CAD floor plan modeling
This page has four parts, in the order you use them. Part 1 is what you need to know. Part 2 says what to do, in plain English. Part 3 shows the work done once on a case that is not yours. Part 4 is your own work and where to turn it in.
Open your materials, follow the steps, then turn in your work.
Create a scaled ER floor plan that meets the teacher's footprint, room, patient-path and innovation criteria.
Part 1 of 4 · Background and definitions▸
💡 Big idea: Use the assigned scale for every dimension. Compare the plan with the stated criteria and distinguish a proposed benefit from a tested result.
- • Ambulance bay: An ambulance arrival area in this model.
- • Waiting room: A space for people waiting.
- • : Assessment of urgency; use the supplied profile classification here.
- • Patient beds: Care spaces; the practice resuscitation/cardiac and fast-track/exam spaces are mapped within this required area.
- • Radiology: Diagnostic imaging services.
- • Operating room: A surgical care area; no surgery is performed in this paper task.
- • Pharmacy: Medication services.
- • Billing: Financial or administrative services.
- • Cardiac catheterization: A clinician-performed heart examination or treatment using a catheter; here it is only the supplied off-map destination label, not an instruction to choose or perform it.
- • ECG: Electrocardiogram, a recording of the heart's electrical activity; this task labels a service and does not perform or interpret the test.
- • : Heartbeats counted per minute; the supplied value is fictional.
- • : Pressure in arteries written as systolic/diastolic values, here in millimeters of mercury (mmHg). Do not interpret these records as a diagnosis.
- • Vital signs: Basic body measurements such as and . B has only a descriptive status, not supplied numbers.
- • Bottleneck: A point where movement or work could be delayed. A prediction from a drawing is not an observed wait.
- • Off-map: A service or destination shown with a labeled boundary arrow rather than a new room in this drawing.
- • Scale: A stated relationship between a drawing distance and the represented distance; here each square side represents 2 ft.
- • Footprint: The space occupied by the when viewed from above.
- • Area: The size of a two-dimensional region, measured here in square feet. For a rectangle, multiply length by width.
- • Scale bar: A marked line showing a drawing length and the distance it represents.
- • Criterion: A feature or requirement used to judge the classroom design.
- • Constraint: A limit the design must stay within, such as the 60-by-40-foot boundary.
- • Patient path: The sequence of locations specified for a patient in the assigned profile; the drawing does not create clinical instructions.
- • Emergent: The urgent patient category used in the supplied fictional profile. Follow that profile rather than inferring care from this label.
- • Non-urgent: The other patient category used in the supplied fictional profile. Its label alone does not specify a treatment route.
- • Innovation: A proposed equipment, device or organization idea with an explained intended benefit; a proposal is not a measured result.
- • Unmet criterion: A required part that still needs revision, a missing input or a teacher decision. Recording it does not make it met.
An ethical design argument names a benefit, an accepted cost and the evidence limit.
Use the assigned scale for every dimension. Compare the plan with the stated criteria and distinguish a proposed benefit from a tested result.
Driving question: Which teacher criteria does your drawing meet, and what still needs evidence?
What you already know: Design within one 60 ft by 40 ft floor, a maximum of 2,400 square feet. Use 1 grid square = 2 ft, so the footprint is 30 by 20 squares. Choose the room dimensions as a team. Include and label the ambulance bay, waiting room, , patient beds, radiology, operating room, pharmacy and billing. Add a labeled scale bar, area arithmetic, two patient paths from original practice profiles A and B in E3, and one labeled innovation with a one-line reason tied to wait time or . Mark possible waiting points and one predicted bottleneck with a reason; no measured wait durations are supplied.
New idea: Use the assigned scale for every dimension. Compare the plan with the stated criteria and distinguish a proposed benefit from a tested result.
Visual or model: F1. Formula guide; the separate blank grid is the drawing surface. What to notice: Each square has both a scaled length and a scaled area.
- Footprint and scale: Use the supplied 30-by-20-square grid. Each square side is 2 ft. Label a scale bar and show 60 × 40 = 2,400 square feet.
