Wk12 CER: Glucose data CER analysis

E1: glucose regulation and inference limits

Beta cells in pancreatic islets release insulin as glucose rises. Insulin supports uptake in skeletal muscle and fat, and promotes liver glycogen storage. These actions can lower blood glucose.

When glucose falls, alpha cells release glucagon. Glucagon promotes liver glycogen breakdown and glucose output. Rising glucose then reduces the drive for further glucagon release.

A correction that opposes its starting change is negative feedback. A glucose curve can fit that explanation, but glucose alone does not measure hormone release or target-cell response.

Annotate expected insulin emphasis during the raised-glucose interval and expected glucagon emphasis during the low-glucose interval. Do not claim the graph measures either hormone’s maximum activity.

D1: complete original graph input

Both curves are invented teaching values. They are not records of people, averages, a clinical test or official PLTW data. Time zero marks the model meal; negative time is before it.

V1 plots every row below. Horizontal axis: time relative to meal, minutes. Vertical axis: blood glucose, mg/dL. Straight connectors guide reading; values between listed points are not measured.

Time (minutes): -15, 0, 15, 30, 60, 90, 120, 180, 210, 240.

Curve A (mg/dL): 92, 92, 130, 150, 125, 105, 92, 78, 86, 92.

Curve B (mg/dL): 92, 92, 130, 160, 175, 170, 160, 150, 145, 140.

Each column position pairs a time with both glucose values. Start with A for the main CER. Its model baseline is 92 mg/dL, not a universal healthy value.

For A, identify the peak and first listed return to baseline after the peak. Then inspect the later below-baseline interval. The model includes both directions of correction.

If the printed graph is missing, plot every row on axes spanning -15 to 240 minutes and 60 to 180 mg/dL. Label both curves and the meal. Use the table to check each point.

E2: diabetes and the comparison boundary

MedlinePlus explains that diabetes involves blood glucose being too high. Insulin problems can involve too little insulin or the body not using insulin properly.

NIDDK describes type 2 diabetes as involving not enough insulin or ineffective use of insulin. A prolonged elevated glucose curve alone cannot separate those mechanisms.

For the optional comparison, B is a stipulated fictional type 2 scenario. The scenario adds this assumption: target tissues respond less strongly to insulin; insulin release is not assumed absent.

That mechanism is supplied scenario information, not a measurement inferred from B. It lets you discuss target response while admitting that insulin supply could also matter in real type 2 diabetes.

Compare A and B at the same times, cite both values and distinguish graph evidence from the added mechanism assumption. Neither curve diagnoses a person.

R1: write and check the CER

Claim starter: In invented curve A, after the meal glucose ___ and then ___, which is consistent with ___.

Evidence starter: At ___ minutes, A is ___ mg/dL; at ___ minutes, A is ___ mg/dL. Choose two listed points that test your claim.

Reasoning starter: E1 explains that ___. The change from my first point to my second opposes ___. This is negative feedback because ___.

Add a limit: the glucose values support the pattern, but do not directly establish insulin concentration, hormone activity or one exact cause.

Use the table and graph to verify both time-value pairs. Distinguish a listed return to baseline from an assumed exact return between samples.

If interrupted, orient the axes, find the peak, select two evidence entries, then reconnect them to E1. Sentence starters help structure your writing; you still choose your own evidence.

C1: warmups, self-check and review rules

Warmup 1: explain why evidence needs specific values and time points. Warmup 2: name two possible insulin-related reasons glucose might stay high; explain why a glucose-only graph cannot choose between them.

Given separate self-check: glucose is 160 mg/dL at 15 minutes and 95 mg/dL at 90 minutes after a meal. These values belong to a separate hypothetical prompt, not D1.

Self-check: write one evidence sentence that pairs each value with its time and states the direction of change. Then name what that change does not directly measure.

For peer review, check the claim, both time-value pairs, negative-feedback reasoning and inference limit. Record one specific revision or justify keeping a sentence.

If alone, label the route solo, check each item against D1/E1, and write your own revision note. Do not invent a partner, comments or approval.

Finish with an individual diabetes reflection: explain why a prolonged high curve invites further investigation but does not pinpoint one defect. Use E2, not personal history.

P1: actual inputs, submission and week boundaries

Bring the assigned glucose graph and any teacher-provided notes if available. D1/V1 is a complete original recovery graph; label that choice. It cannot serve as authentic assigned data.

Today’s class schedule says to finish Lesson 2.2 data analysis and write the CER. Your teacher may also assign an Activity 2.2.1 analysis or reflection before peer review.

Obtain the actual prompt and stopping point. Activity 2.2.1 includes an endocrine game, feedback diagram, type 1/type 2 annotations and a Body System Organizer.

Activity 2.2.1 may not include a separate glucose-graph analysis screen. Ask the teacher to identify the exact official task before starting it. Record actual completion evidence only after doing the assigned work.

The March 24 lesson supplies an insulin/glucagon card model, not measured glucose results. Bring actual prior work if available; do not assume the game, organizer or feedback model is complete.

No homework is due before this class. The remediation route is the graph plus separate CER starters. The weekly teacher-posted data/model packet remains an authentic input if required.

This week, April 5-9, is endocrine work.

Keep the endocrine organizer/model and online 2.2.1 evidence visible. Ask the teacher how the separate research-plan requirements align with this work. Do not replace today’s dated glucose CER.

The dated ethics alternate is imaging and privacy. It is an alternate, not an additional required CER here; obtain teacher direction if it is selected.

Section 1292: https://clevelandmetro.schoology.com/assignment/8544583736 . Section 6792: https://clevelandmetro.schoology.com/assignment/8544583775 . Use your enrolled section and confirm live access.

Submit one written CER and its review/revision notes under Wk12 CER: Glucose data CER analysis. If access is unavailable, save the work and tell the teacher. Keep evidence from your official and tracker work separate.

Read the axes and answer both warmups

Use C1, then mark the meal, axes and units on D1/V1. Identify A’s peak and first listed return to baseline.

Pair each time with the value in the same table position. Negative time is before the meal.

Annotate expected hormone emphasis

Mark A’s raised-glucose and later low-glucose intervals. Explain the expected insulin and glucagon responses using E1.

Glucose is the measured variable represented by the model; hormone concentrations are not plotted. Use expected, not proven most active.

Draft the full CER

Write a claim about restoration, two exact time-value evidence entries and reasoning naming negative feedback. Add the graph’s inference limit.

R1 supplies starters. Use A for the core response; identify your source as original recovery if the actual graph is absent.

Review with a partner or independently

Apply all C1 review checks. Record one concrete correction or a justified retention, with the actual review route.

The solo route is complete practice; invented peer feedback is not.

Revise and extend if ready

Revise the CER. For the extension, compare A and fictional type 2 scenario B at matching times and discuss the impaired response step using E2.

Cite values from both curves. Label reduced insulin response as supplied scenario information; the curve alone cannot distinguish release from response.

Check, reflect and submit

Answer the separate C1 self-check, write the individual diabetes reflection and submit the CER with review notes. Identify the inputs you used and keep evidence from your assigned official work.

The hypothetical self-check values are not D1 data. Ask for the assigned myPLTW analysis and tracker directions; do not substitute practice for their required evidence.