Microarray report submit
Open your materials, follow the steps, then turn in your work.
Finalize and submit your microarray analysis report connecting expression data to disease risk.
1. Open your materials
Use the materials named in the first step below. Open lesson resources.
2. Start the work
Combine your fold-change table, heat map, and claim into one report.
Show all 4 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.
- Submit your microarray analysis report for the week-end summative.
Lost your place? 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.
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.
Before lab work: read the safety rules
- 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.
3. Turn in your work
DueCheck Schoology- 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
Use the submission route shown on today's page.
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.
Find this lesson's Schoology assignments
These are existing assignments for your section. Follow the directions in the assignment you are working on; this list does not add new work. Check Schoology for each deadline.
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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.
Optional: listen or watch a unit review▸
Need help? Warm-up, timing, and directions▸
💡 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.
PLTW connection and today's work
Open Activity 3.1.5 Unlocking the Secrets in Our Genes in myPLTW and confirm it is marked complete before you submit your final report.
Today's stopping point: Heat map and claim should be done (Thursday); gene-expression unit at 100% 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 3.1.5 Unlocking the Secrets in Our Genes
Use the turn-in directions at the top 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
Finish the assigned lab safely before starting extra practice.
Lesson resources: reading, slides, 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.
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.
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: Should children reach the age of consent before cochlear implants or other medical interventions are allowed?
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.
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.
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.
PLTW-GEND-2026-10-30 · 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. Submit it as the lab report.
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, 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: 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.
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 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. Find it in Clever with your Microsoft sign-in, right next to Schoology.
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).
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.
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?▸
Run this before you touch the bench. It is built from the real lab procedure, so the decisions you make here are the ones you will make with the equipment in your hands.
I can name the procedure's purpose and the evidence I will record. I can state today's specific hazards and the control for each. If this deck does not name them, I ask Mr. Mendoza before I touch anything. 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.
Go to Schoology to turn this in. Submit one PDF. Put your first and last name in the document header. 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 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.
- SubmittedGo to Schoology to turn this in. Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
- 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.
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