Submit research notes
Do now
Submit a complete, annotated research notes packet that grounds your ER needs assessment in evidence.
- Hand in
- Annotated ER research notes packet: research questions, credible sources with annotations and citations, needs-assessment summary, and one evidence gap.
- 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.
Can you write a needs-assessment summary that says what your evidence, taken together, proves your ER solution must address, and name the one gap where you still lack proof?
Submit a complete, annotated research notes packet that grounds your ER in evidence.
- • Your packet links each source to a .
- • Your is supported by cited evidence.
- In one sentence, what is the difference between listing your sources and synthesizing them?
- Why might naming a gap in your evidence make your research more credible, not less?
- 1Assemble your research questions, sources, annotations, and citations.
- 2Write a short needs-assessment summary of what the evidence shows.
- 3Identify one gap where you still lack evidence.
- 4Self-check against the research rubric.
- 5Submit the annotated ER research notes.
What did this day actually feel like?
Submit research notes
Annotated sources with citations and a summary of what we still do not know.
Turned in: notebook → Lab Notebooks 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.
Annotated sources with citations and a summary of what we still do not know.
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: Naming an evidence gap strengthens your , because honestly marking where the proof runs out shows intellectual honesty and points to the exact research your project should do next.
- 0-10Review the research notes rubric: what does a complete packet include?
- 10-30Assemble the packet: research questions, sources, annotations, and citations in order
- 30-50Write the needs-assessment summary: synthesize what the evidence shows
- 50-60Identify one evidence gap and describe what you would need to close it
- 60-75Self-check against the rubric and submit the annotated ER research notes
- 75-80Exit reflection: what is the single most important thing your evidence tells you about your design problem?
- • All week you have been building the evidence base for your ER design problem.
- • Today you assemble everything into a complete research notes packet and write a needs-assessment summary.
- • A is not a list of facts -- it is a synthesis that says: here is what the evidence shows my design must address.
- • This is your Friday summative and the bridge from research into prototype design next week.
- • How to assemble research questions, sources, annotations, and citations into a coherent packet.
- • How to write a needs-assessment summary that synthesizes evidence rather than just listing sources.
- • What an evidence gap is and why naming one shows intellectual honesty and future research direction.
Credible sources, prior art, citation, source bias, needs assessment. · Submit research notes
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 needs-assessment or research-notes submission activity to review the packet format.
Mark the research-notes activity complete in your tracker after submitting the summative packet.
All research questions, credibility checks, and annotations are done; today you assemble them into a complete research notes packet with a needs-assessment summary.
Complete annotated research notes packet with needs-assessment summary and one identified evidence gap.
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.
Credible sources, prior art, citation, source bias, needs assessment. · Submit research notes
Open Problem 1 in your myPLTW course shell and locate the needs-assessment or research-notes submission activity to review the packet format.
All research questions, credibility checks, and annotations are done; today you assemble them into a complete research notes packet with a needs-assessment summary.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Submit a complete, annotated research notes packet that grounds your ER in evidence.
- Assemble your research questions, sources, annotations, and citations.
- Write a short needs-assessment summary of what the evidence shows.
- Identify one gap where you still lack evidence.
- Self-check against the research rubric.
- Submit the annotated ER research notes.
Notebook check: Annotated ER research notes packet: research questions, credible sources with annotations and citations, needs-assessment summary, and one evidence gap.
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 |
|---|---|
| Assemble your research questions, sources, annotations, and citations. | _______ |
| Write a short needs-assessment summary of what the evidence shows. | _______ |
| Identify one gap where you still lack evidence. | _______ |
| Self-check against the research rubric. | _______ |
| Submit the annotated ER research notes. | _______ |
Working solo? Put your own name in "Who" for every row.
- Your packet links each source to a .
- Your is supported by cited evidence.
- 1Do thisSubmit a complete, annotated research notes packet that grounds your ER needs assessment in evidence.
- 2Use this resource
- 3Submit thisNotebook check: Annotated ER research notes packet: research questions, credible sources with annotations and citations, needs-assessment summary, and one evidence gap.
- 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) › Credible sources, prior art, citation, source bias, needs assessment. › 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.
Naming a source's potential bias in your annotation protects your conclusions, because a weakness you disclose yourself cannot be used to ambush your argument during .
Naming an evidence gap strengthens your , because honestly marking where the proof runs out shows intellectual honesty and points to the exact research your project should do next.
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: Can you write a needs-assessment summary that says what your evidence, taken together, proves your ER solution must address, and name the one gap where you still lack proof?
