This class runs in two periods and they do not do the same lesson on the same day. You are reading the Period 6A-7B calendar, the one with John Carroll bioethics on Mondays.
Bloodwork and ranges
Do now
Identify routine blood tests and their normal ranges before the PLTW clinical-data task.
- Hand in
- Exit ticket: list three blood panel markers, their normal ranges with units, and one clinical condition associated with an out-of-range value for each.
- Where
- Submit this on the class form named on this page. The form requires the student's district Microsoft sign-in. The thank-you page is the submission receipt. A physical handoff counts only when the day page names that route. Doing the activity in myPLTW does not count as submitted.
You get two school days for every day you were absent, so this deadline moves with you.
If the form offers you a saved draft, choose New draft. If the Assignment box comes up empty, type it exactly: Bloodwork and ranges
Your fasting glucose comes back at 96 mg/dL and a classmate's at 104 mg/dL. One is normal and one is not, so where exactly is the line and why does 8 mg/dL matter?
Identify routine blood tests and their normal ranges before the PLTW clinical-data task.
- • I can name routine blood tests and their normal ranges.
- • I can explain how monitoring tracks chronic disease.
- Have you or someone you know ever had blood drawn at a doctor's office? What were they checking for?
- Why might a doctor want a number for something like blood sugar instead of just asking how you feel?
- 1Take notes on common panels: CBC, glucose, , and their ranges.
- 2Review how chronic-disease monitoring uses repeated measurements over time.
- 3Summarize how telehealth and wearables feed data into care.
- 4Complete the PLTW clinical-data online task on routine bloodwork.
- 5Identify the variable and units for one blood marker you will track.
What did this day actually feel like?
Bloodwork and ranges
Common blood panels: complete blood count, glucose, cholesterol, and the normal ranges for each. Then how chronic disease monitoring uses repeated tests over time rather than one draw.
Learning that the same glucose number can be fine or alarming depending on whether the patient just ate reframed what "normal range" even means. Context is part of the measurement.
Turned in: exit ticket → Exit Tickets 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.
The same glucose number is fine or alarming depending on whether the patient just ate. Context is part of the measurement.
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
🔑 Today's words · 5
Tap a word in the lesson for a plain meaning and one example. Recycled into next week's Do-Now.
Check you have the right sheet: the top of it prints today's portal day, Bloodwork and ranges. The PLTW activity itself is in myPLTW and is not posted here.
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: A blood panel measures organ function as numbers, so comparing each value to its and tracking it over repeated tests lets a clinician catch disease that a single reading or a physical exam would miss.
- 0:00Open a real anonymized blood panel result; class reads it together and identifies unknown abbreviations
- 0:12Teacher-led notes: CBC, fasting glucose, panels; normal ranges and clinical significance of each
- 0:30Chronic disease monitoring: how and why diabetes and cardiovascular disease are tracked over time
- 0:42myPLTW: complete the clinical-data online task on routine bloodwork
- 1:02Choose one blood marker to track Wednesday; write the variable name, units, and
- 1:10Exit ticket: state three blood markers and their normal ranges
- • Your doctor orders a blood test and three days later you get a portal notification full of numbers, abbreviations, and ranges. What does it all mean?
- • Today we decode routine bloodwork. CBC, glucose, , and what each tells a clinician about what is happening inside the body.
- • We are also talking about chronic disease monitoring, which is different from a one-time checkup. Diabetes management, for example, tracks over years. A single reading means almost nothing; the trend is everything.
- • Tomorrow you will work with a simulated patient dataset and build a graph of that trend. Today you learn what the numbers mean.
- • A complete blood count (CBC) measures red and white blood cell counts and platelets; fasting glucose is 70-99 mg/dL; total below 200 mg/dL is desirable.
- • Chronic disease monitoring uses repeated measurements over months or years to detect trends that a single reading would miss.
- • Telehealth platforms transmit patient-reported data and wearable sensor readings into the clinical record, but the clinician must validate them against lab-confirmed values.
Unit 2.1 Clinical Data: Routine bloodwork, chronic disease monitoring, telehealth, wearables, remote monitoring. · Bloodwork and ranges
Day 1 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 Lesson 2.1 Talk to Your Doc and go to Activity 2.1.4 Routine Testing: In the Lab. Work the CBC, glucose, and part today.
Mark Activity 2.1.4 Routine Testing: In the Lab started in myPLTW.
You started Activity 2.1.5 Telehealth on Wednesday. By the end of today your work in Activity 2.1.4 Routine Testing: In the Lab and your chosen blood marker documentation should both be done.
