Your Weeks Work packet
The packet tells this week's story day by day, explains every term on labeled reference pages, and lists each task with its deadline. Open it before you start today's work. The mind map shows how the whole unit fits together, with the tested ideas in red. Your Unit 1 Take-Home Exam is handed out Thursday, October 1 and due Monday, October 5 at the start of class. It replaces the in-class Unit 1 Test printed in the packet, so ignore the packet's 40-minute and pencil instructions for the test.
Analyze histology evidence
This page has four parts, in the order you use them. Part 1 is what you need to know. Part 2 says what to do, in plain English. Part 3 shows the work done once on a case that is not yours. Part 4 is your own work and where to turn it in.
Open your materials, follow the steps, then turn in your work.
Compare the Case B tissue slides with healthy references and explain the supported patterns and limits in Parts A to E of the Day 14 sheet.
Case background, evidence, and file details▸
How today connects to the case
Where: Respawn, an e-sports lounge with a smoothie counter. Who: Dana Okafor, 29, owner of the Respawn e-sports lounge, found behind the smoothie counter before opening by the morning shift lead. Dana had a severe peanut allergy that every employee knew about.
The scene in our room is the scene in the case: tape at the door, the outline and torso behind the counter, the lower body beneath a toppled supply shelf and a rubber floor mat. Responders left the scene as found, pending investigation.
Your job: By Day 18 your team names the manner and cause of death and backs each one with at least four exhibits across three different evidence types. Every claim stops where the evidence stops.
Compare the Case B tissue slides with healthy references and explain the supported patterns and limits in Parts A to E of the Day 14 sheet.
Remember: Tissue findings can support a mechanism; they do not establish the manner of death. State what remains uncertain.
- Activity 1.2.4 Histology
This John Hay case practices skills connected to the PLTW activity above. Follow today's directions for the assigned work.
Missed class? Open today's worksheet and briefing. Use simulated data only if the worksheet or Mr. Mendoza provides it, and label it "Simulated data." If a required measurement or file is missing, ask Mr. Mendoza. Do not invent results.
Evidence released today
- Exhibit 016 · Reference slide: healthy laryngeal lining (100x) · Medical thread
- Exhibit 017 · Case slide: larynx, submucosal edema (100x) · Medical thread
- Exhibit 018 · Reference slide: healthy lung (100x) · Medical thread
- Exhibit 019 · Case slide: lung, airway plugging (100x) · Medical thread
- Exhibit 020 · Case slide: brow wound margin, vital response (200x) · Medical thread
Exhibit means one numbered piece of evidence. Thread means the team lane it belongs to (Scene, Trace, Serology and DNA, Toxicology, Medical Examiner, Records). Exhibits are handed out on paper in class on the day they are released, and the same files are attached to that day's Schoology assignment.
Notebook reminders
- Investigation Day 14 pack (paper in class; the PDF is above and on the Schoology assignment)
- Investigative Notebook: Histology call cards organizer
- Investigative Notebook: Logic tree update
- Investigative Notebook: Day 14 Cornell page
Daily Evidence Sheet, Day 14: complete Parts A to E.
Submit one PDF of your complete Day 14 Daily Evidence Sheet to Wk6 D14 · The Fabric Under the Lens (PLTW 1.2.4) in Schoology by 11:59 PM tonight. Keep the named notebook pages in your Investigative Notebook.
Schoology assignment: Wk6 D14 · The Fabric Under the Lens (PLTW 1.2.4)
Before the hands-on lab
- Histology: Four Tissue Types simulationComplete this simulation before you begin the hands-on work.
What the evidence can and cannot prove
- Classroom evidence supports a classroom finding. It cannot convict a real person or diagnose a real patient.
- A hair consistent with a person proves a hair like theirs was present, not that the person was, and never when.
- A fingerprint proves touch, not when or why. A pattern class narrows a crowd; only minutiae can name one finger.
- A presumptive test says maybe. Only a confirmatory test says blood, and only DNA says whose.
- One value outside its reference range is a flag, not a verdict.
Make only the claims your evidence supports. Explain what you still cannot tell.
Optional: listen or watch a unit review▸
Part 1 of 4 · Background and definitions▸
💡 Big idea: A pathologist diagnoses disease by comparing to a normal reference because appearance varies between people, so disease is recognized as deviation from normal rather than from any single slide.
- • findings can support a mechanism; they do not establish the . State what remains uncertain.
