Microarray report submit
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.
Finalize and submit your microarray analysis report connecting expression data to disease risk.
Optional: listen or watch a unit review▸
Part 1 of 4 · Background and definitions▸
💡 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.
- • 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 (" of 2.6").
- • analysis belongs to the Molecular and Genetic Technology content area of your end-of-course WebXam.
Should children reach the age of consent before cochlear implants or other medical interventions are allowed?
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.
Driving question: Can you assemble your fold-change table, , and risk claim into one report where every sentence points to a value in your own data?
What you already know: From the class before the John Carroll debate: A 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: 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 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, , and risk claim into one report where every sentence points to a value in your own data?
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 process by which the information in a gene is used to build a working product, usually a , through and .
- • : A chip holding thousands of tiny spots that lets scientists measure the activity of many genes at once by detecting which spots light up.
- • : A grid where each square is coloured according to its value, so a table too large to read as numbers can be read as a pattern. On a each row is a gene, each column is a sample, and the colour shows how much of that gene the sample is making.
- • : How many times larger or smaller a measurement is than its reference. A of 3 means three times as much as the control. A fold change of 0.5 means half as much. A fold change of 1 means no change at all.
- • : 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.
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.
A gene-expression comparison describes relative signal patterns across the supplied conditions, and interpretation depends on normalization, replication, controls, measurement range, and the difference between association and causation.
Limit: A classroom expression table can support a bounded pattern claim but cannot diagnose disease, prove a regulatory mechanism, or establish clinical significance.
Stored information can be copied, read, and converted into a functional product.
Limit: Genes are regulated biological sequences, not conscious instructions, and one gene rarely determines a whole trait alone.
You can produce a complete analysis report.
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 report submit supports before submitting the lab report named on today's page.
- • Cut every sentence in the report that does not point to a fold-change value from your own data.
- • Add a few general paragraphs about genes and disease so the report looks thorough enough to submit.
- • Hold the risk claim until evidence outside your own expression numbers supports it, since expression differences are not a diagnosis.
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 report submit. 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 report submit supports before submitting the lab report named on today's 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, , 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: Name the one value you are least sure of and say in one line what would settle it.
- • T5: Submit your analysis report for the week-end summative.
- • E1: A gene-expression comparison describes relative signal patterns across the supplied conditions, and interpretation depends on normalization, replication, controls, measurement range, and the difference between association and causation.
- • E2: Stored information can be copied, read, and converted into a functional product.
- • E3: You can 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.
Uncertainty: This is a composite classroom scenario. Missing history, measurements, or confirmation tests remain unknown and limit the conclusion.
= 1,300 / 500 = 2.6. The quantified claim: this gene is 2.6-fold in the diseased sample. Every claim in the report points to a value like this one.
A draft claim says a gene 'went up a lot.' The table says diseased 1,300 and healthy 500. Rewrite the claim with the number.
A is a ratio with no unit, and 'up a lot' is not a number. If the value is below 1 the word is , never up.
Find every claim in your report that has no number beside it and attach the value from your table, with the word or matched to which side of 1 it sits on.
Students often 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.
- 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.
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
Combine your fold-change table, heat map, and claim into one report.
Show all 5 required steps
- 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.
- Name the one value you are least sure of and say in one line what would settle it.
- Submit your microarray analysis report for the week-end summative.
Lost your place? Restart at step 1: put your fold-change table, heat map, and claim into one document, then go claim by claim through step 3 and check that each one names a specific value.
- 0-15Revise risk-vs.-diagnosis sentence using peer or teacher feedback from the heat-map lesson
- 15-45Assemble fold-change table, , 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, , 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.
PLTW connection and today's work
Activity 3.1.5 Unlocking the Secrets in Our Genes in myPLTW is the PLTW home for this report; open it only if it opens, and mark it complete only if you did the work there.
Today's stopping point: Heat map and claim should be done; today the report that pulls them together is submitted, and it closes this unit's microarray work.
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 3.1.5 Unlocking the Secrets in Our Genes
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.
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 (a practice set, not yours): Gene 3 fold change 3.6 and Gene 1 fold change 2.4 are both upregulated; Gene 2 (0.3) and Gene 4 (0.6) are downregulated, the pattern I argued in my heat-map claim.
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 3.6,' so every claim now traces to a specific value.
| Gene | Fold change (practice set) | Label | In claim? |
|---|---|---|---|
| Gene 1 | 2.4 | upregulated | yes (evidence) |
| Gene 2 | 0.3 | downregulated | context |
| Gene 3 | 3.6 | upregulated | yes (evidence) |
| Gene 4 | 0.6 | 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 in Schoology.
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 .
- • Working copy maps to RNA.
- • Production output maps to or a regulated cell function.
Part 4 of 4 · Your work▸
Check your work before submitting
- You'll be able to produce a complete microarray analysis report.
- You'll be able to support each claim with expression data.
4.1 Turn in your work
DueCheck the Schoology assignment for this day- Hand in
- Complete microarray analysis report: fold-change data table, shaded heat map, and CER claim distinguishing disease risk from diagnosis.
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.
- Checkpoint Quiz 3: genetic testing, from DNA to the gel (paper, in class Fri 10/30)(taken on paper in class: this row holds the score, there is nothing to upload)
- Today's Lesson · Fri 10/30 · Wk10 · Checkpoint Quiz 3 on paper, then how gene therapy works and the vectors that carry genes(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: Should children reach the age of consent before cochlear implants or other medical interventions are allowed? Today: 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.
Practice: try a question, then check your answer▸
Claim ceiling for this check: Today's evidence supports a classroom claim about report submit. It cannot prove causation, diagnose a real patient, or justify action outside this room.
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.
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.
Follow 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: , , 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.
Go 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.
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:
Genetic Science Learning Center: Genes and gene expressionThe 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 trackSources: 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 as the classroom resource for and analysis.
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.
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.
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