Screenshot of myPLTW showing Activity 2.1.4 Routine Testing: In the Lab started, plus your chosen marker with variable name, units, and in your notebook.
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. Submit this on the class form named on this page. The form requires the student's district Microsoft sign-in. The thank-you page is the submission receipt. A physical handoff counts only when the day page names that route. Doing the activity in myPLTW does not count as submitted.
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 2.1 Clinical Data: Routine bloodwork, chronic disease monitoring, telehealth, wearables, remote monitoring. · Bloodwork and ranges
In myPLTW, open Lesson 2.1 Talk to Your Doc and go to Activity 2.1.4 Routine Testing: In the Lab. Work the CBC, glucose, and part today.
You started Activity 2.1.5 Telehealth on Wednesday. By the end of today your work in Activity 2.1.4 Routine Testing: In the Lab and your chosen blood marker documentation 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.
🎯 Identify routine blood tests and their normal ranges before the PLTW clinical-data task.
- Take notes on common panels: CBC, glucose, , and their ranges.
- Review how chronic-disease monitoring uses repeated measurements over time.
- Summarize how telehealth and wearables feed data into care.
- Complete the PLTW clinical-data online task on routine bloodwork.
- Identify the variable and units for one blood marker you will track.
Exit ticket: Exit ticket: list three blood panel markers, their normal ranges with units, and one clinical condition associated with an out-of-range value for each.
Submit this on the class form named on this page. The form requires the student's district Microsoft sign-in. The thank-you page is the submission receipt. A physical handoff counts only when the day page names that route. Doing the activity in myPLTW does not count as submitted. 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 |
|---|---|
| Take notes on common panels: CBC, glucose, , and their ranges. | _______ |
| Review how chronic-disease monitoring uses repeated measurements over time. | _______ |
| Summarize how telehealth and wearables feed data into care. | _______ |
| Complete the PLTW clinical-data online task on routine bloodwork. | _______ |
| Identify the variable and units for one blood marker you will track. | _______ |
Working solo? Put your own name in "Who" for every row.
- I can name routine blood tests and their normal ranges.
- I can explain how monitoring tracks chronic disease.
- 1Do thisIdentify routine blood tests and their normal ranges before the PLTW clinical-data task.
- 2Use this resource
- 3Submit thisExit ticket: Exit ticket: list three blood panel markers, their normal ranges with units, and one clinical condition associated with an out-of-range value for each.
- 4Submit it here
- 1Open the form. It must say For students at the top: if it says For parents and guardians, press Back and pick I am the student.
- 2If it offers you a saved draft, choose New draft: an old draft brings back the old assignment.
- 3Sign in with your district Microsoft account, not a personal one.
- 4Check the Assignment box says today's assignment from this page, then pick your period and type your student ID, all nine digits.
- 5Attach your file and press Submit. The thank-you page is your receipt.
Submit this on the class form named on this page. The form requires the student's district Microsoft sign-in. The thank-you page is the submission receipt. A physical handoff counts only when the day page names that route. Doing the activity in myPLTW does not count as submitted. Principles of Biomedical Technology (Principles of Biomedical Science) › Unit 2.1 Clinical Data: Routine bloodwork, chronic disease monitoring, telehealth, wearables, remote monitoring. › Exit ticketTurn it in
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.
Should terminally ill patients be offered medical aid in dying in order to decrease use?
A blood panel measures organ function as numbers, so comparing each value to its and tracking it over repeated tests lets a clinician catch disease that a single reading or a physical exam would miss.
A mechanic studies a tool whose shape allows one job but limits another.
- Which feature makes the tool work?
- What changes if that feature bends or breaks?
- Which observation shows function rather than appearance?
Structure creates possibilities and limits for function.
Living tissues adapt and interact with other systems; a metal tool does not.
- • Tool shape maps to .
- • The job maps to physiological function.
- • Damage maps to a predicted functional change.
Driving question: Your fasting glucose comes back at 96 mg/dL and a classmate's at 104 mg/dL. One is normal and one is not, so where exactly is the line and why does 8 mg/dL matter?
What you already know: Should terminally ill patients be offered medical aid in dying in order to decrease use?
New idea: A blood panel measures organ function as numbers, so comparing each value to its and tracking it over repeated tests lets a clinician catch disease that a single reading or a physical exam would miss.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Bloodwork and ranges. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Use the labels and arrows in F1 to identify the relationship that supports Bloodwork and ranges.
- Observe or measure the relevant feature in today's lesson.
- Organize the observation with a stable evidence ID.
- Apply this rule: Structure creates possibilities and limits for function.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: Your fasting glucose comes back at 96 mg/dL and a classmate's at 104 mg/dL. One is normal and one is not, so where exactly is the line and why does 8 mg/dL matter?