- • Describe a visible feature before naming the pattern it supports.
Should we ban use in livestock?
A pathologist diagnoses disease by comparing to a normal reference because appearance varies between people, so disease is recognized as deviation from normal rather than from any single slide.
Driving question: Which visible features support your -pattern call, and what can that call not establish?
New idea: A pathologist diagnoses disease by comparing to a normal reference because appearance varies between people, so disease is recognized as deviation from normal rather than from any single slide.
- Part A: read the briefing and answer A1 and A2, citing the reading as the sheet asks.
- Part B: complete the slide call table (B1); compare visible differences with the healthy reference (B2); calculate the cell width in millimeters and micrometers and state its precision (B3).
- Part C: write the paragraph for two slides: description, pattern and Day 13 finding, followed by the mechanism-versus-manner limit.
- Part D: use and edema in sentences about your work.
- Part E: answer all three self-check questions, then check every Part of your sheet.
Real biomedical example: Which visible features support your -pattern call, and what can that call not establish?
What the evidence supports: E1 to E3 and the figure support the daily take-home when the response meets the stated success criteria.
What it cannot prove: findings can support a mechanism; they do not establish the . State what remains uncertain.
- • : The body's ongoing process of keeping internal conditions like temperature, blood sugar, and pH steady despite changes in the outside environment.
- • : A group of similar cells working together to perform a shared function, such as muscle, nerve, or .
- • : A group of organs that work together to carry out a major body function, such as the digestive or circulatory system.
- • toxicology: The science of how chemicals and other substances cause harm to living things, including the dose at which they become dangerous.
- • : The study of the microscopic structure of tissues, examining thin stained slices under a microscope to see how cells are arranged.
- • : The specific physiological breakdown inside the body that directly ends life, such as a fatal heart rhythm or blood loss, separate from the underlying cause.
Use it now: Part B: complete the slide call table (B1); compare visible differences with the healthy reference (B2); calculate the cell width in millimeters and micrometers and state its precision (B3). This is thinking practice for the one turn-in named under Turn in, not a second submission.
Go further, optional: The source links below are optional enrichment. Every fact required for today's local evidence decision appears in this lesson package.
Standard anatomical terms describe location and structure precisely, while physiology describes function; connecting levels from cells to tissues, organs, and systems supports a bounded explanation.
Limit: A classroom map or organization model simplifies three-dimensional variation and cannot diagnose injury or disease.
Structure creates possibilities and limits for function.
Limit: Living tissues adapt and interact with other systems; a metal tool does not.
Daily Evidence Sheet, Day 14: complete Parts A to E.
Limit: This is an assignment criterion, not case evidence.
Today's decision · Simulated classroom evidence scenario
Your role: biomedical team member
Decision: Use the printed Day 14 worked example to examine the reasoning before completing your own sheet. This comparison is practice within the sheet, not a separate upload.
- • Name the deviation by holding the supplied Case B slide card against the healthy reference image, since disease shows up as a difference from normal.
- • Point to the odd-looking spot on my slide and call it diseased, because damaged looks wrong the moment you see it.
- • Hold my interpretation until a second, cleaner section is examined, because a thick cut or bad stain can imitate disease.
Response: Daily Evidence Sheet, Day 14: complete Parts A to E. Submit one PDF of your complete Day 14 Daily Evidence Sheet to Wk6 D14 · The Fabric Under the Lens (PLTW 1.2.4) in Schoology by 11:59 PM tonight. Keep the named notebook pages in your Investigative Notebook. Use it inside the one turn-in named under Turn in; it is not a separate submission.
Claim ceiling: findings can support a mechanism; they do not establish the . State what remains uncertain.
Reason for review: Compare the Case B slides with healthy references and explain the supported patterns and limits in Parts A to E of the Day 14 sheet.
Context: Diagnosis works by comparison to normal, so a pathologist recognizes disease by what is missing or distorted, not by any single observation alone.
- • T1: Part A: read the briefing and answer A1 and A2, citing the reading as the sheet asks.
- • T2: Part B: complete the slide call table (B1); compare visible differences with the healthy reference (B2); calculate the cell width in millimeters and micrometers and state its precision (B3).
- • T3: Part C: write the paragraph for two slides: description, pattern and Day 13 finding, followed by the mechanism-versus-manner limit.
- • T4: Part D: use and edema in sentences about your work.
- • T5: Part E: answer all three self-check questions, then check every Part of your sheet.
