Protocol and data stations
Safety gate · before any work
- All stations are virtual; no physical chemicals or biological materials are used.
- Ensure your device is charged and internet connection is stable before starting.
Do now
Rotate through hands-on stations modeling protein purification, HLA matching, and tissue-engineering data.
- Hand in
- Three-station data table: purification fraction results, HLA crossmatch scores, and scaffold comparison notes.
- 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.
Rotate through hands-on stations modeling , HLA matching, and -engineering data.
Rotate through hands-on stations modeling , HLA matching, and -engineering data.
- • You'll be able to collect and record data from each Unit 4 station.
- • You'll be able to interpret a fraction, an HLA , and a scaffold comparison.
- What do you already know about Protocol and data stations?
- What would you need to find out to answer today's question?
- 1Read the station packet in the PLTW course shell and gather materials for your starting station.
- 2At the station, run the simulated column and record which fractions hold .
- 3At the matching station, compare donor and recipient HLA cards and score the .
- 4At the station, compare two scaffold designs and note which supports more cell growth.
- 5Rotate to each remaining station and complete its data row in the shared table.
- 6Submit your completed three-station as the day's evidence.
What did this day actually feel like?
Protocol and data stations
LAB Rotating stations, each with a protocol to follow exactly and data to record. Following someone else's protocol precisely is its own skill.
Turned in: data table → Data Tables 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.
Rotating stations, each with a protocol to follow exactly and data to record. Following someone else's protocol precisely is its own skill.
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.
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: Lab data from multiple techniques must be read together to make a complete clinical or research decision.
- 0-8Read station packet; identify your starting station
- 8-28Station 1 (virtual ): run column, record fraction data
- 28-48Station 2 (HLA matching): compare cards, score crossmatches
- 48-65Station 3 (scaffold comparison): note cell-growth differences
- 65-75Complete shared three-station
- 75-80Submit table; flag any unclear data for follow-up
- • Unit 4 connects three distinct technologies: , transplant matching, and .
- • Today you will touch all three in one block so you can see how they relate.
- • These are VIRTUAL stations done at home from a simulator, so treat your screen like your bench.
- • Accurate data recording is a Lab SOPs skill tested directly on the 072130 WebXam.
- • separates proteins by binding affinity; target elutes in a specific fraction.
- • HLA scores predict immune compatibility between donor and recipient.
- • Scaffold material and geometry influence how well stem cells attach and grow.
When Organs Fail: Unit 4 Overview and Final Closeout · Protocol and data stations
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 virtual station activities in myPLTW covering Activity 4.1.3 GFP , Activity 4.3.2 Finding a Match, and Activity 4.4.2 The Bionic Human Design and rotate through all three stations.
Mark the station-data entry complete and attach your three-station .
diagram should be done (Tuesday); three-station due today.
Three-station with fraction results, HLA scores, and scaffold comparison notes submitted.
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.
When Organs Fail: Unit 4 Overview and Final Closeout · Protocol and data stations
Open the virtual station activities in myPLTW covering Activity 4.1.3 GFP , Activity 4.3.2 Finding a Match, and Activity 4.4.2 The Bionic Human Design and rotate through all three stations.
diagram should be done (Tuesday); three-station due today.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Rotate through hands-on stations modeling , HLA matching, and -engineering data.
- Read the station packet in the PLTW course shell and gather materials for your starting station.
- At the station, run the simulated column and record which fractions hold .
- At the matching station, compare donor and recipient HLA cards and score the .
- At the station, compare two scaffold designs and note which supports more cell growth.
- Rotate to each remaining station and complete its data row in the shared table.
- Submit your completed three-station as the day's evidence.
Data table: Three-station : fraction results, HLA scores, and scaffold comparison notes.
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 |
|---|---|
| Read the station packet in the PLTW course shell and gather materials for your starting station. | _______ |
| At the station, run the simulated column and record which fractions hold . | _______ |
| At the matching station, compare donor and recipient HLA cards and score the . | _______ |
| At the station, compare two scaffold designs and note which supports more cell growth. | _______ |
| Rotate to each remaining station and complete its data row in the shared table. | _______ |
| Submit your completed three-station as the day's evidence. | _______ |
Working solo? Put your own name in "Who" for every row.
- You'll be able to collect and record data from each Unit 4 station.
- You'll be able to interpret a fraction, an HLA , and a scaffold comparison.
- 1Do thisRotate through hands-on stations modeling protein purification, HLA matching, and tissue-engineering data.
- 2Use this resource
- 3Submit thisData table: Three-station data table: purification fraction results, HLA crossmatch scores, and scaffold comparison notes.
- 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) › When Organs Fail: Unit 4 Overview and Final Closeout › Data tableOpen 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.
Organ scarcity forces explicit ethical trade-offs between competing values: fairness, urgency, and outcome likelihood.
Lab data from multiple techniques must be read together to make a complete clinical or research decision.
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: Rotate through hands-on stations modeling , HLA matching, and -engineering data.
What you already know: Organ scarcity forces explicit ethical trade-offs between competing values: fairness, urgency, and outcome likelihood.
New idea: Lab data from multiple techniques must be read together to make a complete clinical or research decision.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Protocol and data stations. 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 Protocol and data stations.
