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.
WebXam pretest and goal setting
Do now
Take an ungraded baseline WebXam pretest for 072110 Principles and Practice of Biomedical Technology to see where you start, then set a mastery goal and reflect on week 1.
- Hand in
- Baseline WebXam pretest complete (ungraded) + a written mastery goal and a two-routine reflection.
- 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: WebXam pretest and goal setting
You are about to take a test on PBS content you have not been taught yet. If you cannot fail it, what is the smartest way to take it, and why?
Take an ungraded baseline WebXam pretest for 072110 Principles and Practice of Biomedical Technology to see where you start, then set a mastery goal and reflect on week 1.
- • You can finish the baseline WebXam pretest and record your score.
- • You set a specific mastery goal for the semester.
- • You can explain how the WebXam affects your grade.
- If a test cannot be graded right or wrong, why would you still take it seriously?
- Name one specific thing you want to be able to do by the end of this course.
- 1Icebreaker: Rose and Thorn of week 1 (one good thing, one hard thing).
- 2Understand the WebXam: it is the Ohio end-of-course exam for PBS (072110 Principles and Practice of Biomedical Technology), and it reports how well you know the material.
- 3Take the . It is not graded for correctness; it is a starting point, so answer honestly and skip what you do not know yet.
- 4Look at your pretest result and set one mastery goal for the semester.
- 5Reflect: write two routines from this week you will keep, and one thing you still have a question about.
What did this day actually feel like?
Bioethics of evidence
ETHICS DAY This was the first Monday and John Carroll was not here yet, so Mr. Mendoza ran it himself. He opened with a real case: forensic labs have sent innocent people to prison on evidence that everyone trusted at the time and that later turned out to be wrong.
Then the question. Can a lab result be wrong, and if it is, whose fault is it? The machine, the analyst, or the system that trusted it without checking? I said the machine at first, because a machine does not have opinions.
Someone in my group pointed out that a person loads the sample, a person labels it, and a person decides which test to run, so the machine only ever answers the question a human asked it. I did not have a comeback. I changed my position mid-debate, which felt like losing until he said that changing your mind in the face of a better argument is the entire skill.
We wrote our first CER, which is Claim, Evidence, Reasoning. Three to five sentences. Mine was bad. The claim and evidence were fine and the reasoning sentence was really just my claim again in different words. He said that is the most common mistake and we will write dozens of these.
Turned in: CER → Claim Evidence Reasoning 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.
The WebXam pretest, in week one, cold. I did badly. Everyone did. That was the point.
MR. MENDOZA
This is not a grade. It is a baseline. In December we compare.
Fiction. There is no such student. The lessons, labs and dates are the real planned course; the student, the classmates and the conversations are invented.
🛠 Get unstuck · pick your level
🔑 Today's words · 5
Tap a word in the lesson for a plain meaning and one example. Recycled into next week's Do-Now.
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: A is not a test you can fail. It shows where you start so we can measure how far you grow.
- 0-6Icebreaker: Rose and Thorn of week 1
- 6-15What the WebXam is and how mastery + the boost work
- 15-55Baseline WebXam pretest (ungraded)
- 55-70Set a mastery goal from your result
- 70-80Week 1 reflection and close
- • Today you take a pretest. You cannot fail it, because it only shows where you start.
- • Be honest: guessing wildly hides what you really know, and that is the one thing the pretest is for.
- • Then you set a growth goal, and we look back at the routines we built this week.
- • The WebXam is the Ohio end-of-course assessment that verifies mastery.
- • A measures your starting point, not your grade.
- • A good goal is specific and about growth, not perfection.
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. · WebXam pretest and goal setting
Day 5 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-5 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. · WebXam pretest and goal setting
Set up your myPLTW (classroom.pltw.org) access and complete the course orientation checklist: routines, website, notebook, contract, and the .
Reach the day-5 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.
🎯 Take an ungraded baseline WebXam pretest for 072110 Principles and Practice of Biomedical Technology to see where you start, then set a mastery goal and reflect on week 1.
- Icebreaker: Rose and Thorn of week 1 (one good thing, one hard thing).
