Analyze tox results
Interpret biomolecule and toxicology data with a CER and assess method limitations.
CER stating which biomolecules are present in each unknown, using Wednesday's data table as evidence and citing comparison to positive and negative controls in the reasoning.
- 1Do thisInterpret biomolecule and toxicology data with a CER and assess method limitations.
- 2Use this resource
- 3Submit thisCER: CER stating which biomolecules are present in each unknown, using Wednesday's data table as evidence and citing comparison to positive and negative controls in the reasoning.
- 4Submit it here
- 1CMSD website. Go to clevelandmetroschools.org and click the Clever button.
- 2Clever. Clever opens. Sign in if it asks.
- 3Microsoft (district) login. Use your district Microsoft account (the one for school).
- 4Schoology. Open Schoology, then your class, then Assignments, and find the file named below.
The file to submit is named: Principles of Biomedical Technology (Principles of Biomedical Science) › Unit 1.1 to 1.2: Experimental design in evidence testing; transition to autopsy evidence and biomolecules. › CEROpen Schoology
Read to prepare for today
Vetted sources picked for today's question. Skim these before you take a position or start the work, so your argument and evidence are grounded.
- 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 — you open it through Schoology.
Minute-by-minute · 80-minute block
💡 Big idea: Interpreting test results requires comparing unknowns against controls, not trusting a color change in isolation.
- 0:00Return Wednesday data tables; identify any groups whose negative control showed a color change (class discussion of what that means)
- 0:12Walk through interpretation logic: positive control matched, negative control flat, unknown matches positive = positive result
- 0:25Students interpret their unknown results, noting biomolecules present or absent for each sample
- 0:40Analyze dilution series: describe the dose-response trend in words; identify threshold if visible
- 0:55CER writing: claim (which biomolecules present), evidence (data table), reasoning (comparison to controls)
- 1:10List two false-positive sources and one limitation of indicator tests; preview Friday submission
- • Your data from Wednesday is only half the story. Today we interpret it. And interpreting data means comparing your unknowns to your controls, not just reading a color.
- • If your negative control changed color too, that is a problem. It tells you something went wrong with your technique or your reagent, and your unknown results may not be valid.
- • We will also look at your dilution series and describe the dose-response relationship. In toxicology, this relationship is the foundation of every safety limit ever set, from drinking-water standards to medication dosing.
- • Your CER today is your scientific argument about what biomolecules are in each unknown. Evidence comes from the data table; reasoning comes from the comparison to controls.
- 1Compare unknown-sample results to your control results.
- 2Write a CER: which biomolecules are present in each unknown?
- 3Analyze the dose-response trend in your toxicology dilution data.
- 4Identify two variables that could produce a false positive.
- 5State one limitation of indicator tests for forensic conclusions.
- • I can interpret indicator results against controls.
- • I can describe a dose-response trend and its limits.
- • An unknown result is interpreted as positive only if it matches the positive control and differs from the negative control.
- • A dose-response relationship shows that as concentration increases, the measured effect increases; a threshold is the concentration below which no measurable effect appears.
- • Common sources of false positives in indicator tests include cross-contamination between tubes, using the wrong reagent concentration, and interference from pigments in the sample.
Your PLTW work today
Unit 1.1 to 1.2: Experimental design in evidence testing; transition to autopsy evidence and biomolecules. · Analyze tox results
Day 4 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: In myPLTW, complete the Lesson 1.1 Investigating the Scene evidence-testing analysis section by entering your interpreted results and the dose-response description.
Mark the Lesson 1.1 analysis section complete in myPLTW.
You collected data Wednesday. By the end of today your CER and dose-response description should both be done.
Completed myPLTW Lesson 1.1 analysis entry and written CER with controls-based interpretation.
All PLTW activities are completed inside the PLTW course environment — this page only gives direction. Submit producibles on Schoology.
Today's PLTW tracker
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 on Schoology.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Unit 1.1 to 1.2: Experimental design in evidence testing; transition to autopsy evidence and biomolecules. · Analyze tox results
In myPLTW, complete the Lesson 1.1 Investigating the Scene evidence-testing analysis section by entering your interpreted results and the dose-response description.
You collected data Wednesday. By the end of today your CER and dose-response description should both be done.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Interpret biomolecule and toxicology data with a CER and assess method limitations.
- Compare unknown-sample results to your control results.
- Write a CER: which biomolecules are present in each unknown?
- Analyze the dose-response trend in your toxicology dilution data.
- Identify two variables that could produce a false positive.
- State one limitation of indicator tests for forensic conclusions.
CER: CER stating which biomolecules are present in each unknown, using Wednesday's data table as evidence and citing comparison to positive and negative controls in the reasoning.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Compare unknown-sample results to your control results. | _______ |
| Write a CER: which biomolecules are present in each unknown? | _______ |
| Analyze the dose-response trend in your toxicology dilution data. | _______ |
| Identify two variables that could produce a false positive. | _______ |
| State one limitation of indicator tests for forensic conclusions. | _______ |
Working solo? Put your own name in "Who" for every row.
- I can interpret indicator results against controls.
- I can describe a dose-response trend and its limits.
Resources & readings
Hand-picked materials for this lesson. Class file items open the document directly; the rest are vetted readings and interactives from other biomedical programs.
WebXam practice
Cumulative WebXam review
A quick mixed-review pulling questions from earlier units plus today, so the WebXam material stays fresh.
Where this leads — careers
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.
What to do if you were absent
Today is individual PLTW work, so do exactly what we did in class, from home: complete the same PLTW target above, then submit your CER.
Open Schoology (CMSD) and keep goingHow to get there: open the CMSD website, click Clever, sign in with your Microsoft (district) account, then open Schoology from Clever.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
Khan Academy: macromolecules- 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 (Schoology for routine work) and confirmed.
Drop your Fri, Sep 11, 2026 · Analyze tox results here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
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