- Eight room labels: Include ambulance bay, waiting room, , patient beds, radiology, operating room, pharmacy and billing. Choose dimensions that fit; label each room's dimensions.
- Two profile-based paths: Trace the emergent and non-urgent patients using their supplied practice profiles. Use distinct line styles and a key. Use the E3 mapping key for locations and off-map services. Mark possible waiting points and one predicted bottleneck; justify the prediction without inventing timings.
- Innovation and checks: Label one equipment, device or organization idea and give a one-line proposed reason about wait time or . Check each criterion; this is not proof of an actual benefit.
- Save and submit: Submit one PDF of the same labeled plan to Wk5 Lab report: modeling in BI Schoology (assignment 8544613483, due February 18 at 11:59 PM): a CAD export saved as PDF, or a clear photo or scan of your paper drawing placed in a Google Doc and downloaded as PDF. If upload fails, save your work and tell your teacher; do not mark it submitted.
Original fictional practice profiles: ORIGINAL FICTIONAL PRACTICE PROFILES. These are teacher-supplied classroom records, not actual patients or clinical instructions. A, emergent: age 58, ambulance arrival, crushing chest pressure spreading to the left arm for 30 minutes, sweating and shortness of breath; 112 beats/minute and 88/60 mmHg. The 30 minutes describes symptoms, not a recorded emergency-department wait. The supplied route is ambulance bay, immediate , then a resuscitation/cardiac bed; ECG and laboratory services are noted there, followed by an off-map cardiac catheterization service or transfer exit. This profile is assigned the potentially life-threatening category; learners do not diagnose or choose treatment. B, non-urgent: age 16, walks in with a mild sore throat for two days, no fever, eating and drinking normally; vital signs are described as normal but no measurements are supplied. The supplied route is registration, triage, waiting room, fast-track/exam area, then discharge exit. Its stable/non-urgent classification is part of the fictional record, not a rule for evaluating a real person. MAPPING KEY: place A's resuscitation/cardiac bed and B's fast-track/exam space within the required patient beds area. Mark registration as an arrival/check-in point, not a ninth required room. Label ECG and laboratory services as annotations, not new required rooms; cardiac catheterization/transfer and discharge are off-map destinations or exits. Do not add actual procedures. Mark possible waiting points and one predicted bottleneck based on your drawing, with a reason. No observed wait durations or measured longest delay are supplied. The route is a fixed design input, not a universal clinical pathway.
What the evidence supports: Scale and arithmetic let a reader check the classroom drawing.
What it cannot prove: This classroom plan checks the teacher's design criteria. It cannot establish real wait-time improvement, building-code compliance, safe clinical care or permission to construct anything.
- • Ambulance bay: An ambulance arrival area in this model.
- • Waiting room: A space for people waiting.
- • : Assessment of urgency; use the supplied profile classification here.
- • Patient beds: Care spaces; the practice resuscitation/cardiac and fast-track/exam spaces are mapped within this required area.
- • Radiology: Diagnostic imaging services.
- • Operating room: A surgical care area; no surgery is performed in this paper task.
- • Pharmacy: Medication services.
- • Billing: Financial or administrative services.
- • Cardiac catheterization: A clinician-performed heart examination or treatment using a catheter; here it is only the supplied off-map destination label, not an instruction to choose or perform it.
- • ECG: Electrocardiogram, a recording of the heart's electrical activity; this task labels a service and does not perform or interpret the test.
- • : Heartbeats counted per minute; the supplied value is fictional.
- • : Pressure in arteries written as systolic/diastolic values, here in millimeters of mercury (mmHg). Do not interpret these records as a diagnosis.
- • Vital signs: Basic body measurements such as and . B has only a descriptive status, not supplied numbers.
- • Bottleneck: A point where movement or work could be delayed. A prediction from a drawing is not an observed wait.
- • Off-map: A service or destination shown with a labeled boundary arrow rather than a new room in this drawing.
- • Scale: A stated relationship between a drawing distance and the represented distance; here each square side represents 2 ft.
- • Footprint: The space occupied by the when viewed from above.
