Why these are optional: the WebXam weighs them least, so they move here to keep every tested unit in class. Doing them is a real way to go deeper and earn extra credit, never a penalty if you skip them.
Optional extra-credit units
These units are not on the in-class calendar or any in-class test. They unlock once the class finishes Unit 2, then stay open for the rest of the term so you can go further for extra credit on your own schedule. You will know they are open when an Extra Credit section appears at the bottom of your daily lesson pages. Every hands-on step has a virtual lab. Finished work goes to the same place as everything else: the drop folder, or handed in during class.
BI, Medical Innovation Proposal
🎯 Debate which criteria should decide whether a medical innovation is worth pursuing.
- 1Prepare two questions about evaluating a medical innovation.
- 2Draft a CER position on the most important decision criterion.
- 3Debate with peers and record an opposing criterion.
- 4Connect the criterion to your own proposed innovation.
- 5Submit two questions, one CER contribution, and a reflection.
- • You can argue which criterion should drive innovation choices.
- • You can apply the criterion to your own idea.
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 for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, design. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, design. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, proposal, design. Score 142. 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.
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.
Completing this reserve-unit day earns extra-credit points as defined in the course syllabus extra-credit policy.
Open the drop folderA model of the work to turn in. Match its structure and level of detail; do not copy it. Your data and wording should be your own.
Claim: The criterion that should carry the most weight is patient impact per dollar, because a medical innovation must reach the people who need it, not just work in a lab.
Evidence:
- A low-cost paper-strip malaria test costs about 0.50 dollars per unit and reaches rural clinics, while a lab-only PCR test costs about 25 dollars per unit and needs a machine most clinics do not have.
- In our earlier research, 4 out of 5 promising devices that scored high on novelty were never adopted because the per-patient cost was too high.
Reasoning: A device that is technically brilliant but too expensive to deploy helps no one, so weighing patient impact per dollar keeps the team honest about real-world reach. Novelty and elegance matter, but they only pay off after the device actually gets used.
Opposing criterion recorded in debate: One peer argued safety margin should outrank cost, because a cheap device that harms patients fails no matter how affordable it is.
Connection to my innovation: My proposed at-home ear-infection screener must hit a low per-use cost so families can afford repeat checks, so patient impact per dollar is my top decision criterion too.
(Tip: name ONE criterion and defend it; a CER that tries to rank all five at once loses focus.)
This model shows the level of evidence and organization needed to complete: Argues, in claim-evidence-reasoning form, which single criterion should carry the most weight when a team decides whether a medical innovation is worth building.
- Write one defensible claim.
- Choose specific evidence that supports the claim.
- Explain the scientific rule that connects the evidence to the claim.
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 your CER contribution, two questions, and reflection on the class site, or hand it to Mr. Mendoza in class.
One exam-style question for this reserve skill. Try it before you reveal the answer, then read why each choice is right or wrong.
Tap an answer to see the full explanation. Nothing is recorded or graded.
It builds this reusable test skill: Arguing which criterion should drive a medical innovation choice.
- Name the concept or data pattern being tested.
- Cross out choices that violate that rule or the evidence.
- Justify the best remaining choice before checking the answer.
🎯 Define a medical innovation problem with a clear, evidence-based problem statement.
- 1Choose a healthcare problem from your earlier work or research.
- 2Write a specific, measurable problem statement.
- 3Cite evidence showing the problem is real and significant.
- 4Identify the stakeholders most affected.
- 5Submit your problem definition.
- • Your problem statement is specific and evidence-based.
- • You can name the stakeholders affected.
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 for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, design. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, design. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, proposal, design. Score 142. 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.
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.
Completing this reserve-unit day earns extra-credit points as defined in the course syllabus extra-credit policy.
Open the drop folderA model of the work to turn in. Match its structure and level of detail; do not copy it. Your data and wording should be your own.
Health problem: About 1 in 3 children under age 5 who get a middle-ear infection are diagnosed late because parents cannot tell an ear infection from ordinary fussiness at home.
Why it matters: Late diagnosis raises the risk of temporary hearing loss during peak language-learning years and drives extra clinic visits.
Evidence: Pediatric guidance reports that acute otitis media is one of the most common reasons young children are prescribed antibiotics, and that delayed treatment increases complication rates (cited: class-provided AAP summary, 2013).
Measurable target: cut the average time from first symptom to diagnosis from about 5 days to under 2 days for families using an at-home screener.
