First BI evidence entry
Open your materials, follow the steps, then turn in your work.
Record a first Biomedical Innovations evidence entry that frames an open problem worth solving.
1. Open your materials
Use the materials named in the first step below. Open lesson resources.
2. Start the work
Brainstorm three healthcare problems you have personally observed.
Show all 5 required steps
- Brainstorm three healthcare problems you have personally observed.
- Pick one and write a one-sentence problem statement.
- List who is affected (stakeholders) and one constraint you already see.
- Add a labeled sketch or concept note to the notebook.
- Submit your first evidence entry as a formative check.
Lost your place? If you lost your place, check your entry: a one-sentence specific problem statement, the stakeholders, and one constraint. Add the next one you are missing.
Check your work before submitting
- You can write a clear, specific problem statement.
- You can name stakeholders and at least one constraint.
3. Turn in your work
DueCheck Schoology- Hand in
- First BI evidence entry: dated problem statement, stakeholder list, one constraint, and a labeled sketch or concept note.
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 dated, organized design notebook is the primary evidence that your engineering work is rigorous and reproducible. Today: Every engineering project starts with a clear, specific problem statement grounded in observed reality.
Optional: listen or watch a unit review▸
Need help? Warm-up, timing, and directions▸
💡 Big idea: Every engineering project starts with a clear, specific problem statement grounded in observed reality.
- 0-10Brainstorm warm-up: independently list three healthcare problems you have personally observed
- 10-25Problem-statement workshop: pick one problem and draft a specific one-sentence statement
- 25-45Stakeholder and constraint identification: list who is affected and name one real constraint
- 45-60Sketch or concept note: add a labeled sketch or idea map to the notebook entry
- 60-75Submit first evidence entry as a formative check
- 75-80Gallery share: read one classmate's problem statement and give one piece of feedback
- • You cannot design a solution until you clearly understand the problem you are solving.
- • Today you will brainstorm healthcare problems you have seen firsthand and choose one worth solving.
- • Your first evidence entry sets the tone for the entire year: specific, dated, and grounded in reality.
- • Identifying stakeholders and constraints now will save you time when you begin designing later.
- • How to write a one-sentence problem statement that is specific and observable.
- • Who stakeholders are and why identifying them matters before designing a solution.
- • What a constraint is and how recognizing one early shapes the design.
PLTW connection and today's work
Open Problem 1 in your myPLTW course shell and locate the problem-framing activity to review the expected evidence format.
Today's stopping point: The notebook setup is done; by end of today you should have your first dated problem statement, stakeholder list, and sketch in the 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.
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 dated, organized design notebook is the primary evidence that your engineering work is rigorous and reproducible.
Every engineering project starts with a clear, specific problem statement grounded in observed reality.
A detective board holds observations, possible explanations, and one next question.
- Which notes are direct observations?
- Which notes are explanations?
- What new evidence would separate the explanations?
Keep observations separate from explanations, then collect the evidence that can distinguish the options.
Biomedical investigations use controlled procedures and validated measurements, not intuition alone.
- • Board notes map to the signs, results and measurements you recorded.
- • Possible explanations map to the competing biological causes.
- • The next question maps to the test or observation that would separate them.
Driving question: Two teams want to help patients. One starts building a device; the other spends the first day nailing down exactly whose problem they are solving. A month later, which team is ahead, and why?
What you already know: A dated, organized design notebook is the primary evidence that your engineering work is rigorous and reproducible.
New idea: Every engineering project starts with a clear, specific problem statement grounded in observed reality.
Visual or model: F1. F1. A lesson illustration or teaching diagram for First BI evidence entry. 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 first BI evidence entry.
- Organize the observation with a stable evidence ID.
- Apply this rule: Keep observations separate from explanations, then collect the evidence that can distinguish the options.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: Two teams want to help patients. One starts building a device; the other spends the first day nailing down exactly whose problem they are solving. A month later, which team is ahead, and why?
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.
Keep observations separate from explanations, then collect the evidence that can distinguish the options.
Limit: Biomedical investigations use controlled procedures and validated measurements, not intuition alone.
You can write a clear, specific problem statement.
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-2027-02-02 · Simulated classroom evidence scenario
Your role: biomedical design team member
Decision: Your team must decide what the evidence from first BI evidence entry supports before submitting the notebook record named on today's page.
- • Write the specific, observable problem and name its stakeholders before you sketch any part of a solution.
- • Start building the device today, since the problem is obvious enough that writing it out would waste time.
- • Hold your problem statement until you observe the situation once more and can name at least one real constraint.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Submit it as the notebook record.
Claim ceiling: Today's evidence supports a classroom claim about first BI evidence entry. 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 first BI evidence entry supports before submitting the notebook record named on today's page.
Context: Every engineering project starts with a clear, specific problem statement grounded in observed reality, because a vague problem produces a solution that fixes nothing.
- • T1: Brainstorm three healthcare problems you have personally observed.
- • T2: Pick one and write a one-sentence problem statement.
- • T3: List who is affected (stakeholders) and one constraint you already see.
- • T4: Add a labeled sketch or concept note to the notebook.
- • T5: Submit your first evidence entry as a formative check.
- • E1: 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.
- • E2: Keep observations separate from explanations, then collect the evidence that can distinguish the options.
- • E3: You can write a clear, specific problem statement.
Measurements: No patient measurement is supplied unless it appears explicitly in E1-E3 or F1. Do not invent a value.
Figure finding: Teaching diagram for First BI evidence entry. 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.
- • The solution must address the stated need in first BI evidence entry.
- • 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 a problem statement is obvious, so you can skip it and start building. The trap: a vague problem leads to a solution that fixes nothing, so naming the specific, observable problem and its stakeholders first is what makes the design work
First BI evidence entry
Date: January 22, 2027
Three healthcare problems I have observed:
1. Long waits in a crowded ER waiting room.
2. Confusing medication labels for older patients.
3. Wheelchair ramps that are too steep at a local clinic.
Problem I chose: long ER waits.
Problem statement (one sentence): Patients arriving at a busy ER often wait more than two hours before being seen, which delays care for people who are seriously ill.
Stakeholders affected: patients, triage nurses, ER physicians, families in the waiting room, and EMS crews who cannot leave until their patient is accepted.
One constraint I already see: the ER has a fixed number of treatment rooms, so the design cannot simply add unlimited beds.
Labeled sketch: a quick top-view concept of the waiting area and triage desk, labeled to show where patients pile up. (Sketch attached.)
This model shows the level of evidence and organization needed to complete: A dated notebook entry that frames a real, observed healthcare problem with a one-sentence problem statement, stakeholders, a constraint, and a labeled sketch.
- 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 the first evidence entry on Schoology by end of period.
- 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 First BI evidence entry. 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 first BI evidence entry. It cannot prove causation, diagnose a real patient, or justify action outside this room.
What makes a problem statement strong enough to design from, and why identify stakeholders and constraints first?
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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