- • Area: The size of a two-dimensional region, measured here in square feet. For a rectangle, multiply length by width.
- • Scale bar: A marked line showing a drawing length and the distance it represents.
- • Criterion: A feature or requirement used to judge the classroom design.
- • Constraint: A limit the design must stay within, such as the 60-by-40-foot boundary.
- • Patient path: The sequence of locations specified for a patient in the assigned profile; the drawing does not create clinical instructions.
- • Emergent: The urgent patient category used in the supplied fictional profile. Follow that profile rather than inferring care from this label.
- • Non-urgent: The other patient category used in the supplied fictional profile. Its label alone does not specify a treatment route.
- • Innovation: A proposed equipment, device or organization idea with an explained intended benefit; a proposal is not a measured result.
- • Unmet criterion: A required part that still needs revision, a missing input or a teacher decision. Recording it does not make it met.
Use it now: For this task, 30 × 2 = 60 ft and 20 × 2 = 40 ft. Each square is 4 square feet; 600 squares represent 2,400 square feet. Use this conversion on the same drawing, not a second plan. This is thinking practice for the one turn-in named under Turn in, not a second submission.
Go further, optional: The worked text example uses different sample dimensions and a 5-ft scale. It demonstrates checking arithmetic only; use the assigned 2-ft scale for your plan.
Design within one 60 ft by 40 ft floor, a maximum of 2,400 square feet. Use 1 grid square = 2 ft, so the footprint is 30 by 20 squares. Choose the room dimensions as a team. Include and label the ambulance bay, waiting room, , patient beds, radiology, operating room, pharmacy and billing. Add a labeled scale bar, area arithmetic, two patient paths from original practice profiles A and B in E3, and one labeled innovation with a one-line reason tied to wait time or . Mark possible waiting points and one predicted bottleneck with a reason; no measured wait durations are supplied.
Limit: Room dimensions are team-chosen. This is a classroom , not building regulations.
30 columns and 20 rows. Each square side represents 2 ft; each square represents 4 square feet. No rooms or paths are pre-completed.
Limit: The grid provides a boundary, not a tested hospital layout.
ORIGINAL FICTIONAL PRACTICE PROFILES. These are teacher-supplied classroom records, not actual patients or clinical instructions. A, emergent: age 58, ambulance arrival, crushing chest pressure spreading to the left arm for 30 minutes, sweating and shortness of breath; 112 beats/minute and 88/60 mmHg. The 30 minutes describes symptoms, not a recorded emergency-department wait. The supplied route is ambulance bay, immediate , then a resuscitation/cardiac bed; ECG and laboratory services are noted there, followed by an off-map cardiac catheterization service or transfer exit. This profile is assigned the potentially life-threatening category; learners do not diagnose or choose treatment. B, non-urgent: age 16, walks in with a mild sore throat for two days, no fever, eating and drinking normally; vital signs are described as normal but no measurements are supplied. The supplied route is registration, triage, waiting room, fast-track/exam area, then discharge exit. Its stable/non-urgent classification is part of the fictional record, not a rule for evaluating a real person. MAPPING KEY: place A's resuscitation/cardiac bed and B's fast-track/exam space within the required patient beds area. Mark registration as an arrival/check-in point, not a ninth required room. Label ECG and laboratory services as annotations, not new required rooms; cardiac catheterization/transfer and discharge are off-map destinations or exits. Do not add actual procedures. Mark possible waiting points and one predicted bottleneck based on your drawing, with a reason. No observed wait durations or measured longest delay are supplied. The route is a fixed design input, not a universal clinical pathway. The complete original practice profiles A and B are supplied in E3. Use those fictional routes for this paper task. If your teacher assigns different deidentified materials, follow those instead on the same plan; ask for any missing input. Do not copy private records or invent clinical events. An unfinished criterion remains unfinished.
Limit: This classroom plan checks the teacher's design criteria. It cannot establish real wait-time improvement, building-code compliance, safe clinical care or permission to construct anything.