Stakeholders affected:
- Parents and caregivers of children under 5
- The children themselves, whose language development is at risk
- Pediatric clinics handling repeat visits
(Tip: a strong problem statement names WHO is affected, gives a NUMBER, and states the specific gap in current care.)
This model shows the level of evidence and organization needed to complete: States a specific, measurable health problem, backs it with cited evidence, and names the stakeholders the problem affects most.
- 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 your problem definition on the class site, or hand it to Mr. Mendoza in class.
One exam-style question for this reserve skill. Try it before you reveal the answer, then read why each choice is right or wrong.
Tap an answer to see the full explanation. Nothing is recorded or graded.
It builds this reusable test skill: Writing a specific, measurable, evidence-based problem statement.
- Name the concept or data pattern being tested.
- Cross out choices that violate that rule or the evidence.
- Justify the best remaining choice before checking the answer.
🎯 Specify the design criteria and constraints that any solution to your problem must satisfy.
- 1List measurable criteria a successful solution must meet.
- 2List constraints: cost, time, safety, regulations, materials.
- 3Rank criteria by importance.
- 4Identify the constraint most likely to limit your design.
- 5Submit your constraints log.
- • Your log separates measurable criteria from constraints.
- • You can identify your most limiting constraint.
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 for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, design. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, design. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, proposal, design. Score 142. 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.
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.
Completing this reserve-unit day earns extra-credit points as defined in the course syllabus extra-credit policy.
Open the drop folderA model of the work to turn in. Match its structure and level of detail; do not copy it. Your data and wording should be your own.
Problem being solved: late at-home detection of childhood ear infections.
Measurable criteria (what success must achieve), ranked:
1. Accuracy: agrees with a clinician's diagnosis at least 90 percent of the time.
2. Speed: gives a result in under 60 seconds.
3. Ease of use: a caregiver can run it correctly with no training.
4. Cost to family: under 5 dollars per use.
Constraints (limits the design must respect):
- Cost: total device build cost under 40 dollars.
- Safety: nothing inserted into the ear canal; no risk of injury.
- Regulations: must fit FDA over-the-counter screening rules, not make a formal diagnosis.
- Time: prototype must be buildable in one 3-week sprint.
- Materials: only classroom-available parts and a phone camera.
Most limiting constraint: the safety rule against inserting anything into the ear canal, because it rules out the easiest sensor placement and forces an external-only design.
(Tip: a criterion is a goal you measure; a constraint is a boundary you cannot cross. Do not mix them in the same list.)
This model shows the level of evidence and organization needed to complete: Separates the measurable criteria a solution must meet from the constraints that limit it, ranks the criteria, and flags the single most limiting constraint.
- Copy the required categories or checkpoints.
- Record the current evidence in each field.
- Mark the next action and update the tracker after new evidence arrives.
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 your constraints log on the class site, or hand it to Mr. Mendoza in class.
One exam-style question for this reserve skill. Try it before you reveal the answer, then read why each choice is right or wrong.
Tap an answer to see the full explanation. Nothing is recorded or graded.
It builds this reusable test skill: Separating measurable design criteria from constraints.
- Name the concept or data pattern being tested.
- Cross out choices that violate that rule or the evidence.
- Justify the best remaining choice before checking the answer.
🎯 Run a design sprint to generate concepts and analyze tradeoffs against your criteria.
- 1Sketch at least three distinct solution concepts.
- 2Score each concept against your ranked criteria.
- 3Identify the tradeoffs between competing concepts.
- 4Choose a concept and justify it with the tradeoff analysis.
- 5Submit your sketch and prototype plan.
- • You generated multiple concepts and scored them on criteria.
- • You can justify your choice using a tradeoff analysis.
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 for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, design. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, design. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, proposal, design. Score 142. 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.
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.
Completing this reserve-unit day earns extra-credit points as defined in the course syllabus extra-credit policy.
Open the drop folderA model of the work to turn in. Match its structure and level of detail; do not copy it. Your data and wording should be your own.
Problem: at-home early screening for childhood ear infection.
Three concepts sketched:
- Concept A: phone-camera otoscope clip that photographs the eardrum for an app to flag redness.
- Concept B: external ear-temperature and pressure sensor that reads infection signs without seeing the eardrum.
- Concept C: symptom-checklist app with a guided caregiver questionnaire, no hardware.
Scoring matrix (1 = weak, 5 = strong), criteria weighted by earlier ranking:
See figure.
Tradeoffs revealed:
- Concept A scores highest on accuracy but lowest on cost and safety (a clip near the ear canal).
- Concept C is cheapest and safest but least accurate because it never looks inside the ear.
