Unit 2.2 to 2.3: Chromosomal abnormalities, genetic risk, family evidence, diagnosis from mixed data.
Your PLTW coursework: Principles of Biomedical Science ▸ Unit 2: Clinical Care ▸ Lesson 2.2 Decoding a Diagnosis ▸ "Activity 2.2.3 An Inheritance Story", "Activity 2.2.4 Clues in the Chromosomes", "Activity 2.2.5 My, Oh, Meiosis"
What to do if absent- 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.
Use a , a pedigree, and a family history to reason about inheritance and propose a likely diagnosis for a patient with a chromosomal abnormality.
- 1Define , phenotype, and in your own words, then label each in a short example.
- 2Read the for your case patient and note any missing, extra, or rearranged chromosomes.
- 3Build a three-generation pedigree from the family history, marking affected and individuals.
- 4Compare the and the pedigree and write what each piece of evidence tells you that the other does not.
- 5State the most likely diagnosis and the for the next child, citing your two strongest pieces of evidence.
- 6Write one sentence on what additional test you would order before confirming the diagnosis.
- • You will be able to read a and identify a chromosomal abnormality.
- • You will be able to trace an inheritance pattern through a pedigree.
- • You will be able to combine mixed evidence into a justified diagnosis and risk estimate.
Open any day for its full lesson, the work due that day, and guided notes.
Written CER with a quantitative genetic-risk claim, pedigree and Punnett square evidence, and at least one stated limitation.
Shared team evidence table with all four workup components, flagged out-of-range values, and a ranked with the top candidate selected.
Your worksheet: the side you argued, your three strongest arguments, the opposing point you had to answer, and where you actually stand now.
- Hook: a family wants to know the odds for their next child, and the answer is written in chromosomes and a family tree.
- Today's goal: learn to weigh a against a pedigree so your diagnosis rests on evidence, not a guess.
- Monday bioethics debate ties in: should parents be told the of a condition that has no cure?
- Reminder: your graded pedigree and diagnosis write-up are submitted on the class site.
Do this: Advance your PLTW PBS genetics benchmark by completing the genetic-risk case analysis and diagnosis worksheet in the online course shell.
- • A displays the number and structure of chromosomes and can reveal abnormalities.
- • A pedigree maps inheritance across generations to show carriers and affected individuals.
- • estimates the probability that a trait passes to the next generation.
- • Distinguish from phenotype when reading a case.
- • Synthesize a and a pedigree into one diagnosis.
📋 PLTW evidence due: the completed pedigree and genetic-risk diagnosis write-up in the course shell.
All PLTW activities are completed inside the PLTW course environment: this page only gives direction.
Use this chart to keep your place. Nothing on it is turned in through the portal.
| Day | Work | Turn in |
|---|---|---|
| Monday · Mon, Nov 9 | Pedigree and risk CER | Written CER with a quantitative genetic-risk claim, pedigree and Punnett square evidence, and at least one stated limitation. |
| Tuesday · Tue, Nov 10 | Clinical diagnosis team project | Shared team evidence table with all four workup components, flagged out-of-range values, and a ranked differential diagnosis with the top candidate selected. |
| Thursday · Thu, Nov 12 | JCU bioethics 8: Should vaccination be mandatory? | Your worksheet: the side you argued, your three strongest arguments, the opposing point you had to answer, and where you actually stand now. |
| Friday · Fri, Nov 13 | Evidence for |
- M: Philosophy for Kids / John Carroll bioethical debate
- T: teacher background notes + PLTW launch task
- Th: analysis / CER or design revision
Turn in: Unit 2.2 to 2.3: Chromosomal abnormalities, genetic risk, family evidence, diagnosis from mixed data. weekly work due Genetic-risk explanation.
Go to Schoology to turn this in.
Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf.
Open Schoology PDF upload helpIf you cannot get in, see Mr. Mendoza. Do not skip the work.
2 panels from the illustrated semester.
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.
Most days, this class is your PLTW coursework: and PLTW is online and individual. So being out usually just means doing exactly what we did in class, from home.
Open Clever, then myPLTWSign in to Clever with your district Microsoft account to open Schoology or myPLTW. Follow today's posted steps. If myPLTW will not open, use the posted alternative and tell Mr. Mendoza. Turn in your completed work through the Schoology assignment.
You can't do those from home: do this instead: Teacher-posted data/model packet, same objective. Supplemental: Khan: chromosomes and inheritance; MedlinePlus Genetics.
Class still runs. A substitute will post today's plan: complete the online activity above; it's built to be self-guided. Need the concept taught without a teacher? Use this authoritative explainer:
NHGRI: how to read a pedigree
Hand-picked readings and interactives for this lesson, from authoritative open organizations and PLTW's own public course outline.