First BI evidence entry
Do now
Record a first Biomedical Innovations evidence entry that frames an open problem worth solving.
- Hand in
- First BI evidence entry: dated problem statement, stakeholder list, one constraint, and a labeled sketch or concept note.
- 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.
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?
Record a first Biomedical Innovations evidence entry that frames an open problem worth solving.
- • You can write a clear, specific problem statement.
- • You can name stakeholders and at least one constraint.
- Turn a vague complaint (people forget their meds) into a specific, observable problem statement.
- Who, besides the patient, has a stake in solving it?
- 1Brainstorm three healthcare problems you have personally observed.
- 2Pick one and write a one-sentence problem statement.
- 3List who is affected (stakeholders) and one constraint you already see.
- 4Add a labeled sketch or concept note to the notebook.
- 5Submit your first evidence entry as a formative check.
What did this day actually feel like?
First BI evidence entry
First real entry. We had to observe something in the world and write down a problem we noticed, without proposing a solution yet.
Not proposing a solution is unbelievably hard. I wrote three problems and all three were secretly solutions wearing a problem costume.
AT HOME, THE NIGHT BEFORE WED FEB 3 Submit setup check Notebook, safety, first entry.
Turned in: tracker → recorded in Class Records
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.
First real entry. We had to observe something in the world and write down a problem we noticed, without proposing a solution yet.
ME
I wrote three problems and all three were solutions wearing a problem costume.
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: 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.
BI launch, safety, design notebook, innovation portfolio, daily evidence routine. · First BI evidence entry
Day 4 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 in your myPLTW course shell and locate the problem-framing activity to review the expected evidence format.
Mark the problem-framing activity complete in your tracker after submitting your first evidence entry.
The notebook setup is done; by end of today you should have your first dated problem statement, stakeholder list, and sketch in the notebook.
First dated notebook evidence entry with a problem statement, stakeholder list, one constraint, and a labeled sketch.
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. · First BI evidence entry
Open Problem 1 in your myPLTW course shell and locate the problem-framing activity to review the expected evidence format.
The notebook setup is done; by end of today you should have your first dated problem statement, stakeholder list, and sketch in the notebook.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Record a first Biomedical Innovations evidence entry that frames an open problem worth solving.
- 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.
Notebook check: First BI evidence entry: dated problem statement, stakeholder list, one constraint, and a labeled sketch or concept note.
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 |
|---|---|
| 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. | _______ |
Working solo? Put your own name in "Who" for every row.
- You can write a clear, specific problem statement.
- You can name stakeholders and at least one constraint.
- 1Do thisRecord a first Biomedical Innovations evidence entry that frames an open problem worth solving.
- 2Use this resource
- 3Submit thisNotebook check: First BI evidence entry: dated problem statement, stakeholder list, one constraint, and a labeled sketch or concept note.
- 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. › Notebook checkOpen 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 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 E1-E3.
- • Possible explanations map to the decision options.
- • The next question maps to the evidence-based action.
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.
- • 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.
How to write a one-sentence problem statement that is specific and observable.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
Every engineering project starts with a clear, specific problem statement grounded in observed reality.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
You can write a clear, specific problem statement.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader 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 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 notebook record.
Claim ceiling: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about First BI evidence entry. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
Reason for review: Your team must decide what the evidence from First BI evidence entry supports before submitting the notebook record named on the lesson 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: How to write a one-sentence problem statement that is specific and observable.
- • E2: Every engineering project starts with a clear, specific problem statement grounded in observed reality.
- • 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 the class site, or hand it to Mr. Mendoza in class 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.
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 First BI evidence entry. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
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.
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.