This class runs in two periods and they do not do the same lesson on the same day. You are reading the Period 6A-7B calendar, the one with John Carroll bioethics on Mondays.
Welcome, expectations, and how this class works
Do now
Learn how Principles of Biomedical Science runs day to day, agree on our classroom routines and expectations, and set a personal goal for the semester.
- Hand in
- Exit ticket: your semester goal, one classroom expectation in your own words, and one question.
- Where
- Submit this on the class form named on this page. The form requires the student's district Microsoft sign-in. The thank-you page is the submission receipt. A physical handoff counts only when the day page names that route. Doing the activity in myPLTW does not count as submitted.
You get two school days for every day you were absent, so this deadline moves with you.
If the form offers you a saved draft, choose New draft. If the Assignment box comes up empty, type it exactly: Welcome, expectations, and how this class works
Surgeons and lab techs rehearse the boring parts of their job until they are automatic. What are the boring parts of this class we should make automatic this week, so we are free to think later?
Learn how Principles of Biomedical Science runs day to day, agree on our classroom routines and expectations, and set a personal goal for the semester.
- • You can describe our daily routine and three classroom expectations.
- • You can explain, in one sentence, what mastery grading means here.
- • You set a personal goal and asked a question.
- Write two things you want to be true about this class by June.
- Name one habit that has helped you learn something hard before.
- 1Icebreaker: Two Truths and a Lie. Write two true facts and one false one about yourself, then we guess as a class.
- 2Hear the big picture: what Principles of Biomedical Science is about ( investigation and clinical diagnosis) and why it matters for medicine and biomedical careers.
- 3Walk through our daily routine: how you enter, get materials, where the day's target lives, phones away, and bell-to-bell work.
- 4Review the syllabus highlights together: mastery grading, the WebXam, late work and detentions, and how calls home work.
- 5Set one personal goal for this semester and write one question you have about the class.
What did this day actually feel like?
Welcome, expectations, and how this class works
First day. Mr. Mendoza did not hand out a syllabus and read it at us. He put a question on the board instead: how do we know what we know about the body, disease, and death? Then he said we would spend the semester answering it and that most of the answers would come from us, not him.
He walked us through the weekly rhythm and was honest that Mondays are the hardest to get used to, because on Mondays we argue instead of taking notes. He also said the Monday work is done with John Carroll University, but that their calendar and ours do not line up yet, so for the first couple of Mondays it is just us and him. He will announce when they join. I appreciated that he said it straight instead of letting us find out.
Turned in: exit ticket → Exit Tickets 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.
First day. No syllabus. Just one question on the board, and the news that we were going to spend a semester answering it ourselves.
MR. MENDOZA
How do we know what we know about the body, disease, and death?
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.
A logical claim vs. an opinion
What makes a statement a claim you can defend, instead of just an opinion?
A claim is a statement that answers a question and can be supported or challenged with evidence. “This water sample is unsafe to drink” is a claim: we can test it. An opinion is a personal preference that does not have to be defended. “Tap water tastes better than bottled” is an opinion: it is true for you and that is fine.
Science runs on claims, not opinions. A good claim is specific (it says exactly what you think is true), it answers the actual question, and it is testable (there is some evidence that could prove it right or wrong).
The same sentence can hide either one. “Vaccines are good” is vague. “The MMR reduces measles cases in a community” is a claim, because we can go look at the data.
- • Specific: it states exactly what you think is true.
- • On-target: it answers the question that was asked.
- • Testable: some evidence could support it or prove it wrong.
- • Honest: you would change it if the evidence pointed the other way.
- • “Best / worst / prettiest” usually signals an opinion, not a claim.
- • If no possible evidence could change your mind, it is probably an opinion or a belief, not a scientific claim.
Write one claim and one opinion about a topic in this course. For your claim, name one piece of evidence that could prove it wrong.
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
- 0-8Icebreaker: Two Truths and a Lie
- 8-20What PBS is about and why it matters
- 20-40Daily routine + classroom expectations walkthrough
- 40-60Syllabus highlights: mastery grading, WebXam, late work, calls home
- 60-75Set a personal goal + write one question
- 75-80Share goals and close
- • Welcome to Principles of Biomedical Science. The most important day of the year is today, because today we decide how we will work.
- • We are going to learn the routines first, so that for the rest of the year we can spend our time on real science instead of on rules.
- • Everything in this class lives on our website, and you will learn to drive it this week.
- • By Friday you will have set up your notebook, learned lab , toured the PLTW portal, and taken a WebXam pretest so we know where you start.
- • Expectations: be on time, be prepared, phone away, be respectful, be on task.
- • Your grade reflects what you can demonstrate (mastery), not points for compliance.
- • The WebXam is the Ohio end-of-course exam. It reports how well you know the material; how it is used is set by the state and the district, not by this class.
Orientation: daily icebreakers, the daily lesson pages and website, what notes should look like (Cornell + the 6 Rs), the lab notebook, lab safety, the PLTW web portal, and a Friday WebXam pretest. · Welcome, expectations, and how this class works
Day 1 of this lesson. Open this exact section in myPLTW (find it in Clever, Microsoft sign-in), then do the work below.
