Patient exhibit synthesis
Do now
Students will synthesize their lab evidence into a patient-perspective exhibit as a project team.
- Hand in
- Draft patient-exhibit outline: one-sentence patient narrative, three panel drafts (urinalysis, enzyme, PKD genetics) each connecting lab data to patient experience in CER format, and assigned member responsibilities.
- 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.
Students will synthesize their lab evidence into a patient-perspective exhibit as a project team.
Students will synthesize their lab evidence into a patient-perspective exhibit as a project team.
- • Exhibit links lab evidence to a patient narrative.
- • Each team member owns a completed panel.
- What do you already know about Patient exhibit synthesis?
- What would you need to find out to answer today's question?
- 1Review your , , and genetics results.
- 2As a team, choose a patient story to anchor the exhibit.
- 3Connect each lab result to the patient experience.
- 4Draft exhibit panels with claim, evidence, and reasoning.
- 5Assign each member a panel to finalize.
What did this day actually feel like?
Patient exhibit synthesis
The capstone. A patient narrative in one sentence, then three pieces of evidence from different systems across the whole semester that explain what is happening to them.
Mine pulled from cardiovascular, respiratory, and renal, and I had to reread my own work from October. The systems do not fail separately. That is the actual lesson of the whole course and it only lands when you are forced to connect three units you learned months apart.
IN CLASS, FRI MAY 14 Submit final evidence Nephron diagram, lab data, patient exhibit, final tracker.
Seventeen weeks, one body, one system at a time. In January I could not name the four tissue types. Today I built a patient case out of three organ systems and defended it with my own data.
Turned in: final packet → recorded in Class Records
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.
The capstone. A patient narrative in one sentence, then three pieces of evidence from different systems across the whole semester that explain what is happening to them.
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
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: Anchoring scientific data to a patient narrative makes biomedical evidence meaningful and communicates both the human and scientific dimensions of disease.
- 0-10Review lab results as a team; identify the most telling finding in each test
- 10-22Choose the patient story to anchor the exhibit; write a one-sentence patient narrative
- 22-40Draft panel 1: result connected to patient experience (CER format)
- 40-55Draft panel 2: /digestion result connected to patient experience
- 55-68Draft panel 3: PKD genetics result connected to patient experience
- 68-80Assign final panel ownership; submit draft exhibit outline
- • Yesterday you collected three types of data about kidney and digestive function.
- • Today you use that data to tell a patient story, not just report numbers.
- • A patient-perspective exhibit asks: what does this lab result mean for a real person living with this condition?
- • Each team member owns one panel and must connect data to the patient narrative before the period ends.
- • A patient-perspective exhibit translates clinical and lab data into a story accessible to a non-specialist audience.
- • Each exhibit panel should follow a CER structure: claim about the patient's condition, evidence from the lab, reasoning connecting data to experience.
- • Team-based science communication is a core competency in biomedical careers.
Patient Perspectives: the nephron, urinalysis, PKD genetics, and digestion · Patient exhibit synthesis
Day 4 of this lesson. Open this exact section in myPLTW (find it in Clever, Microsoft sign-in), then do the work below.
Do this: Complete the patient-exhibit synthesis or reflection prompt in myPLTW under the Patient Perspectives unit; finish it as you finalize your exhibit and written synthesis.
Mark the exhibit synthesis task complete in myPLTW after submitting your patient-perspective exhibit.
Lab task is done; today the synthesis task should show complete and your exhibit should be submitted.
Screenshot or note 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.
Patient Perspectives: the nephron, urinalysis, PKD genetics, and digestion · Patient exhibit synthesis
Complete the patient-exhibit synthesis or reflection prompt in myPLTW under the Patient Perspectives unit; finish it as you finalize your exhibit and written synthesis.
Lab task is done; today the synthesis task should show complete and your exhibit should be submitted.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Students will synthesize their lab evidence into a patient-perspective exhibit as a project team.
- Review your , , and genetics results.
- As a team, choose a patient story to anchor the exhibit.
- Connect each lab result to the patient experience.
- Draft exhibit panels with claim, evidence, and reasoning.
- Assign each member a panel to finalize.
Notebook check: Draft patient-exhibit outline: one-sentence patient narrative, three panel drafts (, , PKD genetics) each connecting lab data to patient experience in CER format, and assigned member responsibilities.
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 your , , and genetics results. | _______ |
| As a team, choose a patient story to anchor the exhibit. | _______ |
| Connect each lab result to the patient experience. | _______ |
| Draft exhibit panels with claim, evidence, and reasoning. | _______ |
| Assign each member a panel to finalize. | _______ |
Working solo? Put your own name in "Who" for every row.
- Exhibit links lab evidence to a patient narrative.
- Each team member owns a completed panel.
- 1Do thisStudents will synthesize their lab evidence into a patient-perspective exhibit as a project team.
