Biomolecule and tox data
Safety gate · before any work
- Lugol's iodine is a stain: wear nitrile gloves and a lab apron; it will permanently stain skin and clothing.
- Benedict's solution requires heating: use a hot-water bath, not an open flame; use tongs when handling hot tubes; never point a heated tube at anyone.
- Biuret reagent contains sodium hydroxide, which is corrosive: avoid skin and eye contact; if contact occurs, flush immediately with water for 15 minutes and notify the teacher.
Do now
Run biomolecule indicator tests following an SOP and collect data on unknown samples.
- Hand in
- Indicator-test data table: columns for sample ID, each of the four indicators, color result, and interpretation (positive/negative); plus dilution series data table with concentration and observed effect.
- 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.
As you run Benedict's, Lugol's, Biuret, and Sudan IV on today's unknowns, how will your positive and negative controls prove that a color change in an unknown is real and not a mistake?
Run indicator tests following an SOP and collect data on unknown samples.
- • I can run indicator tests with proper controls.
- • I can record results in a controlled .
- Why do you set up a tube of distilled water next to your unknowns before you test anything?
- Name one way a color change could show up in a tube even though the substance is not actually there.
- 1Read the indicator-test SOP and set up labeled tubes with controls.
- 2Test each unknown for sugars, starch, , and lipids per the SOP.
- 3Record color-change results in a with positive and negative controls.
- 4Note the concentration variable in the toxicology dilution series.
- 5Record one limitation and one risk in your method.
What did this day actually feel like?
Biomolecule and tox data
LAB Indicator tests on unknown samples, with positive and negative controls in every run. The controls are the part I would have skipped if nobody made me, and they are the part that makes the whole thing mean anything. A negative control that turns positive means your reagent is contaminated and every result you got today is garbage.
Which is what happened to the group next to us. Their negative control came up positive for protein and they had to throw out the whole run and start over with fresh tubes. They were annoyed and Mr. Mendoza was almost cheerful about it, because they caught it. He said the dangerous version is the group that never runs a control and reports the contaminated result as a finding.
Turned in: indicator-test data table → Data Tables 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.
Benedict's, iodine, Biuret, Sudan. Four indicators, four colours. The group beside us had a negative control come up positive and had to throw out the whole run.
MR. MENDOZA
Good. You caught it. The dangerous version is the group that never ran a control.
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
Lab day: Tier 1 is the whole class at the bench. No extension today.
🔑 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: Indicator tests produce valid evidence only when positive and negative controls confirm the reagents work, so cross- must be prevented because a is invisible without controls.
- 0:00Review SOP as a class; assign unknowns; review PPE requirements for today's reagents
- 0:10Set up labeled tube rack: , , and unknowns A-D
- 0:18Run indicator tests in order (sugars, starch, , lipids); record color results immediately
- 0:45Set up and record toxicology dilution series; note concentration as
- 1:00Record one risk and one limitation in lab notebook
- 1:10Clean up stations per SOP disposal instructions; preview Thursday analysis
- • Today is a hands-on chemistry day. You will be testing unknown samples with indicator reagents. These reagents are not dangerous if handled properly, but they will stain your clothes and skin, so follow the PPE protocol exactly.
- • The most important word today is control. A tells us the reagent is working. A tells us a color change is not just . Without both, your data means nothing.
- • You will also set up a toxicology dilution series. We are going to change one variable, the concentration, and record the effect. This is the foundation of every toxicology study in medicine.
- • Read the SOP before you touch anything. Label every tube before you add anything to it. Record results immediately; do not wait until the end of the lab.
- • Every indicator test requires a (known positive sample) and a (distilled water or known negative) run alongside unknowns.
- • Cross- between tubes produces false positives; use a clean dropper or pipette for every transfer.
- • A dilution series changes one variable (concentration) while holding all others constant, allowing a dose-response relationship to be observed.
Unit 1.1 to 1.2: Experimental design in evidence testing; transition to autopsy evidence and biomolecules. · and tox data
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: In myPLTW, open the Lesson 1.1 Investigating the Scene evidence-testing lab section and record your team's unknown sample ID and assigned tests.
Mark the Lesson 1.1 lab data-entry task started in myPLTW and record your raw indicator-test data.
You prepared your hypothesis and design Tuesday. Today all four indicator tests and the dilution series should be complete with data recorded before cleanup.
Completed (all four indicator tests with controls and dilution series results) submitted through the class tracker or photographed into myPLTW.
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 1.1 to 1.2: Experimental design in evidence testing; transition to autopsy evidence and biomolecules. · Biomolecule and tox data
In myPLTW, open the Lesson 1.1 Investigating the Scene evidence-testing lab section and record your team's unknown sample ID and assigned tests.
You prepared your hypothesis and design Tuesday. Today all four indicator tests and the dilution series should be complete with data recorded before cleanup.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Run indicator tests following an SOP and collect data on unknown samples.
- Read the indicator-test SOP and set up labeled tubes with controls.
- Test each unknown for sugars, starch, , and lipids per the SOP.