Today's decision · Simulated classroom evidence scenario
Your role: team checking its drawing
Decision: Check the five supplied criteria on the same plan. Use complete profiles A and B in E3, or ask for any missing teacher-assigned alternatives.
Response: Submit one PDF of the same labeled plan to Wk5 Lab report: modeling in BI Schoology (assignment 8544613483, due February 18 at 11:59 PM): a CAD export saved as PDF, or a clear photo or scan of your paper drawing placed in a Google Doc and downloaded as PDF. If upload fails, save your work and tell your teacher; do not mark it submitted. Use it inside the one turn-in named under Turn in; it is not a separate submission.
Claim ceiling: This classroom plan checks the teacher's design criteria. It cannot establish real wait-time improvement, building-code compliance, safe clinical care or permission to construct anything.
- • 60 ft × 40 ft, one level; maximum 2,400 square feet with arithmetic
- • 1 square = 2 ft; labeled scale bar and dimensions
- • All eight named rooms present and labeled
- • Two paths based on the emergent and non-urgent practice profiles
- • One innovation labeled with a one-line proposed wait-time or reason
- • One level within 60 ft by 40 ft
- • Area no greater than 2,400 square feet
- • Use 1 square = 2 ft; team chooses room dimensions
- • Patient paths must follow the supplied practice profiles
- • Check every required room before adding optional rooms
- • Keep proposed benefits separate from measured outcomes
Test evidence: Drawing dimensions and area arithmetic check geometry; the two profiles check path correspondence. No outcome test is supplied.
- Footprint and scale: Use the supplied 30-by-20-square grid. Each square side is 2 ft. Label a scale bar and show 60 × 40 = 2,400 square feet.
- Eight room labels: Include ambulance bay, waiting room, , patient beds, radiology, operating room, pharmacy and billing. Choose dimensions that fit; label each room's dimensions.
- Two profile-based paths: Trace the emergent and non-urgent patients using their supplied practice profiles. Use distinct line styles and a key. Use the E3 mapping key for locations and off-map services. Mark possible waiting points and one predicted bottleneck; justify the prediction without inventing timings.
- Innovation and checks: Label one equipment, device or organization idea and give a one-line proposed reason about wait time or . Check each criterion; this is not proof of an actual benefit.
- Save and submit: Submit one PDF of the same labeled plan to Wk5 Lab report: modeling in BI Schoology (assignment 8544613483, due February 18 at 11:59 PM): a CAD export saved as PDF, or a clear photo or scan of your paper drawing placed in a Google Doc and downloaded as PDF. If upload fails, save your work and tell your teacher; do not mark it submitted.
- 60 ft × 40 ft, one level; maximum 2,400 square feet with arithmetic
- 1 square = 2 ft; labeled scale bar and dimensions
- All eight named rooms present and labeled
- Two paths based on the emergent and non-urgent practice profiles
- One innovation labeled with a one-line proposed wait-time or reason
Students often think A plan that fits the grid proves an ER is safe. The trap: This classroom plan checks the teacher's design criteria. It cannot establish real wait-time improvement, building-code compliance, safe clinical care or permission to construct anything.
- 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.
Part 2 of 4 · Directions in plain English▸
2.1 Open your materials
Use the materials named in the first step below. Open lesson resources.
2.2 Start the work
Footprint and scale: Use the supplied 30-by-20-square grid. Each square side is 2 ft. Label a scale bar and show 60 × 40 = 2,400 square feet.
Show all 5 required steps
- Footprint and scale: Use the supplied 30-by-20-square grid. Each square side is 2 ft. Label a scale bar and show 60 × 40 = 2,400 square feet.
- Eight room labels: Include ambulance bay, waiting room, triage, patient beds, radiology, operating room, pharmacy and billing. Choose dimensions that fit; label each room's dimensions.
- Two profile-based paths: Trace the emergent and non-urgent patients using their supplied practice profiles. Use distinct line styles and a key. Use the E3 mapping key for locations and off-map services. Mark possible waiting points and one predicted bottleneck; justify the prediction without inventing timings.