- Understand the WebXam: it is the Ohio end-of-course exam for PBS (072110 Principles and Practice of Biomedical Technology), and it reports how well you know the material.
- Take the . It is not graded for correctness; it is a starting point, so answer honestly and skip what you do not know yet.
- Look at your pretest result and set one mastery goal for the semester.
- Reflect: write two routines from this week you will keep, and one thing you still have a question about.
WebXam practice: Baseline WebXam pretest complete (ungraded) + a written mastery goal and a two-routine reflection.
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: Rose and Thorn of week 1 (one good thing, one hard thing). | _______ |
| Understand the WebXam: it is the Ohio end-of-course exam for PBS (072110 Principles and Practice of Biomedical Technology), and it reports how well you know the material. | _______ |
| Take the . It is not graded for correctness; it is a starting point, so answer honestly and skip what you do not know yet. | _______ |
| Look at your pretest result and set one mastery goal for the semester. | _______ |
| Reflect: write two routines from this week you will keep, and one thing you still have a question about. | _______ |
Working solo? Put your own name in "Who" for every row.
- You can finish the baseline WebXam pretest and record your score.
- You set a specific mastery goal for the semester.
- You can explain how the WebXam affects your grade.
- 1Do thisTake an ungraded baseline WebXam pretest for 072110 Principles and Practice of Biomedical Technology to see where you start, then set a mastery goal and reflect on week 1.
- 2Use this resource
- 3Submit thisWebXam practice: Baseline WebXam pretest complete (ungraded) + a written mastery goal and a two-routine reflection.
- 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. › WebXam practiceTurn 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.
Scientific evidence is only as reliable as the method and person behind it.
A is not a test you can fail. It shows where you start so we can measure how far you grow.
An engineering team tests one prototype feature at a time against a written criterion and records each failure before revising.
- Which criterion is being tested?
- What stays controlled between trials?
- Which result justifies a specific revision?
A useful prototype test links a controlled trial to a measurable criterion and turns the result into a documented revision decision.
A classroom test can reveal a design weakness without establishing clinical , effectiveness, durability, or regulatory readiness.
- • The written criterion maps to the pass condition.
- • Repeated controlled trials map to test evidence.
- • The revision log maps to the next design change and its rationale.
Driving question: You are about to take a test on PBS content you have not been taught yet. If you cannot fail it, what is the smartest way to take it, and why?
What you already know: Scientific evidence is only as reliable as the method and person behind it.
New idea: A is not a test you can fail. It shows where you start so we can measure how far you grow.
Visual or model: F1. F1. A lesson illustration or teaching diagram for WebXam pretest and goal setting. 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 WebXam pretest and goal setting.
- Observe or measure the relevant feature in today's lesson.
- Organize the observation with a stable evidence ID.
- Apply this rule: A useful prototype test links a controlled trial to a measurable criterion and turns the result into a documented revision decision.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: You are about to take a test on PBS content you have not been taught yet. If you cannot fail it, what is the smartest way to take it, and why?
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.
A is not a test you can fail. It shows where you start so we can measure how far you grow.
Limit: This day teaches local course routines rather than a biomedical science claim.
A useful prototype test links a controlled trial to a measurable criterion and turns the result into a documented revision decision.
Limit: A classroom test can reveal a design weakness without establishing clinical , effectiveness, durability, or regulatory readiness.
You can finish the baseline WebXam pretest and record your score.
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@P67-2026-09-01 · 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 WebXam-style response 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 WebXam-style 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.
Students often think a low pretest score means you are behind or bad at this. The trap: a pretest measures your starting point before any instruction, so a low score is expected and simply sets your growth target
My baseline pretest showed I am strongest on lab safety and weakest on data analysis.
Mastery goal: By the WebXam, I will read a data table and write a correct CER without help.
Two routines I will keep: checking the website before class, and taking Cornell notes every day.
This model shows the level of evidence and organization needed to complete: Completes the pretest goal-setting: the student reads a baseline result and writes a specific growth goal.
- 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 WebXam pretest and goal setting. 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.
What is the WebXam for in PBS, and why does the pretest not count?
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.