Welcome, expectations, and how this class works
Open your materials, follow the steps, then turn in your work.
Learn how Biomedical Innovations runs day to day, agree on our classroom routines and expectations, and set a personal goal for the semester.
1. Open your materials
Use the materials named in the first step below. Open lesson resources.
2. Start the work
Icebreaker: Two Truths and a Lie. Write two true facts and one false one about yourself, then we guess as a class.
Show all 5 required steps
- Icebreaker: Two Truths and a Lie. Write two true facts and one false one about yourself, then we guess as a class.
- Hear the big picture: what Biomedical Innovations is about (designing solutions to real biomedical problems) and why it matters for medicine and biomedical careers.
- Walk through our daily routine: how you enter, get materials, where the day's target lives, phones away, and bell-to-bell work.
- Review the syllabus highlights together: mastery grading, the WebXam, late work and detentions, and how calls home work.
- Set one personal goal for this semester and write one question you have about the class.
Lost your place? If you were interrupted, look at the five steps above and find the last one you finished, then start on the next one. If you are new today, start at step 1 and set your goal.
Check your work before submitting
- You can describe our daily routine and three classroom expectations.
- You can explain, in one sentence, what mastery grading means here.
- You set a personal goal and asked a question.
3. Turn in your work
DueCheck Schoology- Hand in
- Exit ticket: your semester goal, one classroom expectation in your own words, and one question.
How to submit and name your file
Submit your exit ticket in Schoology using the assignment with this same title.
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.
How this lesson connects
Keep using what you learned last class: This is the course opener. Use the class routines and evidence rules introduced today as the starting point. Today: This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
Optional: listen or watch a unit review▸
Need help? Warm-up, timing, and directions▸
💡 Big idea: This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
- 0-8Icebreaker: Two Truths and a Lie
- 8-20What BI is about and why it matters
- 20-40Daily routine + classroom expectations walkthrough
- 40-60Syllabus highlights: mastery grading, WebXam, late work, calls home
- 60-75Set a personal goal + write one question
- 75-80Share goals and close
- • Welcome to Biomedical Innovations. The most important day of the year is today, because today we decide how we will work.
- • We are going to learn the routines first, so that for the rest of the year we can spend our time on real science instead of on rules.
- • Everything in this class lives on our website, and you will learn to drive it this week.
- • In your first days you will set up your notebook, learn lab , tour the PLTW portal, and take a baseline WebXam pretest so we know where you start.
- • Expectations: be on time, be prepared, phone away, be respectful, be on task.
- • Your grade reflects what you can demonstrate (mastery), not points for compliance.
- • The WebXam is the Ohio end-of-course exam. It reports how well you know the material; how it is used is set by the state and the district, not by this class.
PLTW connection and today's work
Complete the course orientation checklist: routines, website, notebook, safety contract, and the baseline pretest. Check myPLTW course access; if it is unavailable, report it and use the posted class materials.
Today's stopping point: Reach the day-1 checkpoint for this unit.
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.
Course connection
- No myPLTW activity today. Check your course access. If it will not open, tell your teacher and continue with the assigned orientation materials.
Use the turn-in directions at the top 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
Lesson resources: reading, slides, 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.
This is the course opener. Use the class routines and evidence rules introduced today as the starting point.
This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
A bridge prototype is tested against a load limit, cost limit, and user need before revision.
- Which requirement is a criterion?
- Which limit is a constraint?
- What test result should trigger a redesign?
A design improves when evidence is compared with explicit criteria and constraints.
Biomedical designs also require , ethics, and biological validation beyond a physical prototype test.
- • Bridge requirements map to what the device must do for the body.
- • Load results map to the measurements taken from the prototype.
- • Revision maps to the change those measurements justify.
Driving question: Surgeons and lab techs rehearse the boring parts of their job until they are automatic. What are the boring parts of this class we should make automatic this week, so we are free to think later?
What you already know: This is the course opener. Use the class routines and evidence rules introduced today as the starting point.
New idea: This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Welcome, expectations, and how this class works. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Trace the labeled system, test, or design relationship and identify which evidence should trigger revision.
- Observe or measure the relevant feature in today's lesson.
- Organize the observation with a stable evidence ID.