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.
- • : The amount of sugar dissolved in the blood, the body's main fuel, normally about 70 to 99 mg/dL when fasting and tightly controlled by .
- • : A waxy, fat-like substance that the body uses to build cell membranes and make hormones, but too much in the blood can clog arteries.
- • : Anything that raises a person's chance of developing a disease, such as smoking, family history, or high , without guaranteeing it.
- • telehealth: Delivering healthcare remotely using video calls, phone, or digital tools so patients and providers can connect without being in the same place.
- • wearable: A small electronic device worn on the body that continuously senses and records health data such as heart rate, steps, or oxygen level.
- • monitoring: The ongoing measurement of a patient's vital signs or condition over time to track changes and catch problems early.
- • : The span of values for a lab test or measurement seen in healthy people, used as a reference to flag results that may signal a problem.
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 planned study connects its question to defined variables, controls, sampling, measurement, and analysis so the resulting data can support a bounded and reproducible conclusion.
Limit: A statistical difference or trend does not automatically establish practical importance, causation, generalizability, or freedom from bias.
Structure creates possibilities and limits for function.
Limit: Living tissues adapt and interact with other systems; a metal tool does not.
You can name routine blood tests and their normal ranges.
Limit: E3 defines the classroom product or success criterion. It is not independent scientific evidence and cannot justify a clinical or causal claim.
PLTW-PBT@P67-2026-10-14 · Simulated classroom evidence scenario
Your role: biomedical team member
Decision: Your team must decide what the evidence from today's lesson supports before submitting the exit response 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 exit response.
Claim ceiling: Today's evidence supports a classroom claim about today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
Reason for review: Your team must decide what the evidence from today's lesson supports before submitting the exit response named on the lesson page.
Context: A blood panel is a quantitative snapshot of how the body is working, and comparing a value to its , then watching it over time, is how clinicians catch disease before symptoms appear.
- • T1: Take notes on common panels: CBC, glucose, , and their ranges.
- • T2: Review how chronic-disease monitoring uses repeated measurements over time.
- • T3: Summarize how telehealth and wearables feed data into care.
- • T4: Complete the PLTW clinical-data online task on routine bloodwork.
- • T5: Identify the variable and units for one blood marker you will track.
- • E1: A planned study connects its question to defined variables, controls, sampling, measurement, and analysis so the resulting data can support a bounded and reproducible conclusion.
- • E2: Structure creates possibilities and limits for function.
- • E3: You can name routine blood tests and their normal ranges.
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 Bloodwork and ranges. Use the labels and arrows to identify the decision-relevant relationship. 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.
Students often think Students think a value just outside the means the person definitely has a disease.. The trap: Normal ranges are statistical bands built from healthy populations, so a single slightly-high value can come from a recent meal, stress, or lab variation; one out-of-range number is a flag to recheck, not a diagnosis.
Three blood markers, ranges, and an out-of-range meaning:
- Fasting glucose: normal 70 to 99 mg/dL. Out of range high (above 125 fasting) can indicate diabetes.
- Total cholesterol: desirable below 200 mg/dL. Out of range high can indicate increased cardiovascular risk.
- White blood cell count (part of a CBC): normal about 4,500 to 11,000 cells/uL. Out of range high can indicate an infection.
Each marker has a unit, so a reader knows exactly what the number means.
| Marker | Normal range | Unit | Out-of-range condition |
|---|---|---|---|
| Fasting glucose | 70 to 99 | mg/dL | Diabetes (if high) |
| Total cholesterol | below 200 | mg/dL | Cardiovascular risk (if high) |
| WBC count | 4,500 to 11,000 | cells/uL | Infection (if high) |
This model shows the level of evidence and organization needed to complete: A quick exit ticket listing three blood-panel markers with their normal ranges and units, plus one clinical condition linked to an out-of-range value for each.
- Name the prompt or task.
- Answer it directly with the key evidence.
- Check that the response matches the requested format.
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: Hand in the exit ticket 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 Bloodwork and ranges. 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: Today's evidence supports a classroom claim about today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
A patient's fasting glucose is 112 mg/dL. Is that inside the normal range, and what would you want before calling it a problem?
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▸
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.
Message your group for what they decided and why, then write your own contribution: your position, your evidence, and where you disagree.
Back in class. If you cannot reach your group, tell Mr. Mendoza and he will place you before the next working session.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
MedlinePlus: Laboratory Tests- 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 through the one route named under Submit here and confirmed by the form receipt or the named physical handoff. Not in Schoology: that is where the report-card grade appears later.