- 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: Rotate through hands-on stations modeling , HLA matching, and -engineering 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.
separates proteins by binding affinity; target elutes in a specific fraction.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
Lab data from multiple techniques must be read together to make a complete clinical or research decision.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
You'll be able to collect and record data from each Unit 4 station.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-GEND-2026-11-19 · Simulated classroom evidence scenario
Your role: medical interventions team member
Decision: Your team must decide what the evidence from Protocol and data stations supports before submitting the labeled and result claim named on the lesson page.
- • Keep the current design.
- • Revise the feature that misses a criterion.
- • Run one more fair test before choosing.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Submit it as the labeled and result claim.
Claim ceiling: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about Protocol and data stations. 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 Protocol and data stations supports before submitting the labeled and result claim named on the lesson page.
Context: Rotate through hands-on stations modeling , HLA matching, and -engineering data.
- • T1: Read the station packet in the PLTW course shell and gather materials for your starting station.
- • T2: At the station, run the simulated column and record which fractions hold .
- • T3: At the matching station, compare donor and recipient HLA cards and score the .
- • T4: At the station, compare two scaffold designs and note which supports more cell growth.
- • T5: Rotate to each remaining station and complete its data row in the shared table.
- • T6: Submit your completed three-station as the day's evidence.
- • E1: separates proteins by binding affinity; target elutes in a specific fraction.
- • E2: Lab data from multiple techniques must be read together to make a complete clinical or research decision.
- • E3: You'll be able to collect and record data from each Unit 4 station.
Measurements: No patient measurement is supplied unless it appears explicitly in E1-E3 or F1. Do not invent a value.
Figure finding: Teaching diagram for Protocol and data stations. 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.
- • The solution must address the stated need in Protocol and data stations.
- • The decision must be supported by E1-E3.
- • The final product must make the success criteria visible.
- • Complete the work inside the 80-minute block.
- • Use only supplied or teacher-approved materials and evidence.
- • Do not trade , accessibility, or privacy for speed.
- • and evidence quality: must pass before scoring other criteria.
- • User need and effectiveness: highest scored criterion.
- • Time, cost, and ease of use: compare only after and effectiveness pass.
Test evidence: For each option, record the E1-E3 result that supports or fails each criterion. Do not assign a score without a named observation.
- Version or option tested
- Criterion met or missed
- Evidence ID and result
- Revision made
- Reason for the revision
- Need and user
- Criteria and constraints
- Chosen option and evidence
- Test result
- Revision and reason
Three-station data table (my recorded results):
- Purification station (chromatography column): Collected 6 fractions. Protein assay was strongest in Fraction 4 (dark blue, high signal) and Fraction 5 (medium), with Fractions 1-3 and 6 near zero. Conclusion: the target protein eluted in Fractions 4 and 5.
- HLA-matching station: Compared donor and recipient cards across 6 HLA loci. Matches at 5 of 6 loci; one mismatch at HLA-DR. Crossmatch score recorded as 5/6, flagged as a strong but not perfect match.
- Tissue station (scaffold comparison): Scaffold A (dense mesh) showed cell coverage about 45 percent after the modeled growth period; Scaffold B (porous mesh) showed about 78 percent. Note: the porous Scaffold B supported more cell growth, likely because pores let nutrients and cells move deeper.
One-line reading of each: high-protein fractions = 4 and 5; crossmatch = 5/6 (usable); better scaffold = B.
(Tip: write the actual number in every cell, even an estimate like 78 percent, because a data table with words but no values loses the most points.)
This model shows the level of evidence and organization needed to complete: Completes the three-station data table: recorded results from the protein-purification station, the HLA-matching station, and the tissue-scaffold station.
- Name the variables and include units.
- Enter observations without changing the raw values.
- Check labels, calculations, and patterns before interpreting the data.
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: turns in the completed data table on the class site under the Unit 4 Protocol and Data Stations assignment.
- 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 for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Organ failure overview and by path:Medical-Interventions/Unit-4_When-Organs-Fail/4.2_Organ-Failure; keywords:organ failure, kidney, dialysis. Score 146. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Organ failure overview and by path:Medical-Interventions/Unit-4_When-Organs-Fail/4.2_Organ-Failure; keywords:organ failure, kidney. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Organ failure overview and by path:Medical-Interventions/Unit-4_When-Organs-Fail/4.2_Organ-Failure; keywords:kidney, renal. Score 138. 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 Protocol and data stations. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
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: All stations are virtual; no physical chemicals or biological materials are used. My data table is ready before materials are handled.
Finish the checklist before you handle any material.
- • All stations are virtual; no physical chemicals or biological materials are used.
- • Ensure your device is charged and internet connection is stable before starting.
- 1Before materials are handled, identify the purpose, variables or comparison, controls, measurement units, and stop-work condition.
- 2Read the station packet in the PLTW course shell and gather materials for your starting station.
- 3At the purification station, run the simulated chromatography column and record which fractions hold protein.
- 4At the matching station, compare donor and recipient HLA cards and score the crossmatch.
- 5At the tissue station, compare two scaffold designs and note which supports more cell growth.
- 6Rotate to each remaining station and complete its data row in the shared table.
- 7Submit your completed three-station data table as the day's evidence.
- 8Record each result in the prepared table before interpreting it. Mark missing, repeated, or invalid results truthfully.
- 9Complete 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.
Complete the at-home station-data worksheet using the virtual , HLA-matching, and scaffold simulators linked on the class site, then submit your three-station .
Learn.Genetics: Gel ElectrophoresisThen submit your Data table. 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.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
MedlinePlus: Organ TransplantationYou'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.