Microarray report submit
Safety gate · before any work
- Wear the required PPE, keep the bench clear, handle equipment only as directed, and know where the eyewash, sink, and spill kit are before you start.
- Human samples and data stay private: label with a code, never a name, and dispose of materials in the correct waste container, then wash your hands.
Do now
Finalize and submit your microarray analysis report connecting expression data to disease risk.
- Hand in
- Complete microarray analysis report: fold-change data table, shaded heat map, and CER claim distinguishing disease risk from diagnosis.
- Where
- Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not.
You get two school days for every day you were absent, so this deadline moves with you.
Can you assemble your fold-change table, heat map, and risk claim into one report where every sentence points to a value in your own data?
Finalize and submit your analysis report connecting expression data to disease risk.
- • You'll be able to produce a complete analysis report.
- • You'll be able to support each claim with expression data.
- Which sounds more credible in a medical report: 'the gene went up' or 'the gene showed a fold change of 3.2', and why?
- Name the three pieces from this week (a table, a picture, and a written argument) that need to come together in your final report.
- 1Combine your fold-change table, heat map, and claim into one report.
- 2Revise your risk-versus-diagnosis sentence using one piece of feedback.
- 3Check that every claim in the report points to a value in your data.
- 4Submit your analysis report for the week-end summative.
What did this day actually feel like?
Microarray report submit
Expression table, heat map, claim, and a limitations line about multiple comparisons.
Turned in: lab report → Lab Reports folder
Fiction. There is no such student. The lessons, labs and dates are the real planned course; the student, the classmates and the conversations are invented.
The same day, drawn.
Expression table, heat map, claim, and a limitations line about multiple comparisons.
Fiction. There is no such student. The lessons, labs and dates are the real planned course; the student, the classmates and the conversations are invented.
🛠 Get unstuck · pick your level
Lab day: Tier 1 is the whole class at the bench. No extension today.
🔑 Today's words · 5
Tap a word in the lesson for a plain meaning and one example. Recycled into next week's Do-Now.
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: Every claim in a scientific report must trace to a specific data value, because a reviewer trusts quantified statements and distrusts vague ones, so anchoring each sentence to a number is what makes the report credible.
- 0-15Revise risk-vs.-diagnosis sentence using peer or teacher feedback from Thursday
- 15-45Assemble fold-change table, heat map, and claim into one report document
- 45-60Self-check: verify each claim points to a specific data value
- 60-72: partner checks one claim for data support
- 72-78Final edits; submit analysis report
- 78-80Teacher confirms receipt; preview gene-therapy unit
- • Hook: Show a model report with one vague claim and one data-anchored claim; ask which is more useful to a physician.
- • Why it matters: Combining data, heat map, and claim into one coherent document is the professional standard in genomic medicine.
- • Today's structure: 15 min revision, 30 min assembly, 20 min self-check and , 15 min final submit.
- • Exit goal: Complete analysis report submitted before the bell.
- • Every claim in a scientific report must trace to a specific data value; unsupported claims weaken credibility.
- • Revising with feedback improves precision; a common error is using vague language ("the gene went up") instead of quantified language ("fold change of 3.2").
- • analysis contributes to the Molecular and Genetic Technology domain of the WebXam 072130.
Differential expression, fold change, correlation, disease risk vs. diagnosis. · report submit
Day 3 of this lesson. Open this exact section in myPLTW (find it in Clever, Microsoft sign-in), then do the work below.
Do this: Open the gene-expression unit summative in myPLTW and confirm Activity 3.1.4 and 3.1.5 activity checkboxes are green before submitting your final report.
Mark the report activity complete after your final report is submitted.
Heat map and claim should be done (Thursday); gene-expression unit at 100% today.
Screenshot of completed gene-expression unit progress page as your summative artifact.
The official PLTW activity stays inside myPLTW. If myPLTW will not open, use F1 and E1-E3 on this page to complete today's local evidence decision, then make up the official activity when access returns. Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not.