Do this: Set up your myPLTW (classroom.pltw.org) access and complete the course orientation checklist: routines, website, notebook, contract, and the .
Navigate the website and submit each kind of work with evidence.
Reach the day-1 checkpoint for this unit.
Orientation evidence due this week: completed website scavenger hunt, a notebook sample (first Cornell page), a signed contract with a myPLTW login screenshot, and the baseline WebXam pretest with a mastery goal.
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. Submit this on the class form named on this page. The form requires the student's district Microsoft sign-in. The thank-you page is the submission receipt. A physical handoff counts only when the day page names that route. Doing the activity in myPLTW does not count as submitted.
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.
Orientation: daily icebreakers, the daily lesson pages and website, what notes should look like (Cornell + the 6 Rs), the lab notebook, lab safety, the PLTW web portal, and a Friday WebXam pretest. · Welcome, expectations, and how this class works
Set up your myPLTW (classroom.pltw.org) access and complete the course orientation checklist: routines, website, notebook, contract, and the .
Reach the day-1 checkpoint for this unit.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Learn how Principles of Biomedical Science runs day to day, agree on our classroom routines and expectations, and set a personal goal for the semester.
- Icebreaker: Two Truths and a Lie. Write two true facts and one false one about yourself, then we guess as a class.
- Hear the big picture: what Principles of Biomedical Science is about ( investigation and clinical diagnosis) and why it matters for medicine and biomedical careers.
- Walk through our daily routine: how you enter, get materials, where the day's target lives, phones away, and bell-to-bell work.
- Review the syllabus highlights together: mastery grading, the WebXam, late work and detentions, and how calls home work.
- Set one personal goal for this semester and write one question you have about the class.
Exit ticket: Exit ticket: your semester goal, one classroom expectation in your own words, and one question.
Submit this on the class form named on this page. The form requires the student's district Microsoft sign-in. The thank-you page is the submission receipt. A physical handoff counts only when the day page names that route. Doing the activity in myPLTW does not count as submitted. 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 |
|---|---|
| Icebreaker: Two Truths and a Lie. Write two true facts and one false one about yourself, then we guess as a class. | _______ |
| Hear the big picture: what Principles of Biomedical Science is about ( investigation and clinical diagnosis) and why it matters for medicine and biomedical careers. | _______ |
| Walk through our daily routine: how you enter, get materials, where the day's target lives, phones away, and bell-to-bell work. | _______ |
| Review the syllabus highlights together: mastery grading, the WebXam, late work and detentions, and how calls home work. | _______ |
| Set one personal goal for this semester and write one question you have about the class. | _______ |
Working solo? Put your own name in "Who" for every row.
- You can describe our daily routine and three classroom expectations.
- You can explain, in one sentence, what mastery grading means here.
- You set a personal goal and asked a question.
- 1Do thisLearn how Principles of Biomedical Science runs day to day, agree on our classroom routines and expectations, and set a personal goal for the semester.
- 2Use this resource
- 3Submit thisExit ticket: Exit ticket: your semester goal, one classroom expectation in your own words, and one question.
- 4Submit it here
- 1Open the form. It must say For students at the top: if it says For parents and guardians, press Back and pick I am the student.
- 2If it offers you a saved draft, choose New draft: an old draft brings back the old assignment.
- 3Sign in with your district Microsoft account, not a personal one.
- 4Check the Assignment box says today's assignment from this page, then pick your period and type your student ID, all nine digits.
- 5Attach your file and press Submit. The thank-you page is your receipt.
Submit this on the class form named on this page. The form requires the student's district Microsoft sign-in. The thank-you page is the submission receipt. A physical handoff counts only when the day page names that route. Doing the activity in myPLTW does not count as submitted. Principles of Biomedical Technology (Principles of Biomedical Science) › Orientation: daily icebreakers, the daily lesson pages and website, what notes should look like (Cornell + the 6 Rs), the lab notebook, lab safety, the PLTW web portal, and a Friday WebXam pretest. › Exit ticketTurn it in
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.
This is the course opener. Use the class routines and evidence rules introduced today as the starting point.
This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
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 the signs, results and measurements you recorded.
- • Possible explanations map to the competing biological causes.
- • The next question maps to the test or observation that would separate them.
Driving question: Surgeons and lab techs rehearse the boring parts of their job until they are automatic. What are the boring parts of this class we should make automatic this week, so we are free to think later?
What you already know: This is the course opener. Use the class routines and evidence rules introduced today as the starting point.
New idea: This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Welcome, expectations, and how this class works. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Use the labels and arrows in F1 to identify the relationship that supports Welcome, expectations, and how this class works.
- Observe or measure the relevant feature in today's lesson.
- 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: Surgeons and lab techs rehearse the boring parts of their job until they are automatic. What are the boring parts of this class we should make automatic this week, so we are free to think later?
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.
- • procedure: A clear, ordered set of steps followed exactly the same way each time to carry out a task safely and get reliable results.
