Negative feedback model build
Do now
Students will build and run a physical model of blood-glucose negative feedback involving insulin and glucagon.
- Hand in
- Feedback loop diagram showing insulin and glucagon responses for both a meal and a fasting scenario, with labeled negative-feedback arrows.
- 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.
You eat a candy bar and your spikes, yet an hour later it is back to normal; what mechanism detected the spike and pulled it back down without overshooting?
Students will build and run a physical model of blood-glucose involving and .
- • Model correctly shows lowering and raising glucose.
- • Notes describe return to set point as .
- When your blood sugar rises after eating, which does the pancreas release to bring it back down?
- In your own words, what is a 'set point'?
- 1Review how the pancreas senses high and low .
- 2Build a model using cards or tokens for glucose, , and .
- 3Simulate a meal by adding glucose and trace the response.
- 4Simulate fasting and trace the response.
- 5Record how the model returns glucose toward the set point.
What did this day actually feel like?
Negative feedback model build
BUILD Insulin and glucagon, both directions. Blood sugar too high, insulin brings it down. Too low, glucagon brings it up. Two opposing loops holding one number steady.
This is the same feedback diagram from week one, week two of content, and now week nine, and it is the third time it has come back. He told us in January it would.
Turned in: feedback loop diagram → Lab Notebooks 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.
Insulin and glucagon, both directions. Blood sugar too high, insulin brings it down. Too low, glucagon brings it up. Two opposing loops holding one number steady.
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
🔑 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: holds a variable near its set point because the body senses a deviation and triggers a response in the opposite direction, so that any push away is met by a correction back.
- 0-10Review: how does the pancreas detect blood-glucose change?
- 10-25Build feedback model: assign card roles for glucose, , , and pancreas sensor
- 25-42Meal simulation: add glucose tokens and trace response to set point
- 42-58Fasting simulation: remove glucose tokens and trace response
- 58-70Record loop diagram with labeled arrows showing
- 70-80Pair-share and submit loop diagram
- • Every time you eat, your pancreas launches a cascade to keep your blood sugar in a safe range.
- • Today you will build that cascade with cards or tokens so you can see the loop in action.
- • Modeling is a core scientific practice and a skill tested in the Evaluate Body Systems WebXam domain.
- • You will run two scenarios: eating a meal and fasting, recording what happens each time.
- • is released when rises; is released when it falls.
- • opposes the change that triggered the response, returning the variable toward its set point.
- • Diabetes results from disruption of this , linking pathophysiology to concepts on the WebXam.
Unit 2.2 Everything Endocrine: Endocrine glands, hormones, feedback loops, blood sugar/insulin model. · model build
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: Complete any reflection or check-in linked to the feedback-model activity in Lesson 2.2 Everything Endocrine on myPLTW; finish it after running both the meal and fasting simulations.
Mark the activity complete in myPLTW after submitting your labeled negative- diagram.
Gland-and- task is done; today the feedback-model task should show complete.
Note or screenshot of completion status for your tracker.
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.
Unit 2.2 Everything Endocrine: Endocrine glands, hormones, feedback loops, blood sugar/insulin model. · Negative feedback model build
Complete any reflection or check-in linked to the feedback-model activity in Lesson 2.2 Everything Endocrine on myPLTW; finish it after running both the meal and fasting simulations.
Gland-and- task is done; today the feedback-model task should show complete.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Students will build and run a physical model of blood-glucose involving and .
- Review how the pancreas senses high and low .
- Build a model using cards or tokens for glucose, , and .
- Simulate a meal by adding glucose and trace the response.
- Simulate fasting and trace the response.
- Record how the model returns glucose toward the set point.
Notebook check: diagram showing and responses for both a meal and a fasting scenario, with labeled negative-feedback arrows.
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 |
|---|---|
| Review how the pancreas senses high and low . | _______ |
| Build a model using cards or tokens for glucose, , and . | _______ |
| Simulate a meal by adding glucose and trace the response. | _______ |
| Simulate fasting and trace the response. | _______ |
| Record how the model returns glucose toward the set point. | _______ |
Working solo? Put your own name in "Who" for every row.
- Model correctly shows lowering and raising glucose.
- Notes describe return to set point as .
- 1Do thisStudents will build and run a physical model of blood-glucose negative feedback involving insulin and glucagon.
- 2Use this resource
- 3Submit thisNotebook check: Feedback loop diagram showing insulin and glucagon responses for both a meal and a fasting scenario, with labeled negative-feedback arrows.
- 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. Human Anatomy & Physiology (Human Body Systems) › Unit 2.2 Everything Endocrine: Endocrine glands, hormones, feedback loops, blood sugar/insulin model. › Notebook checkOpen 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.
The endocrine system can coordinate distant organs because hormones travel through shared blood, so that any cell can be reached, while receptors decide which cells actually respond.
holds a variable near its set point because the body senses a deviation and triggers a response in the opposite direction, so that any push away is met by a correction back.
A thermostat compares a room reading with a set point and changes the heater.
- What is measured?
- What is the target?
- What response reduces the difference?
detects a change and produces a response that reduces that change.
