BI launch and syllabus
Open your materials, follow the steps, then turn in your work.
Orient to the Biomedical Innovations course and confirm access to the PLTW online shell and the daily evidence routine.
1. Open your materials
Use the materials named in the first step below. Open lesson resources.
2. Start the work
Read the BI course commitments: a submission every day and a summative check every week.
Show all 5 required steps
- 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 safety 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.
Lost your place? If you lost your place, confirm you can reach Problem 1 in the PLTW shell and that today's exit ticket is started, then finish the part you left off.
Check your work before submitting
- You can open the PLTW shell and locate Problem 1.
- You can explain the daily-submission and weekly-summative rhythm.
3. Turn in your work
DueCheck Schoology- Hand in
- Syllabus-and-login check confirming access to the PLTW shell, portfolio folder, and safety contract location.
How to submit and name your file
Use the submission route shown on today's today's page.
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: A baseline pretest is not a test you can fail. It shows where you start so we can measure how far you grow. Today: Biomedical Innovations is a design-and-evidence course where every class period produces a documented artifact.
Optional: listen or watch a unit review▸
Need help? Warm-up, timing, and directions▸
💡 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.
PLTW connection and today's work
Open Problem 1 Design of an Effective Emergency Room in your myPLTW course shell and confirm you can navigate to the first activity.
Today's stopping point: You are starting fresh at day one; by end of today you should have Problem 1 open and your safety contract acknowledged.
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
- Problem 1, Lesson 1.1 Design of an Effective Emergency Room
The mapping has not been confirmed inside myPLTW.
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.
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 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: 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 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: 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.
- • : Sorting patients so that limited staff, time, and supplies do the most good. In everyday emergency care that usually means the most urgent first, but in a mass-casualty event it means treating those who benefit most, which is not always the most badly injured.
- • stakeholder: Any person or group affected by a project or decision, such as users, patients, families, or the team building a solution.
- • system: A set of parts that work together as a connected whole, where a change in one part can affect the others, such as an or a designed device.
- • : Practices and precautions that protect people from harm, such as wearing protective equipment and handling hazards correctly in a lab or clinic.
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 biomedical design advances when test evidence is compared with explicit user needs, criteria, constraints, risks, and failure modes, then used to justify a documented revision.
Limit: A classroom prototype, , presentation, or does not establish clinical , effectiveness, manufacturing quality, or regulatory clearance.
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 open the PLTW shell and locate Problem 1.
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-2027-01-27 · 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.
- • Document an artifact every class period, because a biomedical design claim only counts when test evidence backs it.
- • Focus on landing a brilliant idea for Problem 1, since a strong idea is what makes an innovation succeed.
- • Hold your solution claim until a real user names the need, since the shell alone shows no test results.
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.
- • The solution must address the stated need in today's lesson.
- • 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 Schoology 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.
Play the cold open at the start of the unit to set the scene. Each recording is AI-generated and simulated (fictional callers, no real people or student data).
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).
Sign 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.
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.
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.
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:
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.
- 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.
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