ER presentation
Safety gate · before any work
- Wear the required PPE, keep the bench clear, handle equipment only as directed, and know where the eyewash, sink, and spill kit are before you start.
- Human samples and data stay private: label with a code, never a name, and dispose of materials in the correct waste container, then wash your hands.
Do now
Present your revised ER design and field evidence-based questions.
- Hand in
- Delivered ER design presentation with peer feedback notes and a written note on the one unanswered question and how you would address it.
- 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.
When the panel asks the one question you hoped to avoid about your ER design, can you answer it from your portfolio instead of guessing?
Present your revised ER design and field evidence-based questions.
- • You presented a complete, evidence-based design.
- • You answered questions by citing your own evidence.
- What is the one question about your ER design you are most hoping nobody asks?
- Where in your portfolio is the evidence that would help you answer it?
- 1Deliver your presentation to the class or panel.
- 2Answer questions citing your evidence.
- 3Record peer feedback on clarity and persuasiveness.
- 4Note one question you could not fully answer.
- 5Submit your delivered presentation and feedback notes.
What did this day actually feel like?
ER presentation
We presented. The question that got us was whether our redesign made the ambulance handoff worse, and it does, slightly. We had not measured it because it was not our focus.
Answering honestly that we had not checked was better than the alternative and still did not feel good.
Turned in: lab report → Lab Reports 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.
We presented. The question that got us was whether our redesign made the ambulance handoff worse, and it does, slightly. We had not measured it because it was not our focus.
AUDIENCE
Does your redesign make the ambulance handoff worse?
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
Lab day: Tier 1 is the whole class at the bench. No extension today.
🔑 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: You must answer questions from your own evidence so that the panel trusts your design is real, because a confident guess that proves wrong destroys credibility instantly.
- 0-10Final logistics: confirm order, timer setup, and panel or peer audience roles
- 10-55Presentations: each student or team delivers their full ER design presentation
- 55-65Q&A: answer audience questions citing portfolio evidence
- 65-72Record peer feedback on clarity and persuasiveness
- 72-77Note one question you could not fully answer and how you would address it
- 77-80Submit delivered presentation file and feedback notes
- • Today is presentation day for Problem 1.
- • You have built a stakeholder map, a patient-flow diagram, a floor-plan prototype, a revision log, and a full research packet.
- • Now you explain it to someone who was not in the room when you made those decisions.
- • Field every question with evidence -- if someone pushes back, your portfolio is your defense.
- • How to deliver a design presentation that is complete, evidence-based, and stays within the allotted time.
- • How to answer a challenging question by citing your own portfolio evidence rather than guessing.
- • How peer feedback on clarity and persuasiveness improves future presentations.
Evidence-based revision, Q&A, intro to physiology research design. · ER presentation
Day 3 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 presentation submission or portfolio checkpoint activity to confirm all Problem 1 deliverables are complete.
Mark the presentation activity complete in your tracker after delivering and submitting all materials.
Problem 1 research, design, prototype, and revision work are all done; today is the live presentation that closes Problem 1.
Delivered presentation, peer feedback notes, and a written note on the one unanswered question turned in on the class site or in person.
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.
Evidence-based revision, Q&A, intro to physiology research design. · ER presentation
Open Problem 1 in your myPLTW course shell and locate the presentation submission or portfolio checkpoint activity to confirm all Problem 1 deliverables are complete.
Problem 1 research, design, prototype, and revision work are all done; today is the live presentation that closes Problem 1.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Present your revised ER design and field evidence-based questions.
- Deliver your presentation to the class or panel.
- Answer questions citing your evidence.
- Record peer feedback on clarity and persuasiveness.
- Note one question you could not fully answer.
- Submit your delivered presentation and feedback notes.
Lab report: Delivered ER design presentation with peer feedback notes and a written note on the one unanswered question and how you would address it.