Body systems use many interacting signals and delays, not one simple thermostat wire.
- • Room reading maps to the measured variable.
- • Set point maps to the regulated range.
- • Heater response maps to an response.
Driving question: You eat a candy bar and your spikes, yet an hour later it is back to normal; what mechanism detected the spike and pulled it back down without overshooting?
What you already know: The endocrine system can coordinate distant organs because hormones travel through shared blood, so that any cell can be reached, while receptors decide which cells actually respond.
New idea: holds a variable near its set point because the body senses a deviation and triggers a response in the opposite direction, so that any push away is met by a correction back.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Negative feedback model build. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Trace the labeled structure, movement, or system relationship that connects form to function.
- Observe or measure the relevant feature in model build.
- Organize the observation with a stable evidence ID.
- Apply this rule: detects a change and produces a response that reduces that change.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: You eat a candy bar and your spikes, yet an hour later it is back to normal; what mechanism detected the spike and pulled it back down without overshooting?
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.
- • : A chemical messenger made by glands and carried in the blood to distant organs, where it controls processes like growth, , and mood.
- • : An organ that releases hormones directly into the bloodstream to control distant body processes such as growth and .
- • : A control cycle in which the output of a process feeds back to adjust that same process, helping the body keep conditions stable.
- • : A made by the pancreas that lowers blood sugar by signaling cells to take in glucose from the blood.
- • : A made by the pancreas that raises blood sugar by signaling the liver to release stored glucose when levels drop.
- • : The body's ongoing process of keeping internal conditions like temperature, blood sugar, and pH steady despite changes in the outside environment.
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.
is released when rises; is released when it falls.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
holds a variable near its set point because the body senses a deviation and triggers a response in the opposite direction, so that any push away is met by a correction back.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
Model correctly shows lowering and raising glucose.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-HAP-2027-03-24 · Simulated classroom evidence scenario
Your role: anatomy and physiology consultant
Decision: Your team must decide what the evidence from model build supports before submitting the notebook record 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 notebook record.
Claim ceiling: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about model build. 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 model build supports before submitting the notebook record named on the lesson page.
Context: The body keeps internal conditions stable using : it senses when a value drifts from a set point and triggers a response that pushes it back, over and over.
- • T1: Review how the pancreas senses high and low .
- • T2: Build a model using cards or tokens for glucose, , and .
- • T3: Simulate a meal by adding glucose and trace the response.
- • T4: Simulate fasting and trace the response.
- • T5: Record how the model returns glucose toward the set point.
- • E1: is released when rises; is released when it falls.
- • E2: holds a variable near its set point because the body senses a deviation and triggers a response in the opposite direction, so that any push away is met by a correction back.
- • E3: Model correctly shows lowering and raising glucose.
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 model build. Trace the labeled structure, movement, or system relationship that connects form to function. 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 and both push glucose in the same direction, or that one alone handles both high and low sugar.. The trap: They work in opposite directions: lowers glucose when it is high, raises glucose when it is low. Treat them as a team pulling the same way and your cannot correct in both directions, which is the whole point of a set point.
Negative feedback loop for blood glucose (set point about 90 mg/dL):
Meal scenario (glucose rises):
- Blood glucose goes up.
- Pancreas releases insulin.
- Insulin moves glucose into cells, so blood glucose falls back toward the set point.
Fasting scenario (glucose falls):
- Blood glucose goes down.
- Pancreas releases glucagon.
- Glucagon releases stored glucose from the liver, so blood glucose rises back toward the set point.
Why this is negative feedback: each response opposes the change that triggered it (high glucose triggers lowering, low glucose triggers raising), pulling the variable back to the set point.
This model shows the level of evidence and organization needed to complete: A feedback-loop diagram showing the insulin response to a meal and the glucagon response to fasting, with labeled negative-feedback arrows showing return toward the set point.
- Date and label the entry.
- Record the procedure, observation, or design decision clearly.
- End with what the evidence means and the next step.
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 loop diagram on the class site, or hand it to Mr. Mendoza in class.
- 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 Negative feedback model build. 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.
Hand-picked readings, videos, and interactives for this lesson, all free and from authoritative open organizations (NIH, CDC, OpenStax, Khan Academy, PhET, HHMI, and more).
A fillable, Cornell-style notebook for Unit 2: Research Ready. Type your notes, cues, and summaries right in the PDF, or print it and write by hand. Each lesson page has a cue column, a notes column, and a summary box, plus dated lab-record pages you can turn in.
HBS Unit 2 notebook: Research Ready Fillable PDFCornell notes + lab recordsOpenVetted readings and references for this unit. Use them to prepare, to catch up if you were absent, or to go deeper on today's target.
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 model build. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
Blood glucose rises to 150 mg/dL after a meal. Name the hormone released, the direction it moves glucose, and why the loop is called 'negative' feedback.
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▸
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.
Run your glucose feedback model through one meal and one fasting cycle, recording responses at each step.
MedlinePlus: Blood SugarThen submit your Notebook check. 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: Endocrine DiseasesYou'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.