- Run the model at two vaccination rates and record new infections at each rate in a data table.
- Write one sentence comparing how the antibody response and the population data each slow disease spread.
- Save your diagram, data table, and comparison sentence as your lab evidence.
Lost your place? Reopen today's Vaccine and disease-model lab record. Find the last completed evidence ID, check it against the claim ceiling, and continue with the first unfinished step rather than restarting the whole task.
- 0-5Hook curves and review for dataset work
- 5-20Draw and label adaptive : in, and memory cell out
- 20-40Open disease-model dataset; identify columns; run two vaccination-rate scenarios
- 40-55Record new-infection counts in ; calculate difference between rates
- 55-70Write comparison sentence; connect molecular diagram to population curve
- 70-80Submit all three artifacts as one PDF in Schoology; teacher debrief
- • Hook: Show two outbreak curves side by side: one unvaccinated population, one at 80% coverage.
- • Why it matters: The same immune logic that protects one person, at population scale, protects those who cannot be vaccinated.
- • Today's work: You diagram the molecular response, then run a model to see it at population scale.
- • Exit goal: Diagram, , and comparison sentence saved before the bell.
PLTW connection and today's work
Open Activity 1.4.1 Disease Prevention Through Vaccination in Lesson 1.4 of myPLTW. Complete the assigned adaptive immunity diagram alongside the disease-model dataset.
Today's stopping point: Audiogram work should be done; immunity diagram and disease-model data table due today.
PLTW activity titles identify the course connection. If your account will not open, use the posted materials for today and tell Mr. Mendoza. Do not mark an online activity complete unless you completed it.
Course connection
- Activity 1.4.1 Disease Prevention Through Vaccination
Use the turn-in directions in Part 4 of this page. Do not create a second submission unless your teacher asks for one.
Show another explanation or a smaller first step
Need help? Choose a starting point
Part 3 of 4 · Worked example▸
This is a parallel case, not your own. Read it for the order of the work, then do your own in Part 4.
Adaptive immunity diagram (in words, in the order the arrows go):
1. Antigen: a pathogen carries antigens, molecules the immune system can recognize.
2. Helper T cell: an antigen-presenting cell shows a piece of the antigen to a helper T cell, and the helper T cell becomes active.
3. B cell: the active helper T cell switches on the B cell whose receptor fits that same antigen.
4. Antibody: that B cell divides, and many of its copies become plasma cells, which are activated B cells that release antibodies. Antibodies stick to the antigen and tag the pathogen for destruction.
5. Memory cells: some of the B cells and T cells stay behind as long-lived memory cells, so a second exposure gets a faster, stronger response.
A vaccine delivers the antigen without the disease, so steps 1 to 5 happen and memory cells form without the illness.
Parallel data, not your model: this worked example uses a different practice run, where the thing that changes is the percent of sick people who stay home, not the percent vaccinated. The table below is from that parallel run only.
Comparison sentence for the parallel run: Staying home works outside the body by cutting how many people one sick person can reach, and the parallel data show fewer new infections when more sick people stay home. Your own sentence compares the antibody response inside one body with your vaccination data, so it will say something different.
| Sick people who stay home | New infections (parallel practice run) |
|---|---|
| 20% | 150 |
| 60% | 64 |
This model shows the level of evidence and organization needed to complete: Completes the vaccine modeling lab: an adaptive immunity diagram, a two-scenario disease-model data table, and one sentence comparing the antibody response with the population data.
- State the question and method.
- Present the observations and data with units.
- Explain the result, limitations, and next investigation.
Keep the structure. Replace the question, facts, measurements, and evidence. Then recheck units, vocabulary, and whether the conclusion goes beyond the evidence.
Also due today: Submit the diagram, data table, and comparison sentence as one PDF to Schoology assignment Wk8 Lab report: Vaccine and disease-model lab.
An airport checkpoint uses an ID check, a metal detector, and an X-ray scanner.