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 through the submission route shown below.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Differential expression, fold change, correlation, disease risk vs. diagnosis. · Microarray report submit
Open the gene-expression unit summative in myPLTW and confirm Activity 3.1.4 and 3.1.5 activity checkboxes are green before submitting your final report.
Heat map and claim should be done (Thursday); gene-expression unit at 100% today.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Finalize and submit your analysis report connecting expression data to disease risk.
- Combine your fold-change table, heat map, and claim into one report.
- Revise your risk-versus-diagnosis sentence using one piece of feedback.
- Check that every claim in the report points to a value in your data.
- Submit your analysis report for the week-end summative.
Lab report: Complete analysis report: fold-change , shaded heat map, and CER claim distinguishing disease risk from diagnosis.
Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not. Use the checklist just below and upload by 11:29 PM for full credit. Absent with an excused absence? You get two school days for every day you were absent, so this deadline moves with you.
| Task | Who |
|---|---|
| Combine your fold-change table, heat map, and claim into one report. | _______ |
| Revise your risk-versus-diagnosis sentence using one piece of feedback. | _______ |
| Check that every claim in the report points to a value in your data. | _______ |
| Submit your analysis report for the week-end summative. | _______ |
Working solo? Put your own name in "Who" for every row.
- You'll be able to produce a complete analysis report.
- You'll be able to support each claim with expression data.
- 1Do thisFinalize and submit your microarray analysis report connecting expression data to disease risk.
- 2Use this resource
- 3Submit thisLab report: Complete microarray analysis report: fold-change data table, shaded heat map, and CER claim distinguishing disease risk from diagnosis.
- 4Submit it here
- 1Open the drop folder.
- 2Sign in with your district Microsoft account, not a personal one.
- 3Upload the file, named Lastname_Firstname__Assignment Title.
- 4Your own upload panel says Uploaded with a green check: that is your receipt.
Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not. Genetics of Disease (Medical Interventions) › Differential expression, fold change, correlation, disease risk vs. diagnosis. › Lab reportOpen the drop folder
Learn it · deck, reading, and vocabulary▸
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.
Generated from this lesson's canonical data with a red-team citation check.
A heat map encodes fold-change magnitude as color, so it can reveal an elevated-risk pattern, but because expression alone is not clinical confirmation, that pattern signals risk rather than a diagnosis.
Every claim in a scientific report must trace to a specific data value, because a reviewer trusts quantified statements and distrusts vague ones, so anchoring each sentence to a number is what makes the report credible.
A library keeps a master plan protected while working copies guide production at different stations.
- Why protect the master copy?
- What information moves?
- Where can an error change the final product?
Stored information can be copied, read, and converted into a functional product.
Genes are regulated biological sequences, not conscious instructions, and one gene rarely determines a whole trait alone.
- • Master plan maps to DNA.
- • Working copy maps to RNA.
- • Production output maps to or a regulated cell function.
Driving question: Can you assemble your fold-change table, heat map, and risk claim into one report where every sentence points to a value in your own data?
What you already know: A heat map encodes fold-change magnitude as color, so it can reveal an elevated-risk pattern, but because expression alone is not clinical confirmation, that pattern signals risk rather than a diagnosis.
New idea: Every claim in a scientific report must trace to a specific data value, because a reviewer trusts quantified statements and distrusts vague ones, so anchoring each sentence to a number is what makes the report credible.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Microarray report submit. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Trace the labeled testing, treatment, or biological process and identify where evidence limits the decision.
- Observe or measure the relevant feature in report submit.
- Organize the observation with a stable evidence ID.
- Apply this rule: Stored information can be copied, read, and converted into a functional product.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: Can you assemble your fold-change table, heat map, and risk claim into one report where every sentence points to a value in your own data?
What the evidence supports: E1-E3 and F1 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 process by which the information in a gene is used to build a working product, usually a , through and .
- • mRNA: Messenger RNA, the single-stranded copy of a gene that carries instructions from the DNA in the to the ribosome to build a .