What you already know: Naming a source's potential bias in your annotation protects your conclusions, because a weakness you disclose yourself cannot be used to ambush your argument during .
New idea: Naming an evidence gap strengthens your , because honestly marking where the proof runs out shows intellectual honesty and points to the exact research your project should do next.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Submit research notes. 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 Submit research notes.
- 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: Can you write a needs-assessment summary that says what your evidence, taken together, proves your ER solution must address, and name the one gap where you still lack proof?
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.
- • credibility: The degree to which a source can be trusted, judged by the author's expertise, the evidence given, and whether claims are accurate and unbiased.
- • citation: A reference that credits the source of an idea, fact, or quotation so others can find and verify the original work.
- • : All the inventions, products, and publications that already exist before a new idea, used to judge whether that idea is truly novel and patentable.
- • : A structured study that gathers information about a group's problems and gaps to identify what a new solution or product should address.
- • : A slant in information that happens when a source favors one viewpoint, often due to its funding, purpose, or who created it.
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 assemble research questions, sources, annotations, and citations into a coherent packet.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
Naming an evidence gap strengthens your , because honestly marking where the proof runs out shows intellectual honesty and points to the exact research your project should do next.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
Your packet links each source to a .
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-BFH-2027-02-16 · Simulated classroom evidence scenario
Your role: biomedical design team member
Decision: Your team must decide what the evidence from Submit research notes 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 Submit research notes. 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 Submit research notes supports before submitting the notebook record named on the lesson page.
Context: A converts evidence into design direction, because synthesizing what the sources agree on (and honestly naming what they do not yet tell you) is what turns research into a defensible plan.
- • T1: Assemble your research questions, sources, annotations, and citations.
- • T2: Write a short needs-assessment summary of what the evidence shows.
- • T3: Identify one gap where you still lack evidence.
- • T4: Self-check against the research rubric.
- • T5: Submit the annotated ER research notes.
- • E1: How to assemble research questions, sources, annotations, and citations into a coherent packet.
- • E2: Naming an evidence gap strengthens your , because honestly marking where the proof runs out shows intellectual honesty and points to the exact research your project should do next.
- • E3: Your packet links each source to a .
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 Submit research notes. 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 Submit research notes.
- • 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 Students think a is a list: source one said this, source two said that, source three said this other thing.. The trap: A list is not a synthesis, because it never states what the sources add up to. A real says 'taken together, the evidence shows my ER solution must do X,' which is a claim you can design against, while a list just hands the reader the raw parts and makes them do the thinking.
Annotated ER research notes packet
- Research questions linked to sources: Q1 (typical turnover time) is answered by Source 1; Q3 (infection-control standards) is answered by Source 3; Q2 (staffing models) is partly answered by Source 1 and the vendor brochure.
- Needs-assessment summary: The evidence shows that treatment-room turnover, not room count, is the limiting step in ERs like ours, and that a dedicated turnover role or protocol can cut downtime substantially while still meeting infection-control standards. My design should therefore focus on a fast, standards-compliant turnover process rather than on adding rooms.
- Evidence gap I still have: I do not yet have data on how turnover staffing affects nurse workload, so I cannot fully predict the staffing cost. Naming this gap shows where my next research has to go.
This model shows the level of evidence and organization needed to complete: A complete packet linking each source to a research question, with a needs-assessment summary that synthesizes the evidence and names one remaining evidence gap.
- 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 annotated ER research notes on the class site, or hand it to Mr. Mendoza in 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 Submit research notes. 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.
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Research documentation and source credibility by path:Biomedical-Innovations/Problem-1_Emergency-Room/1.1_Emergency-Room; keywords:research, documentation, credibility, scavenger, website. Score 162. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Research documentation and source credibility by path:Biomedical-Innovations/Problem-1_Emergency-Room/1.1_Emergency-Room; keywords:research, documentation, scavenger. Score 146. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched Research documentation and source credibility by path:Biomedical-Innovations/Problem-1_Emergency-Room/1.1_Emergency-Room; keywords:research, documentation, scavenger. Score 146. 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 Submit research notes. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
A needs-assessment summary reads: 'Source A discussed triage. Source B discussed staffing. Source C discussed fast-track lanes.' Why is this not yet a needs assessment, and what would fix it?
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.
Compile an annotated source packet: gather your credible sources, write annotations and citations, and submit a written needs-assessment summary based on the evidence.
MedlinePlus Evaluating Health InformationThen submit your Notebook check. 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.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
MedlinePlus Evaluating Health Information- 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.