- What can the ID check detect?
- What might set off the metal detector by mistake?
- Why do we need the X-ray if we already checked their ID?
A decision is stronger when the test fits the question and its limits are known.
Medical decisions also depend on biology, patient context, ethics, and professional judgment.
- • The ID check maps to confirming patient identity.
- • The metal detector maps to a rapid, non-specific screening test.
- • The X-ray scanner maps to a detailed, specific diagnostic test.
Part 4 of 4 · Your work▸
Check your work before submitting
- You'll be able to trace how a vaccine produces antibodies and memory cells.
- You'll be able to use model data to compare outbreak outcomes at different vaccination rates.
Working rules for today
- No wet lab materials today; all work is computational and diagrammatic.
- The disease-model dataset is practice data, not anyone's health records; do not enter or share any personal health information.
- If the simulation software requires a login, use only your school account credentials.
4.1 Turn in your work
DueCheck the Schoology assignment for this day- Hand in
- Adaptive immunity diagram (antigen, helper T cell, B cell, antibody, memory cells), two-scenario disease-model data table, and one comparison sentence.
How to submit and name your file
Submit as one PDF in Schoology.
In Schoology, open your course and the assignment for this lesson. Attach your file, select Submit, and check that it appears in the submission.
PDF upload helpYou get two school days for every day you were absent, so this deadline moves with you.
Today's lesson is in Schoology
Each school day has one lesson page in Schoology that holds everything for the day: the goal, the story so far, every table and data value, the numbered steps, and what to turn in. Open it first and work from it. The other rows for this day, if any, are the score line for a paper quiz or test and the John Carroll debate item; they do not add work. Check Schoology for each deadline.
- Today's Lesson · Mon 10/12 · Wk8 · 1.3.1 Days 1 and 2: Build a labeled ear model, then show a hearing loss case on it(today's lesson page: the goal, the data, the steps, and what to turn in are all on it)
Link will not open? Open Schoology, choose your course and section, and find the title shown above.
- 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.
- SubmittedGo to Schoology to turn this in. Submit one PDF. Schoology attaches your name to your upload; on the page itself, write your period and code. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
How this lesson connects
Keep using what you learned last class: The audiogram plots louder thresholds farther down the chart so that a lower line reads as worse hearing, which lets a clinician classify severity and predict which range of speech sounds is likely to be hardest to hear. Today: Innate and adaptive defenses interact, and vaccination can prepare antigen-specific immune memory that changes the probability or severity of later disease without guaranteeing protection for every person.
Practice: try a question, then check your answer▸
Claim ceiling for this check: Today's evidence supports a classroom claim about today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
A student treats one classroom result about vaccine and disease-model lab as proof. What must the student add before the conclusion is defensible?
Write an answer and pick a confidence to unlock the key.
Fast retrieval with instant answers, not the commit-then-reveal check above. Try each from memory first: write what you remember about the earlier units, then check yourself here.
Missed class or ready for more?▸
Optional practice for this unit's lab skills. Nothing in it is due today.
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.
Read the CDC page on how vaccines work, then complete the same analysis at home: build the immune-response diagram and compare new infections at two vaccination rates from the practice model output on this page.
CDC: how vaccines workSubmit as one PDF in Schoology.
Class still runs. Complete today's work as this page describes (it is self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
NIH MedlinePlusSources: slides, readings, and resources▸
The deck carries the prior idea forward, lets you inspect an analogy, maps the rule to biology, and ends with the same evidence decision and exit ticket used on this page.
Classroom documents for this lesson are posted in Schoology. Open Clever, then Schoology, and find each one by the name shown on its card.
Use this with the vaccination lesson to connect development to a real example.
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Sign in to Clever with your district Microsoft account to open Schoology or myPLTW. Follow today's posted steps. If myPLTW will not open, use the posted alternative and tell Mr. Mendoza. Turn in your completed work through the Schoology assignment.
This week
My Progress dashboard