- Innovation and checks: Label one equipment, device or organization idea and give a one-line proposed reason about wait time or safety. Check each criterion; this is not proof of an actual benefit.
- Save and submit: Submit one PDF of the same labeled plan to Wk5 Lab report: CAD floor plan modeling in BI Schoology (assignment 8544613483, due February 18 at 11:59 PM): a CAD export saved as PDF, or a clear photo or scan of your paper drawing placed in a Google Doc and downloaded as PDF. If upload fails, save your work and tell your teacher; do not mark it submitted.
Lost your place? The complete original practice profiles A and B are supplied in E3. Use those fictional routes for this paper task. If your teacher assigns different deidentified materials, follow those instead on the same plan; ask for any missing input. Do not copy private records or invent clinical events. An unfinished criterion remains unfinished.
- 0-10Read the teacher brief, check scale and read the two original profiles in E3
- 10-30Sketch all eight rooms within the footprint
- 30-60Draw to scale; use supplied profiles for two paths and label one innovation
- 60-70Check room labels, dimensions, area, paths and innovation reason
- 70-77Save the plan as one PDF and submit it
- 77-80Name any unfinished criterion and next action on the same plan
- • Design within one 60 ft by 40 ft floor, a maximum of 2,400 square feet. Use 1 grid square = 2 ft, so the footprint is 30 by 20 squares. Choose the room dimensions as a team. Include and label the ambulance bay, waiting room, , patient beds, radiology, operating room, pharmacy and billing. Add a labeled scale bar, area arithmetic, two patient paths from original practice profiles A and B in E3, and one labeled innovation with a one-line reason tied to wait time or . Mark possible waiting points and one predicted bottleneck with a reason; no measured wait durations are supplied.
- • The complete original practice profiles A and B are supplied in E3. Use those fictional routes for this paper task. If your teacher assigns different deidentified materials, follow those instead on the same plan; ask for any missing input. Do not copy private records or invent clinical events. An unfinished criterion remains unfinished.
- • Paper and pencil is the default. Google Drawings, PowerPoint or the SmartDraw trial may be used if the same criteria are met. Do not purchase software or install an unapproved tool.
PLTW connection and today's work
Use Problem 1.1.3 Emergency!, physical layout, with this teacher brief and the two original practice profiles.
Today's stopping point: Design within one 60 ft by 40 ft floor, a maximum of 2,400 square feet. Use 1 grid square = 2 ft, so the footprint is 30 by 20 squares. Choose the room dimensions as a team. Include and label the ambulance bay, waiting room, triage, patient beds, radiology, operating room, pharmacy and billing. Add a labeled scale bar, area arithmetic, two patient paths from original practice profiles A and B in E3, and one labeled innovation with a one-line reason tied to wait time or safety. Mark possible waiting points and one predicted bottleneck with a reason; no measured wait durations are supplied.
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
- Activity 1.1.2 Research and Documentation
Use the turn-in directions in Part 4 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
Finish the assigned lab safely before starting extra practice.
Part 3 of 4 · Worked example▸
This is a parallel case, not your own. Read it for the order of the work, then do your own in Part 4.
ER floor-plan model report (classroom sample; the sample constraints are not your assigned brief)
Scale: 1 square = 5 feet on the grid.
Layout: triage inside the entrance; four treatment bays along one corridor with the nurse station across from them; the patient-flow path runs entrance, triage, bay, discharge in one direction without crossing.
Measured check against the sample constraints:
- Main corridor at least 12 feet wide: drawn 3 squares = 3 x 5 = 15 feet. Met.
- Footprint within 60 by 40 feet: drawn 11 by 8 squares = 55 by 40 feet. Met.
- Entrance to first bay under 50 feet: drawn 12 squares = 60 feet. Not met; recorded for revision, not waived.
Not shown by this model: staffing, budget, code compliance or throughput; none is measured here.
This model shows the level of evidence and organization needed to complete: A scaled CAD or drawn floor plan that places triage, treatment, corridors, and the patient-flow path, verified against the design-brief constraints.
- Footprint and scale: Use the supplied 30-by-20-square grid. Each square side is 2 ft. Label a scale bar and show 60 × 40 = 2,400 square feet.
