First BI evidence entry

Start the work

Label the record, cite its source, and separate an organized entry from a proven claim.

1. Read the definitions and the rule for separating an observation from a prediction.
2. Inspect E1, E2, and E3. These are invented design observations, not hospital records. Name a possible problem in each.
3. Choose one card. Use only that card’s supplied observation and constraint to frame your entry.
4. Write today’s date, a one-sentence problem statement, the affected groups, and one constraint.
5. Draw a labeled sketch or write a concept note showing the current problem. Use the supplied text layout if drawing is difficult.
6. Check each claim against your card. Mark anything not observed as a question or prediction. Keep the entry together and follow the turn-in directions.

Open your materials

Use the reading, word guide, and worked example below. Keep your answers on paper or in one document.

Printable lesson and response record (PDF). This packet contains the same required reading and work.

Question: How can a design record show what needs attention without claiming more than its evidence supports?

E1 to E3: simulated design observations and a worked entry

All cards below are original teaching models. They describe mock clinic communication materials. They contain no patient records, observed visitors, measurements, or test results.

E1, wayfinding prototype. Supplied observation: a mock clinic entrance sign shows a right-pointing arrow with no destination label. The prototype’s reception desk is to the right. The sign does not name reception. Stakeholders: visitors and reception staff. Constraint: the sign may be edited, but the reception desk must stay in place.

E1 text layout: Entrance contains an unlabeled right-pointing arrow. To the right is the reception desk. Labels for a sketch: entrance, arrow without destination, reception desk. This text supplies the whole layout; there is no missing photograph.

E2, appointment message prototype. Supplied observation: a mock appointment message names the clinic but gives no building entrance. The mock clinic has a main entrance and a side entrance. Stakeholders: visitors and appointment staff. Constraint: keep the appointment date and time unchanged; only the directions section may be edited. No actual appointment date or time is needed or supplied.

E2 text layout: Message contains a clinic-name field, a date-and-time field, and an empty entrance-directions field. The draft does not say main entrance or side entrance. Do not guess which entrance is correct.

E3, feedback form prototype. Supplied observation: a mock clinic feedback form has an empty response box with no question above it. Stakeholders: visitors and staff who read feedback. Constraint: keep the response box; changes may be made to its heading. No completed forms or responses are supplied.

E3 text layout: The heading area is blank. Beneath it is a response box. A sketch can label blank heading and response box. A concept note can describe the same missing question.

Worked parallel example M1, a library sign. This is a separate simulated example. Observation: a library sign names the book-return desk but shows no arrow. The desk is on the left. Constraint: the desk stays in place. Stakeholders: library visitors and desk staff.

M1 example entry. Date: use the date you write the entry. Source: M1. Problem statement: The supplied library sign leaves visitors without a direction to the named book-return desk. Stakeholders: visitors and desk staff. Constraint: keep the book-return desk in place.

M1 concept note: The sign names the book-return desk but has no arrow. The desk is to the left. The missing connection is a direction arrow. This identifies the design gap; it does not show that anyone got lost.

Use M1’s record structure for your chosen E card. Do not copy the library problem as your BI entry.

Try the decision

Original route only, a practice card that is not E1, E2 or E3: a mock hallway sign names the pharmacy in faded print. No visitor behavior was observed. Which statement can your evidence support? Actual-route learners use their genuine record and teacher criteria instead.

• The supplied sign names the pharmacy, but its print is faded.
• Conclude that the faded sign caused visitors to miss their medicine, despite having no visitor observations.
• No problem can be described until real visitors test the sign.

Explain your choice using the reading. Discuss it or say it to yourself. This practice does not add another submission.

Your response record

Use these labels on paper or in your document. The space below also works when this page is printed.

Check your product

• Original route: My entry has a date and identifies one supplied card.
• Original route: My problem statement names who lacks which information.
• Original route: My stakeholder list and constraint match my chosen card.
• Original route: My sketch or concept note shows the current problem with labels or clear part names.
• Original route: I do not turn a prediction into an observed result.
• Actual route: check the same required product against the genuine assigned record and teacher criteria; no duplicate simulation entry.

These are explicitly simulated observations of draft communication materials. They support a classroom problem statement, not measured waiting times, patient harm, clinical decisions, or proof of an effective redesign. This original entry cannot complete a separate official PLTW activity.

Turn in your work

Wk3 Lab notebook: First BI evidence entry

Keep the dated problem statement, stakeholder list, constraint, and sketch or concept note together. Use the linked BI assignment and the format confirmed by Mr. Mendoza. After uploading, check that Schoology shows Submitted. If access fails, retain your entry and report the problem.

If your notebook or assignment is unavailable, use paper or a local document with today’s lesson title. Keep the work and report the access barrier. Do not claim an upload succeeded without checking it. Actual-route learners retain their genuine entry; they do not need a second simulated entry.

Connection to PLTW

Original BI design practice; no official PLTW activity completion.

These references locate related course material. Complete only the official work and stopping point your teacher assigns. This local preparation does not establish completion of an online activity.

• Problem 1, Lesson 1.1 Design of an Effective Emergency Room

Optional practice and examples

Use these resources to practice related skills. Follow the required work and evidence limits above. A simulation does not authorize a live experiment or add another submission.

Open the worked example. Compare the method with your own work; retain your assigned records and product.

• The Glove That Failed

Slides and optional notes

Original route: keep the dated problem statement, stakeholders, constraint, and sketch or concept note together as one entry. The three-problem field prepares that entry. Actual route: use the genuine assigned record instead; no duplicate E-card fields or fictional decision. Guided notes are optional and do not add a second submission.

Keep going

If you were absent or lost your place, read the word guide and reading first. Try the example, then complete the first unfinished response.

No partner is required. Read your response aloud to yourself and check it against the product checklist.

Take home: Name the observed problem, who it affects, and a real limit before proposing a fix.

On February 3, use the people and limits in your entry to explain why design choices can involve competing needs. Which stakeholder need might conflict with your preferred design change?