- • : Describing a gene or that the cell is making in larger amounts than usual, often in response to a signal or change in conditions.
- • : Describes a gene or whose activity or amount has been turned down, so the cell makes less of its product.
- • correlation: Two things tending to occur together, which does not by itself prove that one causes the other.
- • risk: The chance that a harmful event, such as getting a disease, will happen within a given group or time period.
- • diagnosis: The process of identifying a disease or condition by examining symptoms, history, and test results to explain what is wrong.
Use it now: Choose one decision option. Cite E1 and E3, then explain how the rule connects the evidence to your choice.
Go further, optional: The source links below are optional enrichment. Every fact required for today's local evidence decision appears in this lesson package.
Every claim in a scientific report must trace to a specific data value; unsupported claims weaken credibility.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
Every claim in a scientific report must trace to a specific data value, because a reviewer trusts quantified statements and distrusts vague ones, so anchoring each sentence to a number is what makes the report credible.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
You'll be able to produce a complete analysis report.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-GEND-2026-10-23 · Simulated classroom evidence scenario
Your role: medical interventions team member
Decision: Your team must decide what the evidence from report submit supports before submitting the lab report named on the lesson page.
- • Select the option best supported by E1-E3.
- • Select a reasonable alternative and name the evidence it would require.
- • Delay the claim because the evidence does not distinguish the options.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Submit it as the lab report.
Claim ceiling: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about report submit. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
Reason for review: Your team must decide what the evidence from report submit supports before submitting the lab report named on the lesson page.
Context: A claim is only as strong as the specific data value it points to, so a report earns trust by tracing every statement back to a number a reader can check.
- • T1: Combine your fold-change table, heat map, and claim into one report.
- • T2: Revise your risk-versus-diagnosis sentence using one piece of feedback.
- • T3: Check that every claim in the report points to a value in your data.
- • T4: Submit your analysis report for the week-end summative.
- • E1: Every claim in a scientific report must trace to a specific data value; unsupported claims weaken credibility.
- • E2: Every claim in a scientific report must trace to a specific data value, because a reviewer trusts quantified statements and distrusts vague ones, so anchoring each sentence to a number is what makes the report credible.
- • E3: You'll be able to produce a complete analysis report.
Measurements: Use only the measurements, units, graph, or counts supplied in today's task. No additional patient measurement is implied.
Figure finding: Teaching diagram for report submit. Trace the labeled testing, treatment, or biological process and identify where evidence limits the decision. This is a teaching model, not patient or experimental data.
Uncertainty: This is a composite classroom scenario. Missing history, measurements, or confirmation tests remain unknown and limit the conclusion.
Mean = sum of values / number of values. Median = middle ordered value. Range = maximum - minimum.
For 2, 4, 4, and 10: mean = 20 / 4 = 5, median = 4, and range = 10 - 2 = 8.
Mean, median, and range keep the measurement unit. Order the values before finding the median.
Calculate the requested summary for today's supplied values, then write what it reveals and what it hides.
Students often think Students think finishing the report means writing more, so they add general statements about genes and disease to sound thorough.. The trap: Unsupported sentences weaken a report instead of strengthening it, because a reviewer trusts what traces to a value and distrusts what floats free. The trap is padding with vague language; the fix is cutting any claim that does not point to a number in your data.
Report summary: I combined my fold-change table, heat map, and claim into one report and checked that every claim points to a number.
Claim: This sample shows an expression pattern consistent with elevated disease risk.
Evidence anchored in data: Gene 3 fold change 4.0 and Gene 1 fold change 3.2 are both strongly upregulated; Gene 2 (0.25) and Gene 4 (0.5) are downregulated, matching the reference disease signature.
Reasoning: The upregulated cluster raises the probability of disease, but because expression data cannot confirm disease on its own, I state risk and recommend clinical follow-up rather than a diagnosis.