- Apply this rule: A design improves when evidence is compared with explicit criteria and constraints.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: Surgeons and lab techs rehearse the boring parts of their job until they are automatic. What are the boring parts of this class we should make automatic this week, so we are free to think later?
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.
- • procedure: A clear, ordered set of steps followed exactly the same way each time to carry out a task safely and get reliable results.
- • routine: A consistent set of steps done in the same order each time, which builds good habits and makes work more reliable and efficient.
- • PPE: Personal protective equipment, the gear like gloves, goggles, lab coats, and masks worn to shield the body from chemical, biological, or physical hazards.
- • SDS: A data sheet: a standardized document listing a chemical's hazards, safe handling steps, and emergency measures for anyone using it.
- • : A note-taking layout that splits a page into a wide notes column, a narrow cue column for questions, and a summary strip at the bottom.
- • : A six-step learning cycle (Record, Reduce, Review, Reflect, Recite, Revise) used to turn class notes into deep, lasting understanding.
- • mastery: Knowing a skill or concept well enough to use it confidently under pressure, not just recognizing it on a slide.
- • : An assessment given before instruction begins so you can measure how much was learned by comparing it to a later test on the same material.
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.
This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
Limit: This day teaches local course routines rather than a biomedical science claim.
A design improves when evidence is compared with explicit criteria and constraints.
Limit: Biomedical designs also require , ethics, and biological validation beyond a physical prototype test.
You can describe our daily routine and three classroom expectations.
Limit: E3 defines the classroom product or success criterion. It is not independent scientific evidence and cannot justify a clinical or causal claim.
PLTW-BFH-2027-01-19 · Simulated classroom evidence scenario
Your role: biomedical design team member
Decision: Your team must decide what the evidence from today's lesson supports before submitting the exit response named on today's page.
- • Put your energy into the first real lab instead, since that is where the actual science of this course happens.
- • Postpone committing to the routines until we collect data on which parts of the period actually slow us down.
- • Adopt the daily routines immediately, so that later energy goes into the science instead of the logistics.
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 today's page.
Context: A class runs on shared routines. When the routines are automatic, all of our energy goes into the science instead of into figuring out what to do.
- • T1: Icebreaker: Two Truths and a Lie. Write two true facts and one false one about yourself, then we guess as a class.
- • T2: Hear the big picture: what Biomedical Innovations is about (designing solutions to real biomedical problems) and why it matters for medicine and biomedical careers.
- • T3: Walk through our daily routine: how you enter, get materials, where the day's target lives, phones away, and bell-to-bell work.
- • T4: Review the syllabus highlights together: mastery grading, the WebXam, late work and detentions, and how calls home work.
- • T5: Set one personal goal for this semester and write one question you have about the class.
- • E1: This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
- • E2: A design improves when evidence is compared with explicit criteria and constraints.
- • E3: You can describe our daily routine and three classroom expectations.
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 Welcome, expectations, and how this class works. Trace the labeled system, test, or design relationship and identify which evidence should trigger revision. 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 the first week is just rules and busywork before the real class starts. The trap: the routines you build this week are the real class, because they are what let us run labs and hard science later without chaos
Goal: Pass the WebXam and keep an A by turning in every notebook page on time.
Expectation in my own words: My phone stays in my bag so I can focus from bell to bell.
My question: How many times can I retake a mastery check?
This model shows the level of evidence and organization needed to complete: Completes the orientation goal-setting task: a semester goal, a classroom expectation in the student's own words, and one question.
- 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.
- 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 Welcome, expectations, and how this class works. 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.
Vetted readings and references for this unit. Use them to prepare, to catch up if you were absent, or to go deeper on today's target.
May require a free account. Use the class copy if you cannot sign in.
Practice: try a question, then check your answer▸
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.
In your own words, what does mastery grading mean here, and how is it different from getting points for turning things in?
Write an answer and pick a confidence to unlock the key.
Missed class or ready for more?▸
Run this before you touch the bench. It is built from the real lab procedure, so the decisions you make here are the ones you will make with the equipment in your hands.
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's work depends on equipment and locations in our lab, so it cannot be finished from home. Do the part that travels: read the target above and the safety notes, and write what you already know.
Back in class. The in-room part has to be done in the room. See Mr. Mendoza on your first day back and he will run it with you before you work at the bench.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
CDC Laboratory Safety- 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. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
This week
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