- Eight room labels: Include ambulance bay, waiting room, triage, patient beds, radiology, operating room, pharmacy and billing. Choose dimensions that fit; label each room's dimensions.
- Two profile-based paths: Trace the emergent and non-urgent patients using their supplied practice profiles. Use distinct line styles and a key. Use the E3 mapping key for locations and off-map services. Mark possible waiting points and one predicted bottleneck; justify the prediction without inventing timings.
- Innovation and checks: Label one equipment, device or organization idea and give a one-line proposed reason about wait time or safety. Check each criterion; this is not proof of an actual benefit.
- Save and submit: Submit one PDF of the same labeled plan to Wk5 Lab report: CAD floor plan modeling in BI Schoology (assignment 8544613483, due February 18 at 11:59 PM): a CAD export saved as PDF, or a clear photo or scan of your paper drawing placed in a Google Doc and downloaded as PDF. If upload fails, save your work and tell your teacher; do not mark it submitted.
Design within one 60 ft by 40 ft floor, a maximum of 2,400 square feet. Use 1 grid square = 2 ft, so the footprint is 30 by 20 squares. Choose the room dimensions as a team. Include and label the ambulance bay, waiting room, triage, patient beds, radiology, operating room, pharmacy and billing. Add a labeled scale bar, area arithmetic, two patient paths from original practice profiles A and B in E3, and one labeled innovation with a one-line reason tied to wait time or safety. Mark possible waiting points and one predicted bottleneck with a reason; no measured wait durations are supplied.
Also due today: Submit one PDF of the same labeled plan to Wk5 Lab report: CAD floor plan modeling in BI Schoology (assignment 8544613483, due February 18 at 11:59 PM): a CAD export saved as PDF, or a clear photo or scan of your paper drawing placed in a Google Doc and downloaded as PDF. If upload fails, save your work and tell your teacher; do not mark it submitted.
Part 4 of 4 · Your work▸
Check your work before submitting
- I used the 60-by-40-foot boundary and labeled a 1-square-to-2-foot scale bar.
- All eight required rooms are labeled and sized to fit; my area arithmetic stays within 2,400 square feet.
- I traced both patients from their supplied practice profiles, or told the teacher exactly which profile or path is still missing.
- I labeled one innovation with a reason stated as a proposed benefit.
- I checked the plan and submitted it as one PDF, or saved it and reported an upload problem.
Before lab work: read the safety rules
- Drawing and document work only; no construction or clinical activity.
- Keep personal patient information out of the plan; use only the original practice profiles.
- Use permitted tools; do not install or buy software for this task.
4.1 Turn in your work
DueCheck the Schoology assignment for this day- Hand in
- One scaled plan with eight room labels, scale bar, area arithmetic, two profile-based patient paths and one explained innovation
How to submit and name your file
Submit one PDF of the same labeled plan to Wk5 Lab report: CAD floor plan modeling in BI Schoology (assignment 8544613483, due February 18 at 11:59 PM): a CAD export saved as PDF, or a clear photo or scan of your paper drawing placed in a Google Doc and downloaded as PDF. If upload fails, save your work and tell your teacher; do not mark it submitted.
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.
Find this lesson's Schoology assignments
These are existing assignments for your section. Follow the directions in the assignment you are working on; this list does not add new work. A PLTW Work row repeats on every day of its lesson; submit it once. Check Schoology for each deadline.
- Wk5 Lab report: CAD floor plan modeling(today's turn-in)
Link will not open? Open Schoology, choose your course and section, and find the title shown above.
How I will check this work
- I used the 60-by-40-foot boundary and labeled a 1-square-to-2-foot scale bar.
- All eight required rooms are labeled and sized to fit; my area arithmetic stays within 2,400 square feet.
- I traced both patients from their supplied practice profiles, or told the teacher exactly which profile or path is still missing.
- I labeled one innovation with a reason stated as a proposed benefit.
- I checked the plan and submitted it as one PDF, or saved it and reported an upload problem.