Revision I made with feedback: I replaced the vague phrase 'the gene went up' with the quantified 'Gene 3 had a fold change of 4.0,' so every claim now traces to a specific value.
| Gene | Fold change | Label | In claim? |
|---|---|---|---|
| Gene 1 | 3.2 | upregulated | yes (evidence) |
| Gene 2 | 0.25 | downregulated | context |
| Gene 3 | 4.0 | upregulated | yes (evidence) |
| Gene 4 | 0.5 | downregulated | context |
This model shows the level of evidence and organization needed to complete: Completes the unit report: a combined microarray analysis with the fold-change table, shaded heat map, and a CER claim that ties every statement back to a data value and separates risk from diagnosis.
- 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 your completed report to the class site.
- 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 Microarray report submit. 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.
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 as the classroom resource for and analysis.
Placement rationale
Matched and analysis by path:Medical-Interventions/Unit-2_How-to-Screen-Your-Genes/00_Unit-Overview; keywords:gene expression, microarray. Score 138. 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 and analysis by path:Medical-Interventions/Unit-2_How-to-Screen-Your-Genes/00_Unit-Overview; keywords:microarray. Score 126. 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 and analysis by path:Medical-Interventions/Unit-2_How-to-Screen-Your-Genes/2.1_Genetic-Testing-and-Screening. Score 126. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
How to get there: open Clever and sign in with your Microsoft (district) account. Both myPLTW and Schoology are in Clever. Do the activity in myPLTW. Turn the work in on this site or hand it to Mr. Mendoza, because that is the step that counts as submitted. Schoology only shows your report-card grade later.
Check yourself · commit, then reveal▸
Claim ceiling for this check: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about report submit. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
A sentence in your report reads: 'Several genes were more active in the diseased sample, which suggests the disease is serious.' Name what is wrong and rewrite it to meet the report standard.
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.
Go further and get help▸
I can name the procedure's purpose and the evidence I will record. I can identify each named hazard and the control that reduces it: Wear the required PPE, keep the bench clear, handle equipment only as directed, and know where the eyewash, sink, and spill kit are before you start. My data table is ready before materials are handled.
Finish the checklist before you handle any material.
- • Wear the required PPE, keep the bench clear, handle equipment only as directed, and know where the eyewash, sink, and spill kit are before you start.
- • Human samples and data stay private: label with a code, never a name, and dispose of materials in the correct waste container, then wash your hands.
- 1Before materials are handled, identify the purpose, variables or comparison, controls, measurement units, and stop-work condition.
- 2Combine your fold-change table, heat map, and claim into one report.
- 3Revise your risk-versus-diagnosis sentence using one piece of feedback.
- 4Check that every claim in the report points to a value in your data.
- 5Submit your microarray analysis report for the week-end summative.
- 6Record each result in the prepared table before interpreting it. Mark missing, repeated, or invalid results truthfully.
- 7Complete the named cleanup and waste route, remove PPE safely, wash hands when required, and confirm the station is ready for the next group.
| Trial or sample ID | Independent condition | Measured result with units | Observation before interpretation | Quality-control note |
|---|---|---|---|---|
Before the procedure, predict the result and cite the rule behind the prediction.
After the procedure, compare the result with the prediction and name one limitation or source of uncertainty.
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.
Follow IRF6 from gene to , and see why the lip and need it.
Goes with: From gene to protein: IRF6 has a job
Five genes, five ways to interrupt a face: IRF6, , CDH3, MSX1, .
Goes with: The cleft gene set: more than one way to interrupt a face
Today is individual work you can do from home: complete the same target above, then submit your Lab report.
Open the drop folderTurn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
Genetic Science Learning Center: Genes and gene expressionYou've passed Unit 2, so the optional extra-credit track is open. Complete reserved-unit work from home, including virtual labs, for extra credit. Each item shows its correct submission route.
Open the extra-credit track- 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, on the class site or handed to Mr. Mendoza in class, and confirmed. Not in Schoology: that is where the report-card grade appears later.
- Error analysis and method · counts doubleName a specific limit of the method and how it moved your result, and compare what you predicted to what happened. "Human error" does not count; say what about the procedure or instrument caused it.