- Concept B sits in the middle: safe and external, moderately accurate, moderate cost.
Chosen concept: Concept B, the external sensor. It respects the no-insertion safety constraint, hits a workable cost, and keeps accuracy high enough to trigger a clinic visit. I trade a few accuracy points (versus A) to stay inside the safety constraint that A violates.
(Tip: the winning concept is rarely the top scorer on every row; justify it by the tradeoff you chose to accept.)
| Criterion (weight) | Concept A camera clip | Concept B external sensor | Concept C checklist app |
|---|---|---|---|
| Accuracy (x4) | 5 | 4 | 2 |
| Safety (x3) | 2 | 5 | 5 |
| Cost to family (x2) | 2 | 4 | 5 |
| Ease of use (x1) | 3 | 4 | 5 |
| Weighted total | 33 | 43 | 33 |
This model shows the level of evidence and organization needed to complete: Generates several distinct solution concepts, scores each against the ranked criteria, and justifies the chosen concept using the tradeoffs the scoring reveals.
- 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 your concept sketches and prototype plan on the class site, or hand it to Mr. Mendoza in class.
One exam-style question for this reserve skill. Try it before you reveal the answer, then read why each choice is right or wrong.
Tap an answer to see the full explanation. Nothing is recorded or graded.
It builds this reusable test skill: Justifying a concept choice with a criteria-scoring tradeoff analysis.
- Name the concept or data pattern being tested.
- Cross out choices that violate that rule or the evidence.
- Justify the best remaining choice before checking the answer.
🎯 Submit a feasibility-checked innovation design proposal that ties problem, criteria, and concept together.
- 1Assemble problem statement, criteria, constraints, and chosen concept.
- 2Add a brief feasibility check: can it be built within constraints?
- 3State the expected benefit and one major risk.
- 4Self-assess against the proposal rubric.
- 5Submit the innovation design proposal.
- • Your proposal links problem, criteria, and concept coherently.
- • You include a feasibility check with benefit and risk.
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 for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, design. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, design. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this for optional reserve or extra-credit work after the required class lesson is complete.
Placement rationale
Matched Medical innovation proposal and independent project by path:Biomedical-Innovations/Problem-3_Medical-Innovation/3.1_Medical-Innovation; keywords:innovation, proposal, design. Score 142. 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.
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.
Completing this reserve-unit day earns extra-credit points as defined in the course syllabus extra-credit policy.
Open the drop folderA model of the work to turn in. Match its structure and level of detail; do not copy it. Your data and wording should be your own.
Title: External Ear-Infection Screener for At-Home Early Detection
Problem: About 1 in 3 children under 5 are diagnosed late with middle-ear infections because caregivers cannot tell infection from ordinary fussiness at home; target is to cut time-to-diagnosis from about 5 days to under 2.
Criteria and constraints: at least 90 percent agreement with a clinician, result under 60 seconds, under 5 dollars per use, build cost under 40 dollars, no insertion into the ear canal, buildable in one 3-week sprint.
Chosen concept: Concept B, an external ear-temperature and pressure sensor that reads infection signs without entering the ear canal, selected because it respects the no-insertion safety constraint while keeping accuracy high enough to prompt a clinic visit.
Feasibility check: Can it be built within the constraints? Yes for a screening prototype. Off-the-shelf infrared temperature and pressure sensors plus a phone app fit under the 40-dollar build cost and the 3-week sprint. It flags risk; it does not diagnose, which keeps it inside over-the-counter screening rules.
Expected benefit: earlier clinic visits, cutting average time-to-diagnosis toward the under-2-day target and reducing complications from delayed treatment.
One major risk: false reassurance. If the external sensor misses a real infection, a caregiver might delay care. Mitigation: the app always advises a clinic visit for persistent symptoms regardless of the reading.
(Tip: a feasibility check must answer one blunt question in a sentence: can this be built inside the stated constraints? Then name a real risk, not a fake one.)
This model shows the level of evidence and organization needed to complete: Ties the problem statement, criteria and constraints, and chosen concept into one proposal, adds a feasibility check, and states the expected benefit and one major risk.
- 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 your innovation design proposal on the class site, or hand it to Mr. Mendoza in class.
One exam-style question for this reserve skill. Try it before you reveal the answer, then read why each choice is right or wrong.
Tap an answer to see the full explanation. Nothing is recorded or graded.
It builds this reusable test skill: Adding a feasibility check with expected benefit and one major risk.
- Name the concept or data pattern being tested.
- Cross out choices that violate that rule or the evidence.
- Justify the best remaining choice before checking the answer.