This classroom plan checks the teacher's design criteria. It cannot establish real wait-time improvement, building-code compliance, safe clinical care or permission to construct anything. Use the Schoology assignment linked above to submit it.
How this lesson connects
Route and waits (Feb 8) → a scaled floor plan with the path drawn → each constraint measured on the model. Set the scale first; measure the model, not the impression.
Practice: try a question, then check your answer▸
Claim ceiling for this check: This classroom plan checks the teacher's design criteria. It cannot establish real wait-time improvement, building-code compliance, safe clinical care or permission to construct anything.
One grid square has sides representing 2 ft. What area does one square represent, and what area do 30 × 20 squares represent?
Write an answer and pick a confidence to unlock the key.
Missed class or ready for more?▸
I have the grid, pencil/ruler or permitted digital tool. I can name all eight rooms and the scale. I have read both original profiles and the mapping key in E3, or obtained teacher-assigned alternatives.
Finish the checklist before you handle any material.
- • Drawing and document work only; no construction or clinical activity.
- • Keep personal patient information out of the plan; use only the original practice profiles.
- • Use permitted tools; do not install or buy software for this task.
- 1Footprint and scale: Use the supplied 30-by-20-square grid. Each square side is 2 ft. Label a scale bar and show 60 × 40 = 2,400 square feet.
- 2Eight room labels: Include ambulance bay, waiting room, triage, patient beds, radiology, operating room, pharmacy and billing. Choose dimensions that fit; label each room's dimensions.
- 3Two profile-based paths: Trace the emergent and non-urgent patients using their supplied practice profiles. Use distinct line styles and a key. Use the E3 mapping key for locations and off-map services. Mark possible waiting points and one predicted bottleneck; justify the prediction without inventing timings.
- 4Innovation and checks: Label one equipment, device or organization idea and give a one-line proposed reason about wait time or safety. Check each criterion; this is not proof of an actual benefit.
- 5Save and submit: Submit one PDF of the same labeled plan to Wk5 Lab report: CAD floor plan modeling in BI Schoology (assignment 8544613483, due February 18 at 11:59 PM): a CAD export saved as PDF, or a clear photo or scan of your paper drawing placed in a Google Doc and downloaded as PDF. If upload fails, save your work and tell your teacher; do not mark it submitted.
| Criterion | Where it appears on the plan | Measurement, arithmetic or profile evidence | Met or unfinished | Revision or missing input |
|---|---|---|---|---|
Which layout requirement seems hardest, and why?
What did your drawing show, and which criterion, if any, still needs revision or a missing profile? Do not report a test you did not perform.
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.
Design within one 60 ft by 40 ft floor, a maximum of 2,400 square feet. Use 1 grid square = 2 ft, so the footprint is 30 by 20 squares. Choose the room dimensions as a team. Include and label the ambulance bay, waiting room, , patient beds, radiology, operating room, pharmacy and billing. Add a labeled scale bar, area arithmetic, two patient paths from original practice profiles A and B in E3, and one labeled innovation with a one-line reason tied to wait time or . Mark possible waiting points and one predicted bottleneck with a reason; no measured wait durations are supplied. The complete original practice profiles A and B are supplied in E3. Use those fictional routes for this paper task. If your teacher assigns different deidentified materials, follow those instead on the same plan; ask for any missing input. Do not copy private records or invent clinical events. An unfinished criterion remains unfinished.
NIST Engineering LaboratorySubmit one PDF of the same labeled plan to Wk5 Lab report: CAD floor plan modeling in BI Schoology (assignment 8544613483, due February 18 at 11:59 PM): a CAD export saved as PDF, or a clear photo or scan of your paper drawing placed in a Google Doc and downloaded as PDF. If upload fails, save your work and tell your teacher; do not mark it submitted.
Class still runs. Complete today's work as this page describes (it is self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
Patient-flow practice from February 8: the route your plan followsSources: slides, readings, and resources▸
Use the deck and optional notes for the same scaled floor plan. Use the supplied 60 by 40 ft footprint, eight areas and two practice patients; show the scale, routes and one design improvement.
This week
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