- 2Use this resource
- 3Submit thisNotebook check: Draft patient-exhibit outline: one-sentence patient narrative, three panel drafts (urinalysis, enzyme, PKD genetics) each connecting lab data to patient experience in CER format, and assigned member responsibilities.
- 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) › Patient Perspectives: the nephron, urinalysis, PKD genetics, and digestion › 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.
Three simultaneous lab techniques, , , and , reveal kidney function, digestive chemistry, and from different analytical angles.
Anchoring scientific data to a patient narrative makes biomedical evidence meaningful and communicates both the human and scientific dimensions of disease.
A detective board holds observations, possible explanations, and one next question.
- Which notes are direct observations?
- Which notes are explanations?
- What new evidence would separate the explanations?
Keep observations separate from explanations, then collect the evidence that can distinguish the options.
Biomedical investigations use controlled procedures and validated measurements, not intuition alone.
- • Board notes map to E1-E3.
- • Possible explanations map to the decision options.
- • The next question maps to the evidence-based action.
Driving question: Students will synthesize their lab evidence into a patient-perspective exhibit as a project team.
What you already know: Three simultaneous lab techniques, , , and , reveal kidney function, digestive chemistry, and from different analytical angles.
New idea: Anchoring scientific data to a patient narrative makes biomedical evidence meaningful and communicates both the human and scientific dimensions of disease.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Patient exhibit synthesis. 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 Patient exhibit synthesis.
- Organize the observation with a stable evidence ID.
- Apply this rule: Keep observations separate from explanations, then collect the evidence that can distinguish the options.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: Students will synthesize their lab evidence into a patient-perspective exhibit as a project team.
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 patient-perspective exhibit translates clinical and lab data into a story accessible to a non-specialist audience.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
Anchoring scientific data to a patient narrative makes biomedical evidence meaningful and communicates both the human and scientific dimensions of disease.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
Exhibit links lab evidence to a patient narrative.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-HAP-2027-05-14 · Simulated classroom evidence scenario
Your role: anatomy and physiology consultant
Decision: Your team must decide what the evidence from Patient exhibit synthesis supports before submitting the notebook record named on the lesson page.
- • Choose the strongest supported explanation.
- • Choose the next evidence to collect.
- • Hold the decision because the evidence is insufficient.
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 Patient exhibit synthesis. 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 Patient exhibit synthesis supports before submitting the notebook record named on the lesson page.
Context: Students will synthesize their lab evidence into a patient-perspective exhibit as a project team.
- • T1: Review your , , and genetics results.
- • T2: As a team, choose a patient story to anchor the exhibit.
- • T3: Connect each lab result to the patient experience.
- • T4: Draft exhibit panels with claim, evidence, and reasoning.
- • T5: Assign each member a panel to finalize.
- • E1: A patient-perspective exhibit translates clinical and lab data into a story accessible to a non-specialist audience.
- • E2: Anchoring scientific data to a patient narrative makes biomedical evidence meaningful and communicates both the human and scientific dimensions of disease.
- • E3: Exhibit links lab evidence to a patient narrative.
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 Patient exhibit synthesis. 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.
Patient narrative (one sentence): Marisol is 34, tired and swollen for months, and just learned she has polycystic kidney disease that is slowly damaging her kidneys.
Panel 1, Urinalysis (CER):
- Claim: Marisol's kidneys are leaking protein.
- Evidence: her urine protein read 2+ (about 100 mg/dL) versus a normal range of negative to trace.
- Reasoning: healthy filtration keeps protein in the blood, so protein in the urine means the glomerulus is damaged.
Panel 2, Enzyme digestion (CER):
- Claim: Marisol's digestion still works, so her fatigue is not a digestive-enzyme problem.
- Evidence: her amylase tube broke down starch (iodine stayed amber) while the control did not.
- Reasoning: normal enzyme activity points the cause of her symptoms back to the kidneys, not the gut.
Panel 3, PKD genetics (CER):
- Claim: Marisol's kidney damage has a genetic cause.
- Evidence: her gel showed a band matching the PKD1 marker.
- Reasoning: a PKD1 variant causes cysts that slowly crush working nephrons, which explains the protein in her urine.
Panel assignments:
- Panel 1 Urinalysis: Jordan.
- Panel 2 Enzyme digestion: Alex.
- Panel 3 PKD genetics: Priya.
- Narrative and layout: whole team.
(Tip: keep the same patient at the center of every panel so the exhibit tells one story instead of three separate lab reports.)
This model shows the level of evidence and organization needed to complete: Drafts a patient-perspective exhibit outline that ties each lab result to a patient's story in claim-evidence-reasoning panels and assigns each teammate a panel.
- 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 exhibit outline 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.
A fillable, Cornell-style notebook for Unit 4: Patient Perspectives. 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 4 notebook: Patient Perspectives 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 Patient exhibit synthesis. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
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.
With your team, build the patient-perspective exhibit panels, tying each lab result to the patient story with claim, evidence, and reasoning.
MedlinePlus: Kidney DiseasesThen 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: UrinalysisYou'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.