Bone repair and repair tech

0-8 minutes: Start with the cells supplied here

Use the actual route when the teacher supplies the assigned task, sources and criteria. Those inputs replace R1 and its original comparison. If inputs or access are missing, use the complete paper route here.

Keep the diagram and CER together as one document. Paper or a local document is enough. No physical experiment, cast application or simulation is required.

Carry forward: Describe the fracture pattern and named joint; keep healing predictions within the case facts.

A fracture can disrupt blood vessels. Escaped blood forms a hematoma and clot. Osteoblasts build bone matrix; osteoclasts remove bone. Inflammatory cells also contribute, so repair is more than a two-cell story.

Use the definitions alongside each later section. The opening check is to locate the clot and bone-building cell in this reading. A completed diagram is not expected yet.

8-25 minutes: Four connected stages

S1-S4 describe secondary healing, a common pathway with callus formation. This is a teaching model, not the only possible pattern of bone healing. Stages overlap; arrows do not set a timetable.

S1. Hematoma and early response. Damaged vessels release blood that forms a clot near the break. Inflammatory cells, including macrophages, help clear damaged material and coordinate repair. Draw two bone ends with a clot between them. Label: bone ends, clot, inflammatory cells.

S2. Soft callus. Fibroblasts help form fibrous support, and chondrocytes produce cartilage. This creates a soft bridge around and across the break. Bone formation can also begin nearby. Draw a flexible bridge joining the bone ends. Label: soft bridge, fibroblasts, chondrocytes.

S3. Hard callus. Much of the soft bridge is replaced with new bone. Osteoblasts produce bone matrix, which becomes mineralized. Osteoclasts also remove damaged bone during repair. Draw a bony bridge across the break. Label: new bone, osteoblasts, matrix.

S4. Remodeling. Osteoclasts remove excess bone while osteoblasts form bone as the repair is reshaped. These jobs work together; one cell type does not simply take over forever. Draw a more continuous bone outline. Label: reshaped bone, osteoclasts, osteoblasts.

Diagram text equivalent: bone ends with clot, then a soft bridge, then a new bony bridge, then reshaped bone. Connect those four panels in that order. Add each named cell and its job.

For the cell-matching step, label the featured roles supplied in each panel. Do not invent a ranking of which cell is quantitatively most active. Roles can overlap across panels.

25-45 minutes: Compare functions using supplied sources

C1. Casting. Educational function: provide support outside the body to help hold a bone in position. This is a mechanical support function. A cast does not itself supply new bone material. Whether casting is appropriate for a person requires clinical assessment. Source: AAOS-FUNCTIONS.

C2. Plates and screws, an internal fixation example. Educational function: hold bone pieces in position using support inside the body. This is a mechanical support function. Hardware does not itself become new bone tissue. The choice of hardware for a person requires clinical assessment. Source: AAOS-FUNCTIONS.

C3. Bone graft. Educational function: supply bone or substitute material to support repair in a gap or defect. This is a material contribution to repair. It is not interchangeable with holding pieces steady. A graft may be combined with other support; suitability and success are not established here. Source: MEDLINE-GRAFT.

R1. Original classroom comparison, no patient. A museum display has a labeled gap between two model bone ends. Its missing information card must explain a technology that supplies bone or substitute material to support repair in a gap. The criterion is material contribution, not outside or inside mechanical support. Compare C1-C3 and choose the best match for that stated function. No fracture type, age, medical history, outcome or treatment need is supplied.

Read M1 before drafting a claim for R1. Use the card IDs and source names to record supporting facts on the same combined document. External links provide optional context; the required facts are printed here.

Research here means reading and comparing the supplied educational source summaries. Actual PLTW task instructions and stopping point are still required for official completion. The original comparison does not replace proof of that work.

45-62 minutes: Make the annotated diagram

Draw four panels linked by arrows. In each, name the stage, show the repair feature and label the featured cells with their jobs. Simple line shapes and written labels are enough.

Use the complete S1-S4 text descriptions if drawing is difficult: four labeled text boxes linked by arrows form an accessible diagram. Keep the same stage and cell content.

Add this limit beside the arrows: conceptual order, not measured time. Do not add days, a patient image or a claim of full strength. No separate copying sheet is required. Actual route: use the teacher-supplied task and criteria instead. Do not also complete the original R1 practice.

62-75 minutes: Write the CER beside the diagram

For original R1, claim which technology function best meets the stated criterion. Cite two relevant facts from C1-C3 by card and source. Explain how function meets the requirement.

End with a limitation: the display comparison does not select a person's treatment. Do not add a patient, prognosis or technique instructions. Actual-route learners use the genuine task and evidence with the same claim boundary.

Solo check: compare each sentence with a supplied fact. If it names a medical outcome or instruction not supplied, remove or qualify it. With a partner, check each other's reasoning, then revise your own document.

Recovery: return to the R1 criterion. It asks for material to support repair in a gap. Check which C card describes a material contribution and which describe mechanical support, then explain that distinction in your own words. Actual route: use the teacher-supplied task and criteria instead. Do not also complete the original R1 practice.

75-80 minutes: Check one document and your next action

Check the diagram and CER using the six criteria below. Make corrections in the same document. No second CER, exit ticket or simulation report is required.

Confirm your section, current assignment directions and deadline. Save the combined document if possible. Save the file, follow the assigned official task separately and check that Schoology shows Submitted after uploading.

Ask for the actual task, rubric and stopping point; check that Schoology shows Submitted after uploading. The class schedule names Project 1.1.6 Break a Leg; ask the teacher for its task details.

The next class is Friday, February 19, Bioethics: performance enhancement. Take the difference between a supported claim and an unsupported promise into that discussion.

T1: Start one combined document

Record your date and chosen route. Reserve one diagram area and one CER area.

Original route uses S1-S4 and R1. Authentic inputs replace original practice. Actual route: use the teacher-supplied task and criteria instead. Do not also complete the original R1 practice.

T2: Prepare your evidence

Original route: identify the R1 criterion and two relevant C-card facts with source IDs. Keep these as short notes beside the future CER.

These are planning notes within the same document, not another submission. Compare a chosen function with an alternative. Actual route: use the teacher-supplied task and criteria instead. Do not also complete the original R1 practice.

T3: Complete the repair-stage diagram

Original route: draw or write S1-S4 as four connected panels. Include the stage, repair feature, named cells and jobs. Add the timeline limit.

Use the supplied panel descriptions. Arrows show order, not a measured time or a promise of strength. Actual route: use the teacher-supplied task and criteria instead. Do not also complete the original R1 practice.

T4: Complete the CER

Original route: write a claim for R1, two supported facts, reasoning and a limitation. Keep it beside the diagram.

State best for this classroom criterion. Do not recommend care for a person or reproduce M1 as extra work. Actual route: use the teacher-supplied task and criteria instead. Do not also complete the original R1 practice.

T5: Review and check your next step

Review the same combined document. Save your work and tell the teacher about any access problem. After uploading, check that Schoology shows Submitted.

Save the file, ask for help with a blocked upload and check that Schoology shows Submitted after uploading. Ask the teacher for separate official-task directions before doing that work. Actual route: use the teacher-supplied task and criteria instead. Do not also complete the original R1 practice.