- • T6: Submit one PDF of your complete Day 14 Daily Evidence Sheet to Wk6 D14 · The Fabric Under the Lens (PLTW 1.2.4) in Schoology by 11:59 PM tonight. Keep the named notebook pages in your Investigative Notebook.
- • E1: Standard anatomical terms describe location and structure precisely, while physiology describes function; connecting levels from cells to tissues, organs, and systems supports a bounded explanation.
- • E2: Structure creates possibilities and limits for function.
- • E3: You can complete every Part of the Daily Evidence Sheet using cited records.
Measurements: Use only the measurements, units, graph, or counts supplied in today's task. No additional patient measurement is implied.
Figure finding: Two microscope fields drawn as circles at the same magnification with a scale bar in each. The left field, Reference slide, shows generic drawn cell outlines. The right field, Case exhibit, is blank except for a faint outline and the words sketch what you see. An arrow labeled compare points from left to right.
Uncertainty: This is a composite classroom scenario. Missing history, measurements, or confirmation tests remain unknown and limit the conclusion.
Rate or percent = part / comparison total x 100%. Percent change = (new - comparison) / comparison x 100%.
If 18 of 60 records meet a condition, the frequency is 18 / 60 x 100% = 30%.
Name the comparison total. A percent describes the supplied group and does not automatically predict an individual's outcome.
Rework the example with 24 of 60 records instead of 18. Show the denominator, and say what the percent describes and what it cannot tell you about one person.
Students often think A -pattern label alone proves a . The trap: findings can support a mechanism; they do not establish the . State what remains uncertain.
- 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 Analyze histology evidence. 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.
Part 2 of 4 · Directions in plain English▸
2.1 Open your materials
Before the lab: Complete Histology: Four Tissue Types simulation.
2.2 Start the work
Part A: read the briefing and answer A1 and A2, citing the reading as the sheet asks.
Show all 6 required steps
- Part A: read the briefing and answer A1 and A2, citing the reading as the sheet asks.
- Part B: complete the slide call table (B1); compare visible differences with the healthy reference (B2); calculate the cell width in millimeters and micrometers and state its precision (B3).
- Part C: write the histology paragraph for two slides: description, pattern and Day 13 finding, followed by the mechanism-versus-manner limit.
- Part D: use histology and edema in sentences about your work.
- Part E: answer all three self-check questions, then check every Part of your sheet.
- Submit one PDF of your complete Day 14 Daily Evidence Sheet to Wk6 D14 · The Fabric Under the Lens (PLTW 1.2.4) in Schoology by 11:59 PM tonight. Keep the named notebook pages in your Investigative Notebook.
Lost your place? Open the Case B Day 14 sheet. Find the first incomplete Part and use its instructions and supplied records. Submit one PDF of your complete Day 14 Daily Evidence Sheet to Wk6 D14 · The Fabric Under the Lens (PLTW 1.2.4) in Schoology by 11:59 PM tonight. Keep the named notebook pages in your Investigative Notebook.
- 0-12 minRead the Day 14 briefing and complete Part A.
- 12-40 minUse the Case B slide cards and healthy references for B1 and B2; describe visible features before naming a pattern.
- 40-50 minComplete the B3 scale calculation with units and precision.
- 50-67 minWrite Part C about two slides and their Day 13 connections; state the limit.
- 67-77 minComplete vocabulary in Part D and all Part E checks.
- 77-80 minCheck Parts A to E. Finish remaining work at home and submit one PDF by 11:59 PM.
- • Use the organ findings from Day 13 and the Case B slide cards with their healthy references.
- • Compare the Case B slides with healthy references and explain the supported patterns and limits in Parts A to E of the Day 14 sheet.
- • findings can support a mechanism; they do not establish the . State what remains uncertain.
- • Submit one PDF of your complete Day 14 Daily Evidence Sheet to Wk6 D14 · The Fabric Under the Lens (PLTW 1.2.4) in Schoology by 11:59 PM tonight. Keep the named notebook pages in your Investigative Notebook.
PLTW connection and today's work
Use the Case B Day 14 pack and sheet for this John Hay work connected by title to Activity 1.2.4 Histology.
Today's stopping point: Submit one PDF of your complete Day 14 Daily Evidence Sheet to Wk6 D14 · The Fabric Under the Lens (PLTW 1.2.4) in Schoology by 11:59 PM tonight. Keep the named notebook pages in your Investigative Notebook.