- Record color-change results in a with positive and negative controls.
- Note the concentration variable in the toxicology dilution series.
- Record one limitation and one risk in your method.
Data table: Indicator-test : columns for sample ID, each of the four indicators, color result, and interpretation (positive/negative); plus dilution series data table with concentration and observed effect.
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 |
|---|---|
| Read the indicator-test SOP and set up labeled tubes with controls. | _______ |
| Test each unknown for sugars, starch, , and lipids per the SOP. | _______ |
| Record color-change results in a with positive and negative controls. | _______ |
| Note the concentration variable in the toxicology dilution series. | _______ |
| Record one limitation and one risk in your method. | _______ |
Working solo? Put your own name in "Who" for every row.
- I can run indicator tests with proper controls.
- I can record results in a controlled .
- 1Do thisRun biomolecule indicator tests following an SOP and collect data on unknown samples.
- 2Use this resource
- 3Submit thisData table: Indicator-test data table: columns for sample ID, each of the four indicators, color result, and interpretation (positive/negative); plus dilution series data table with concentration and observed effect.
- 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. 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. › Data tableOpen 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.
A hypothesis constrains which tests are worth running because the sample is finite and every test both consumes it and risks a , so untargeted testing destroys evidence and interpretability at once.
Indicator tests produce valid evidence only when positive and negative controls confirm the reagents work, so cross- must be prevented because a is invisible without controls.
A smoke alarm detects signs of fire but can also react to burnt toast.
- What does the alarm detect?
- What creates a false alarm?
- What evidence is needed before declaring a fire?
A screening signal changes what to investigate next; it does not automatically prove the cause.
Biomedical tests have measured performance and biological sampling limits that a household alarm does not capture.
- • Alarm signal maps to a test result.
- • Burnt toast maps to a .
- • Inspection maps to confirmation or the next test.
Driving question: As you run Benedict's, Lugol's, Biuret, and Sudan IV on today's unknowns, how will your positive and negative controls prove that a color change in an unknown is real and not a mistake?
What you already know: A hypothesis constrains which tests are worth running because the sample is finite and every test both consumes it and risks a , so untargeted testing destroys evidence and interpretability at once.
New idea: Indicator tests produce valid evidence only when positive and negative controls confirm the reagents work, so cross- must be prevented because a is invisible without controls.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Biomolecule and tox data. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Trace the labeled observation or evidence sequence before choosing an explanation.
- Observe or measure the relevant feature in and tox data.
- Organize the observation with a stable evidence ID.
- Apply this rule: A screening signal changes what to investigate next; it does not automatically prove the cause.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: As you run Benedict's, Lugol's, Biuret, and Sudan IV on today's unknowns, how will your positive and negative controls prove that a color change in an unknown is real and not a mistake?
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 molecule produced by living things that carries out life's functions, including carbohydrates, lipids, proteins, and nucleic acids.
- • : A large biological molecule built from smaller units, with the four main classes being carbohydrates, lipids, proteins, and nucleic acids.
- • toxicology: The science of how chemicals and other substances cause harm to living things, including the dose at which they become dangerous.
- • : A group of similar cells working together to perform a shared function, such as muscle, nerve, or .
- • : A careful medical examination of a body after death to find the , study disease, and gather evidence.
- • : The specific injury or disease that directly led to a person dying, such as a heart attack or massive blood loss.
- • : The classification of how a death came about, falling into categories such as natural, accident, suicide, homicide, or undetermined.
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.
Every indicator test requires a (known positive sample) and a (distilled water or known negative) run alongside unknowns.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
Indicator tests produce valid evidence only when positive and negative controls confirm the reagents work, so cross- must be prevented because a is invisible without controls.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
I can run indicator tests with proper controls.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-PBT-2026-09-17 · Simulated classroom evidence scenario
Your role: biomedical investigator
Decision: Your team must decide what the evidence from and tox data supports before submitting the labeled and result claim 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 labeled and result claim.
Claim ceiling: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about and tox data. 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 and tox data supports before submitting the labeled and result claim named on the lesson page.
Context: Test results are only valid when controls prove the reagents worked and clean technique keeps one tube from contaminating another, because a looks exactly like a real one.
- • T1: Read the indicator-test SOP and set up labeled tubes with controls.
- • T2: Test each unknown for sugars, starch, , and lipids per the SOP.
- • T3: Record color-change results in a with positive and negative controls.
- • T4: Note the concentration variable in the toxicology dilution series.
- • T5: Record one limitation and one risk in your method.
- • E1: Every indicator test requires a (known positive sample) and a (distilled water or known negative) run alongside unknowns.
- • E2: Indicator tests produce valid evidence only when positive and negative controls confirm the reagents work, so cross- must be prevented because a is invisible without controls.
- • E3: I can run indicator tests with proper controls.
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 and tox data. Trace the labeled observation or evidence sequence before choosing an explanation. 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.
= final volume / sample volume. New concentration = starting concentration / dilution factor.
Mix 1 mL of sample to a final volume of 10 mL. The is 10. A 100 mg/mL starting sample becomes 10 mg/mL.