- • routine: A consistent set of steps done in the same order each time, which builds good habits and makes work more reliable and efficient.
- • PPE: Personal protective equipment, the gear like gloves, goggles, lab coats, and masks worn to shield the body from chemical, biological, or physical hazards.
- • SDS: A data sheet: a standardized document listing a chemical's hazards, safe handling steps, and emergency measures for anyone using it.
- • : A note-taking layout that splits a page into a wide notes column, a narrow cue column for questions, and a summary strip at the bottom.
- • : A six-step learning cycle (Record, Reduce, Review, Reflect, Recite, Revise) used to turn class notes into deep, lasting understanding.
- • mastery: Knowing a skill or concept well enough to use it confidently under pressure, not just recognizing it on a slide.
- • : An assessment given before instruction begins so you can measure how much was learned by comparing it to a later test on the same material.
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.
This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
Limit: This day teaches local course routines rather than a biomedical science claim.
Keep observations separate from explanations, then collect the evidence that can distinguish the options.
Limit: Biomedical investigations use controlled procedures and validated measurements, not intuition alone.
You can describe our daily routine and three classroom expectations.
Limit: E3 defines the classroom product or success criterion. It is not independent scientific evidence and cannot justify a clinical or causal claim.
PLTW-PBT@P67-2026-08-24 · Simulated classroom evidence scenario
Your role: biomedical team member
Decision: Your team must decide what the evidence from today's lesson supports before submitting the exit response named on the lesson page.
- • Select the option best supported by E1-E3.
- • Select a reasonable alternative and name the evidence it would require.
- • Delay the claim because the evidence does not distinguish the options.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Submit it as the exit response.
Claim ceiling: Today's evidence supports a classroom claim about today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
Reason for review: Your team must decide what the evidence from today's lesson supports before submitting the exit response named on the lesson page.
Context: A class runs on shared routines. When the routines are automatic, all of our energy goes into the science instead of into figuring out what to do.
- • T1: Icebreaker: Two Truths and a Lie. Write two true facts and one false one about yourself, then we guess as a class.
- • T2: Hear the big picture: what Principles of Biomedical Science is about ( investigation and clinical diagnosis) and why it matters for medicine and biomedical careers.
- • T3: Walk through our daily routine: how you enter, get materials, where the day's target lives, phones away, and bell-to-bell work.
- • T4: Review the syllabus highlights together: mastery grading, the WebXam, late work and detentions, and how calls home work.
- • T5: Set one personal goal for this semester and write one question you have about the class.
- • E1: This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
- • E2: Keep observations separate from explanations, then collect the evidence that can distinguish the options.
- • E3: You can describe our daily routine and three classroom expectations.
Measurements: Use only the measurements, units, graph, or counts supplied in today's task. No additional patient measurement is implied.
Figure finding: Teaching diagram for Welcome, expectations, and how this class works. Use the labels and arrows to identify the decision-relevant relationship. 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.
Mean = sum of values / number of values. Median = middle ordered value. Range = maximum - minimum.
For 2, 4, 4, and 10: mean = 20 / 4 = 5, median = 4, and range = 10 - 2 = 8.
Mean, median, and range keep the measurement unit. Order the values before finding the median.
Calculate the requested summary for today's supplied values, then write what it reveals and what it hides.
Students often think the first week is just rules and busywork before the real class starts. The trap: the routines you build this week are the real class, because they are what let us run labs and hard science later without chaos
Goal: Pass the WebXam and keep an A by turning in every notebook page on time.
Expectation in my own words: My phone stays in my bag so I can focus from bell to bell.
My question: How many times can I retake a mastery check?
This model shows the level of evidence and organization needed to complete: Completes the orientation goal-setting task: a semester goal, a classroom expectation in the student's own words, and one question.
- Name the prompt or task.
- Answer it directly with the key evidence.
- Check that the response matches the requested format.
Keep the structure. Replace the question, facts, measurements, and evidence. Then recheck units, vocabulary, and whether the conclusion goes beyond the evidence.
- 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 Welcome, expectations, and how this class works. 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.
Vetted readings and references for this unit. Use them to prepare, to catch up if you were absent, or to go deeper on today's target.
May require a free account. Use the class copy if you cannot sign in.
Check yourself · commit, then reveal▸
Claim ceiling for this check: Today's evidence supports a classroom claim about today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
In your own words, what does mastery grading mean here, and how is it different from getting points for turning things in?
Write an answer and pick a confidence to unlock the key.
Go further and get help▸
Run this before you touch the bench. It is built from the real lab procedure, so the decisions you make here are the ones you will make with the equipment in your hands.
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.
Today's work depends on equipment and locations in our lab, so it cannot be finished from home. Do the part that travels: read the target above and the safety notes, and write what you already know.
Back in class. The in-room part has to be done in the room. See Mr. Mendoza on your first day back and he will run it with you before you work at the bench.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
CDC Laboratory Safety- 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 through the one route named under Submit here and confirmed by the form receipt or the named physical handoff. Not in Schoology: that is where the report-card grade appears later.