PLTW activity titles identify the course connection. If your account will not open, use the posted materials for today and tell Mr. Mendoza. Do not mark an online activity complete unless you completed it.
Use the turn-in directions in Part 4 of this page. Do not create a second submission unless your teacher asks for one.
Show another explanation or a smaller first step
Need help? Choose a starting point
Part 3 of 4 · Worked example▸
This is a parallel case, not your own. Read it for the order of the work, then do your own in Part 4.
Use the worked example in the Case B Day 14 Daily Evidence Sheet as your format guide. Its practice case is separate from your own case.
Part B: complete the slide call table (B1); compare visible differences with the healthy reference (B2); calculate the cell width in millimeters and micrometers and state its precision (B3).
Part C: write the histology paragraph for two slides: description, pattern and Day 13 finding, followed by the mechanism-versus-manner limit.
Tissue findings can support a mechanism; they do not establish the manner of death. State what remains uncertain. Complete Parts A, D and E too.
This model shows the level of evidence and organization needed to complete: Part A: read the briefing and answer A1 and A2, citing the reading as the sheet asks. Part B: complete the slide call table (B1); compare visible differences with the healthy reference (B2); calculate the cell width in millimeters and micrometers and state its precision (B3). Part C: write the histology paragraph for two slides: description, pattern and Day 13 finding, followed by the mechanism-versus-manner limit. Part D: use histology and edema in sentences about your work. Part E: answer all three self-check questions, then check every Part of your sheet.
- 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 one PDF of your complete Day 14 Daily Evidence Sheet to Wk6 D14 · The Fabric Under the Lens (PLTW 1.2.4) in Schoology by 11:59 PM tonight. Keep the named notebook pages in your Investigative Notebook.
Part 4 of 4 · Your work▸
Check your work before submitting
- I can complete every Part of the Daily Evidence Sheet using cited records.
- Tissue findings can support a mechanism; they do not establish the manner of death. State what remains uncertain.
4.1 Turn in your work
DueCheck the Schoology assignment for this day- Hand in
- Daily Evidence Sheet, Day 14: complete Parts A to E.
How to submit and name your file
Submit one PDF of your complete Day 14 Daily Evidence Sheet to Wk6 D14 · The Fabric Under the Lens (PLTW 1.2.4) in Schoology by 11:59 PM tonight. Keep the named notebook pages in your Investigative Notebook.
In Schoology, open your course and the assignment for this lesson. Attach your file, select Submit, and check that it appears in the submission.
PDF upload helpYou get two school days for every day you were absent, so this deadline moves with you.
Find this lesson's Schoology assignments
These are existing assignments for your section. Follow the directions in the assignment you are working on; this list does not add new work. A PLTW Work row repeats on every day of its lesson; submit it once. Check Schoology for each deadline.
- Wk6 D14 · The Fabric Under the Lens (PLTW 1.2.4)(today's case-day record)
Link will not open? Open Schoology, choose your course and section, and find the title shown above.
- 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.
- SubmittedGo to Schoology to turn this in. Submit one PDF. Schoology attaches your name to your upload; on the page itself, write your period and code. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
How this lesson connects
Keep using what you learned last class: Should we ban antibiotic use in livestock? Today: A pathologist diagnoses disease by comparing tissue to a normal reference because appearance varies between people, so disease is recognized as deviation from normal rather than from any single slide.
Practice: try a question, then check your answer▸
Claim ceiling for this check: findings can support a mechanism; they do not establish the . State what remains uncertain.
Part E2: Why describe before naming?
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.
Missed class or ready for more?▸
Optional practice for this unit's lab skills. Nothing in it is due today. This lesson has more than one, and they cover different skills.
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.
Today is individual work you can do from home: complete the same target above, then submit your Notebook check.
Go to Schoology to turn this in. Submit one PDF. Schoology attaches your name to your upload; on the page itself, write your period and code. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
Class still runs. Complete today's work as this page describes (it is self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
Khan Academy: human body systems (Health and medicine)Sources: slides, readings, and resources▸
Your Unit 1 Take-Home Exam is handed out Thursday, October 1. It is due Monday, October 5 at the start of class. Read the study guide first, then take the practice test and check your answers with the key at the end.
The preparation page has the ten-skill checklist, a table of every test we used, the glossary, flashcards, two self-checking practice quizzes and study conversations you can read.
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.
Hand-picked readings and interactives for this lesson, from authoritative open organizations and PLTW's own public course outline.
This week
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