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 |
|---|---|
| Deliver your presentation to the class or panel. | _______ |
| Answer questions citing your evidence. | _______ |
| Record peer feedback on clarity and persuasiveness. | _______ |
| Note one question you could not fully answer. | _______ |
| Submit your delivered presentation and feedback notes. | _______ |
Working solo? Put your own name in "Who" for every row.
- You presented a complete, evidence-based design.
- You answered questions by citing your own evidence.
- 1Do thisPresent your revised ER design and field evidence-based questions.
- 2Use this resource
- 3Submit thisLab report: Delivered ER design presentation with peer feedback notes and a written note on the one unanswered question and how you would address it.
- 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) › Evidence-based revision, Q&A, intro to physiology research design. › Lab reportOpen 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.
Skipping testing does not truly speed help, because a failed patient-facing device costs a life rather than money, so the urgency of an innovation never justifies releasing it untested.
You must answer questions from your own evidence so that the panel trusts your design is real, because a confident guess that proves wrong destroys credibility instantly.
A bridge prototype is tested against a load limit, cost limit, and user need before revision.
- Which requirement is a criterion?
- Which limit is a constraint?
- What test result should trigger a redesign?
A design improves when evidence is compared with explicit criteria and constraints.
Biomedical designs also require , ethics, and biological validation beyond a physical prototype test.
- • Bridge requirements map to design criteria.
- • Load results map to E1-E3.
- • Revision maps to the next evidence-based iteration.
Driving question: When the panel asks the one question you hoped to avoid about your ER design, can you answer it from your portfolio instead of guessing?
What you already know: Skipping testing does not truly speed help, because a failed patient-facing device costs a life rather than money, so the urgency of an innovation never justifies releasing it untested.
New idea: You must answer questions from your own evidence so that the panel trusts your design is real, because a confident guess that proves wrong destroys credibility instantly.
Visual or model: F1. F1. A lesson illustration or teaching diagram for ER presentation. 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 ER presentation.
- Organize the observation with a stable evidence ID.
- Apply this rule: A design improves when evidence is compared with explicit criteria and constraints.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: A physiology team prepares a short evidence presentation that links its question, measurement method, graph, result, and limitation without overstating the finding. Source: MedlinePlus.
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.
- • iteration: One repeated cycle of building, testing, and improving, where each pass refines the design or result based on what the last pass revealed.
- • feedback: A loop in which the output of a process feeds back to adjust the process itself, either damping change (negative) or amplifying it (positive).
- • usability: How easy, efficient, and satisfying a product is for its intended users to learn and use to reach their goals.
- • hypothesis: A testable, falsifiable prediction about how variables relate, written so an experiment can support it or prove it wrong.
- • variable: Any factor in an experiment that can change or be changed, including what you test, what you measure, and what you hold steady.
- • control: The comparison condition that isolates the effect of the variable being tested by keeping everything else the same.
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 deliver a design presentation that is complete, evidence-based, and stays within the allotted time.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
You must answer questions from your own evidence so that the panel trusts your design is real, because a confident guess that proves wrong destroys credibility instantly.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
You presented a complete, evidence-based design.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-BFH-2027-02-25 · Simulated classroom evidence scenario
Your role: biomedical design team member
Decision: Your team must decide what the evidence from ER presentation supports before submitting the lab report 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 lab report.
Claim ceiling: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about ER presentation. 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 ER presentation supports before submitting the lab report named on the lesson page.
Context: The capstone engineering skill is defending your design live with your own evidence, because a solution you cannot explain under pressure is a solution no one can trust to build.
- • T1: Deliver your presentation to the class or panel.
- • T2: Answer questions citing your evidence.
- • T3: Record peer feedback on clarity and persuasiveness.
- • T4: Note one question you could not fully answer.
- • T5: Submit your delivered presentation and feedback notes.
- • E1: How to deliver a design presentation that is complete, evidence-based, and stays within the allotted time.
