BI launch and syllabus
Do now
Orient to the Biomedical Innovations course and confirm access to the PLTW online shell and the daily evidence routine.
- Hand in
- Syllabus-and-login check confirming access to the PLTW shell, portfolio folder, and safety contract location.
- 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.
Every medical device in a hospital started as someone noticing a problem and building toward a fix. What problem would you want to solve, and how would you prove your solution works?
Orient to the Biomedical Innovations course and confirm access to the PLTW online shell and the daily evidence routine.
- • You can open the PLTW shell and locate Problem 1.
- • You can explain the daily-submission and weekly-summative rhythm.
- Name one medical device or tool and the problem it was invented to solve.
- What would count as proof that a design actually works?
- 1Read the BI course commitments: a submission every day and a summative check every week.
- 2Log in to the PLTW course shell and confirm you can open Problem 1.
- 3Sign the contract acknowledgment and note where it lives in the portfolio.
- 4Preview the design-process vocabulary: innovation, prototype, constraint, criterion, evidence.
- 5Submit a syllabus-and-login check confirming access to every tool.
What did this day actually feel like?
BI launch and syllabus
He opened by saying this course has no answer key, which got a laugh and turned out to be literal. In the other three classes the lab has a right result. Here we define the problem and the only test is whether the thing we build actually addresses it.
That is either exciting or terrifying depending on the hour.
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.
He opened by saying this course has no answer key, which got a laugh and turned out to be literal. In the other three classes the lab has a right result.
MR. MENDOZA
This course has no answer key. You define the problem and the only test is whether the thing works.
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.
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: Biomedical Innovations is a design-and-evidence course where every class period produces a documented artifact.
- 0-10Welcome and course overview: syllabus walk-through and commitment card
- 10-25PLTW shell login: locate Problem 1 and confirm access with instructor
- 25-40 contract review: sign acknowledgment and note its portfolio location
- 40-60Design-process vocabulary: define innovation, prototype, constraint, criterion, evidence; pair-share examples
- 60-75Syllabus-and-login check: complete and submit access confirmation
- 75-80Exit preview: what is one question you still have about the course?
- • Welcome to Biomedical Innovations, the capstone year of the PLTW Biomedical Science pathway.
- • This course runs on a simple rhythm: one evidence artifact every day, one summative check every week.
- • Today you will get your bearings: course commitments, digital tools, contract, and the vocabulary you will use all year.
- • By the end of the period you should be logged in and know exactly what the course expects of you.
- • The daily-submission and weekly-summative rhythm that structures the course.
- • How to locate Problem 1 in the PLTW course shell.
- • The vocabulary that underpins the engineering design process: innovation, prototype, constraint, criterion, evidence.
BI launch, safety, design notebook, innovation portfolio, daily evidence routine. · BI launch and syllabus
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: Open Problem 1 Design of an Effective Emergency Room in your myPLTW course shell and confirm you can navigate to the first activity.
Mark the orientation activity complete in your class progress tracker after logging in and locating Problem 1.
You are starting fresh at day one; by end of today you should have Problem 1 open and your contract acknowledged.
Screenshot or portfolio note confirming PLTW shell login and Problem 1 access turned in on the class site or in person.
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.
BI launch, safety, design notebook, innovation portfolio, daily evidence routine. · BI launch and syllabus
Open Problem 1 Design of an Effective Emergency Room in your myPLTW course shell and confirm you can navigate to the first activity.
You are starting fresh at day one; by end of today you should have Problem 1 open and your contract acknowledged.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Orient to the Biomedical Innovations course and confirm access to the PLTW online shell and the daily evidence routine.
- Read the BI course commitments: a submission every day and a summative check every week.
- Log in to the PLTW course shell and confirm you can open Problem 1.
- Sign the contract acknowledgment and note where it lives in the portfolio.
- Preview the design-process vocabulary: innovation, prototype, constraint, criterion, evidence.
- Submit a syllabus-and-login check confirming access to every tool.
Exit ticket: Syllabus-and-login check confirming access to the PLTW shell, portfolio folder, and contract location.
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 BI course commitments: a submission every day and a summative check every week. | _______ |
| Log in to the PLTW course shell and confirm you can open Problem 1. | _______ |
| Sign the contract acknowledgment and note where it lives in the portfolio. | _______ |
| Preview the design-process vocabulary: innovation, prototype, constraint, criterion, evidence. | _______ |
| Submit a syllabus-and-login check confirming access to every tool. | _______ |
Working solo? Put your own name in "Who" for every row.
- You can open the PLTW shell and locate Problem 1.
- You can explain the daily-submission and weekly-summative rhythm.
- 1Do thisOrient to the Biomedical Innovations course and confirm access to the PLTW online shell and the daily evidence routine.