Use the same volume units before dividing. Concentration keeps its original concentration unit.
Apply the same setup to one supplied dilution or dose. Show the factor, new value, units, and a reasonableness check.
- • The solution must address the stated need in and tox data.
- • The decision must be supported by E1-E3.
- • The final product must make the success criteria visible.
- • Complete the work inside the 80-minute block.
- • Use only supplied or teacher-approved materials and evidence.
- • Do not trade , accessibility, or privacy for speed.
- • and evidence quality: must pass before scoring other criteria.
- • User need and effectiveness: highest scored criterion.
- • Time, cost, and ease of use: compare only after and effectiveness pass.
Test evidence: For each option, record the E1-E3 result that supports or fails each criterion. Do not assign a score without a named observation.
- Version or option tested
- Criterion met or missed
- Evidence ID and result
- Revision made
- Reason for the revision
- Need and user
- Criteria and constraints
- Chosen option and evidence
- Test result
- Revision and reason
Students often think Students think that once they know how to read a color, they can move a single dropper from tube to tube to save time.. The trap: That is a trap because carrying reagent or sample between tubes on one dropper causes cross-, which produces false positives that are indistinguishable from real results; use a clean dropper or pipette for every single transfer.
Indicator-test data (controls run alongside unknowns):
- Positive control for sugar turned brick red; negative control (distilled water) stayed blue, confirming the reagent works.
- Unknown 1 turned brick red with Benedict's and violet with Biuret, so it tested positive for reducing sugar and protein.
Dilution series: As concentration increased from 1 percent to 8 percent, the observed effect grew, showing a dose-response trend.
Limitation: A pigment in Unknown 2 made the color hard to read. Contamination risk: I used a fresh dropper for each tube to avoid false positives.
| Sample | Benedict's | Lugol's | Biuret | Sudan IV |
|---|---|---|---|---|
| Positive control | Brick red | Blue-black | Violet | Red layer |
| Negative control | Blue | Yellow-brown | Blue | No red |
| Unknown 1 | Brick red | Yellow-brown | Violet | No red |
This model shows the level of evidence and organization needed to complete: A data table recording color-change results for each unknown across the four indicator tests with positive and negative controls, plus a toxicology dilution series table.
- Name the variables and include units.
- Enter observations without changing the raw values.
- Check labels, calculations, and patterns before interpreting the data.
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: Upload a photo of your completed data tables to the tracker before leaving 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 Biomolecule and tox data. 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 and interactives for this lesson, from authoritative open organizations and PLTW's own public course outline.
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 and tox data. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
Your negative control tube (distilled water) shows a faint positive color change. What does that tell you about all your unknown results in that test, and what likely caused it?
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▸
I can name the procedure's purpose and the evidence I will record. I can identify each named hazard and the control that reduces it: Lugol's iodine is a stain: wear nitrile gloves and a lab apron; it will permanently stain skin and clothing. My data table is ready before materials are handled.
Finish the checklist before you handle any material.
- • Lugol's iodine is a stain: wear nitrile gloves and a lab apron; it will permanently stain skin and clothing.
- • Benedict's solution requires heating: use a hot-water bath, not an open flame; use tongs when handling hot tubes; never point a heated tube at anyone.
- • Biuret reagent contains sodium hydroxide, which is corrosive: avoid skin and eye contact; if contact occurs, flush immediately with water for 15 minutes and notify the teacher.
- • Sudan IV is a potential carcinogen: minimize skin contact, work in a well-ventilated area, and dispose of Sudan IV waste in the labeled hazardous-waste container, not the sink.
- • All liquid reagent waste goes into the designated waste beaker for disposal per the teacher's SDS instructions; never pour indicators down the sink without authorization.
- • Wash hands with soap and water for at least 20 seconds after completing all lab work, even if gloves were worn throughout.
- 1Before materials are handled, identify the purpose, variables or comparison, controls, measurement units, and stop-work condition.
- 2Read the indicator-test SOP and set up labeled tubes with controls.
- 3Test each unknown for sugars, starch, protein, and lipids per the SOP.
- 4Record color-change results in a data table with positive and negative controls.
- 5Note the concentration variable in the toxicology dilution series.
- 6Record one limitation and one contamination risk in your method.
- 7Record each result in the prepared table before interpreting it. Mark missing, repeated, or invalid results truthfully.
- 8Complete the named cleanup and waste route, remove PPE safely, wash hands when required, and confirm the station is ready for the next group.
| Trial or sample ID | Independent condition | Measured result with units | Observation before interpretation | Quality-control note |
|---|---|---|---|---|
Before the procedure, predict the result and cite the rule behind the prediction.
After the procedure, compare the result with the prediction and name one limitation or source of uncertainty.
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.
Complete the virtual indicator lab, run a dilution series, and record a with controls and one stated limitation.
PhET ConcentrationThen submit your Data table. 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:
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, 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.
- Error analysis and method · counts doubleName a specific limit of the method and how it moved your result, and compare what you predicted to what happened. "Human error" does not count; say what about the procedure or instrument caused it.