- • E2: You must answer questions from your own evidence so that the panel trusts your design is real, because a confident guess that proves wrong destroys credibility instantly.
- • E3: You presented a complete, evidence-based design.
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 ER presentation. 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 ER presentation.
- • 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 often think the presentation ends when the last slide does, so the Q&A is just a formality to survive.. The trap: That is a trap because the Q&A is where trust is won or lost; an answer pulled from your own evidence proves the design is real, while a guess signals you do not fully understand what you built.
ER presentation delivery record
Delivery: presented the problem-to-solution arc to the class in 6 minutes 40 seconds.
Questions I answered with my evidence:
- Asked how I know turnover, not room count, is the problem: I cited the flow data showing idle rooms during long waits.
- Asked whether visibility hurts privacy: I pointed to the privacy curtains in my floor plan.
Peer feedback on clarity and persuasiveness: peers said the results slide was the most convincing and that the problem slide could use one clearer number up front.
One question I could not fully answer: a peer asked what the turnover process costs in nurse workload. I did not have that data (it is my known evidence gap). How I would address it: run a short staffing-time study and add the result to the portfolio.
This model shows the level of evidence and organization needed to complete: The delivered ER design presentation with peer feedback recorded and a written note on one question that could not be fully answered, plus how to address it.
- State the question and method.
- Present the observations and data with units.
- Explain the result, limitations, and next investigation.
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 presentation file and feedback 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 ER presentation. 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 if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched ER presentation and physiology bridge by path:Biomedical-Innovations/Problem-1_Emergency-Room/1.1_Emergency-Room; keywords:emergency room, clinical. Score 142. 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 ER presentation and physiology bridge by path:Biomedical-Innovations/Problem-2_Human-Physiology/2.1_Human-Physiology; keywords:physiology. Score 134. 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 ER presentation and physiology bridge by path:Biomedical-Innovations/Problem-2_Human-Physiology/2.1_Human-Physiology; keywords:physiology. Score 134. 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 ER presentation. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
A panelist asks a question you did not prepare for. What is the strongest move: guess confidently, or something else?
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▸
I can name the procedure's purpose and the evidence I will record. I can identify each named hazard and the control that reduces it: Wear the required PPE, keep the bench clear, handle equipment only as directed, and know where the eyewash, sink, and spill kit are before you start. My data table is ready before materials are handled.
Finish the checklist before you handle any material.
- • Wear the required PPE, keep the bench clear, handle equipment only as directed, and know where the eyewash, sink, and spill kit are before you start.
- • Human samples and data stay private: label with a code, never a name, and dispose of materials in the correct waste container, then wash your hands.
- 1Before materials are handled, identify the purpose, variables or comparison, controls, measurement units, and stop-work condition.
- 2Deliver your presentation to the class or panel.
- 3Answer questions citing your evidence.
- 4Record peer feedback on clarity and persuasiveness.
- 5Note one question you could not fully answer.
- 6Submit your delivered presentation and feedback notes.
- 7Record each result in the prepared table before interpreting it. Mark missing, repeated, or invalid results truthfully.
- 8Complete the named cleanup and waste route, remove PPE safely, wash hands when required, and confirm the station is ready for the next group.
| Trial or sample ID | Independent condition | Measured result with units | Observation before interpretation | Quality-control note |
|---|---|---|---|---|
Before the procedure, predict the result and cite the rule behind the prediction.
After the procedure, compare the result with the prediction and name one limitation or source of uncertainty.
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.
Record a presentation walkthrough of your revised ER design (screen recording or narrated slides) and submit it with written answers to two anticipated questions.
NN/g: UX Research MethodsThen submit your Lab report. 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:
Khan Academy Scientific Method- 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.
- Error analysis and method · counts doubleName a specific limit of the method and how it moved your result, and compare what you predicted to what happened. "Human error" does not count; say what about the procedure or instrument caused it.