- 2Use this resource
- 3Submit thisExit ticket: Syllabus-and-login check confirming access to the PLTW shell, portfolio folder, and safety contract location.
- 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. Biotechnology for Health (Biomedical Innovations) › BI launch, safety, design notebook, innovation portfolio, daily evidence routine. › Exit ticketOpen 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 is not a test you can fail. It shows where you start so we can measure how far you grow.
Biomedical Innovations is a design-and-evidence course where every class period produces a documented artifact.
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 design criteria.
- • Load results map to E1-E3.
- • Revision maps to the next evidence-based iteration.
Driving question: Every medical device in a hospital started as someone noticing a problem and building toward a fix. What problem would you want to solve, and how would you prove your solution works?
What you already know: A is not a test you can fail. It shows where you start so we can measure how far you grow.
New idea: Biomedical Innovations is a design-and-evidence course where every class period produces a documented artifact.
Visual or model: F1. F1. A lesson illustration or teaching diagram for BI launch and syllabus. 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 BI launch and syllabus.
- 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: Every medical device in a hospital started as someone noticing a problem and building toward a fix. What problem would you want to solve, and how would you prove your solution works?
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.
- • innovation: A new idea, method, or product that improves on what came before and creates real value for people.
- • prototype: An early working model of a design built to test ideas, find problems, and gather feedback before making the final version.
- • constraint: A limit or requirement that a design must work within, such as a budget, available time, materials, or rules.
- • criterion: A clear, agreed-upon standard or rule used to judge, compare, or decide between options.
- • evidence: The facts, data, and cases that carry your claim. Opinions are free; evidence costs homework.
- • PPE: Personal protective equipment, the gear like gloves, goggles, lab coats, and masks worn to shield the body from chemical, biological, or physical hazards.
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.
The daily-submission and weekly-summative rhythm that structures the course.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
Biomedical Innovations is a design-and-evidence course where every class period produces a documented artifact.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
You can open the PLTW shell and locate Problem 1.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-BFH-2027-01-27 · Simulated classroom evidence scenario
Your role: biomedical design team member
Decision: Your team must decide what the evidence from BI launch and syllabus 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: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about BI launch and syllabus. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
- • The solution must address the stated need in BI launch and syllabus.
- • 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 innovation is mostly about having a brilliant idea. The trap: innovation is a documented process of prototyping and testing against constraints, so the evidence matters as much as the idea
Launch-day access check (sample learner)
- PLTW shell: Logged in. I can open the Biomedical Innovations course and see Problem 1 (Effective Emergency Room) listed at the top of the problem sequence.
- Portfolio folder: Created and named BI-Portfolio. It has one subfolder per PLTW problem so my evidence stays organized.
- Safety contract: Signed. It is saved in the portfolio under 00-Course-Setup so I can find it any time.
- Daily and weekly rhythm: I understand that I submit one documented artifact every class period, and that each week ends with a summative check that pulls those daily pieces together.
- Design vocabulary I previewed: innovation (a new solution that adds value), prototype (an early testable version), constraint (a fixed boundary the design cannot cross), criterion (a measurable target for success), evidence (the documented proof behind a claim).
One thing I am still unsure about: how detailed each daily entry has to be. I will check the rubric tomorrow.
This model shows the level of evidence and organization needed to complete: A short confirmation that you can reach every course tool and understand the daily-evidence routine before any design work begins.
- 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: Submit the access check on the class site, or hand it to Mr. Mendoza in class 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 BI launch and syllabus. 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.
Classroom documents for this lesson are posted in Schoology. Open Clever, then Schoology, and find each one by the name shown on its card.
Use this after the required lesson work when you are ready for a harder application or a deeper connection.
Placement rationale
Matched BI launch and mission innovation by path:Biomedical-Innovations/00-Course-Planning; keywords:emergency room, design. Score 138. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched BI launch and mission innovation by path:Biomedical-Innovations/Problem-1_Emergency-Room/1.1_Emergency-Room; keywords:emergency room, design. Score 138. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched BI launch and mission innovation by path:Biomedical-Innovations/Problem-1_Emergency-Room/1.1_Emergency-Room; keywords:emergency room, design. Score 138. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
How to get there: open Clever and sign in with your Microsoft (district) account. Both myPLTW and Schoology are in Clever. Do the activity in myPLTW. Turn the work in on this site or hand it to Mr. Mendoza, because that is the step that counts as submitted. Schoology only shows your report-card grade later.
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 BI launch and syllabus. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
What makes Biomedical Innovations different from a class where you just learn facts, and what do you produce each day?
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.
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:
OSHA Hazard Communication Standard- 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.