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.
Enteric coating lab
Safety gate · before any work
- Goggles on before any container is opened, and kept on until the bench is cleared.
- The simulated stomach fluid is acidic. Report any skin contact immediately and rinse.
- Shellac preparations are commonly alcohol based. Keep them away from any heat source and capped when not in use.
Do now
Coat and test artificial pills, recording observations at fixed thirty-second intervals through both simulated environments.
- Hand in
- Completed data table with at least three trial measurements, labeled independent and dependent variables, an average performance calculation, one measurement error source, and one test-setup limitation.
- 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: Enteric coating lab
Your coated pill goes into simulated stomach acid. How long should it last, and how will you know exactly when it gave way?
Coat and test artificial pills, recording observations at fixed thirty-second intervals through both simulated environments.
- • Produce an unbroken thirty-second observation record for both environments.
- • State one limitation of judging dissolution by eye.
- Name the independent and for today's run.
- Why does skipping a thirty-second interval cost you data you cannot recover?
- 1Put on goggles and confirm the bench is clear and the waste container is open.
- 2Prepare the polymer solutions and coat the pills exactly as the procedure directs.
- 3Place a coated pill in the simulated stomach environment and start the timer.
- 4Record what you observe every thirty seconds. Do not skip an interval and do not round the times.
- 5Move the pill to the simulated intestinal environment and keep the same interval.
- 6Write one sentence on what the practice run taught you about how the coating fails.
What did this day actually feel like?
Prototype evaluation CER
A CER on whether the prototype met its design goal, citing averaged trial data, explaining strengths and flaws, and proposing the next iteration.
He was explicit that a CER reporting only success is incomplete. Our prototype partly met its goal and failed on one measure, and writing both, with a specific proposed change, is the assignment. The honest version is more useful than the flattering one, which by now is the most repeated idea in this class.
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.
🛠 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.
🧭 Everything on this day
Check you have the right sheet: the top of it prints today's portal day, Enteric coating lab. The PLTW activity itself is in myPLTW and is not posted here.
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: An interval you skipped is data you cannot get back, so the discipline of the interval is what makes the run usable.
- 0-8 minRecord the assembly and testing SOP; verify all materials are present at your station.
- 8-15 minIdentify and record independent, dependent, and controlled variables.
- 15-40 minAssemble the device or vessel model to specification following the SOP.
- 40-62 minRun at least three repeated trials; record performance data in a labeled after each trial.
- 62-72 minCalculate the average performance across trials; note one measurement error source.
- 72-80 minState one test-setup limitation; begin organizing data for Thursday CER.
- • Today you are the test engineer: your job is to produce clean, repeatable data from a physical model.
- • Read the SOP before you touch any material: the SOP order exists for accuracy and reasons.
- • WebXam 072110 strand 5 (Handling/Preparation/Storage/Disposal) is assessed today: procedure discipline matters.
- • Three trials minimum: if trial 3 is very different from trials 1 and 2, you have a problem worth noting.
- • The is what you deliberately change; the is what you measure as a result.
- • Controlled variables are held constant across all trials so that only the causes outcome differences.
- • Measurement error can come from tool precision, assembler technique, or environmental variability: name the source, not just the effect.
Unit 4.1 Innovation, Inc.: Engineering design, device/vessel model, CAD concept, prototype testing, disease prevention. · Enteric coating lab
Day 2 of this lesson. Open this exact section in myPLTW (find it in Clever, Microsoft sign-in), then do the work below.
Do this: Open myPLTW and locate Lesson 4.1 Designing the Future, Activity 4.1.5 Drug Design Lab. Use its Part I data-collection template for your 30-second observations.
Submit test-result responses or the in myPLTW before leaving.
Platform data submission completed by end of the lab period.
Handwritten with three-trial data plus platform submission.
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.
Unit 4.1 Innovation, Inc.: Engineering design, device/vessel model, CAD concept, prototype testing, disease prevention. · Enteric coating lab
Open myPLTW and locate Lesson 4.1 Designing the Future, Activity 4.1.5 Drug Design Lab. Use its Part I data-collection template for your 30-second observations.
Platform data submission completed by end of the lab period.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Coat and test artificial pills, recording observations at fixed thirty-second intervals through both simulated environments.
- Put on goggles and confirm the bench is clear and the waste container is open.
- Prepare the polymer solutions and coat the pills exactly as the procedure directs.
- Place a coated pill in the simulated stomach environment and start the timer.
- Record what you observe every thirty seconds. Do not skip an interval and do not round the times.
- Move the pill to the simulated intestinal environment and keep the same interval.
- Write one sentence on what the practice run taught you about how the coating fails.
Data table: Completed with at least three trial measurements, labeled independent and dependent variables, an average performance calculation, one measurement error source, and one test-setup limitation.
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 |
|---|---|
| Put on goggles and confirm the bench is clear and the waste container is open. | _______ |
| Prepare the polymer solutions and coat the pills exactly as the procedure directs. | _______ |
| Place a coated pill in the simulated stomach environment and start the timer. | _______ |
| Record what you observe every thirty seconds. Do not skip an interval and do not round the times. | _______ |
| Move the pill to the simulated intestinal environment and keep the same interval. | _______ |
| Write one sentence on what the practice run taught you about how the coating fails. | _______ |
Working solo? Put your own name in "Who" for every row.
- Produce an unbroken thirty-second observation record for both environments.
- State one limitation of judging dissolution by eye.
- 1Do thisCoat and test artificial pills, recording observations at fixed thirty-second intervals through both simulated environments.
- 2Use this resource
- 3Submit thisData table: Completed data table with at least three trial measurements, labeled independent and dependent variables, an average performance calculation, one measurement error source, and one test-setup limitation.
- 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) › Unit 4.1 Innovation, Inc.: Engineering design, device/vessel model, CAD concept, prototype testing, disease prevention. › Data tableTurn 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.
A pill has to survive one organ to reach another, so the coating is solving a transport problem, not a chemistry-class problem.
An interval you skipped is data you cannot get back, so the discipline of the interval is what makes the run usable.
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: Your coated pill goes into simulated stomach acid. How long should it last, and how will you know exactly when it gave way?
What you already know: A pill has to survive one organ to reach another, so the coating is solving a transport problem, not a chemistry-class problem.
New idea: An interval you skipped is data you cannot get back, so the discipline of the interval is what makes the run usable.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Enteric coating lab. 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 Enteric coating lab.
- Observe or measure the relevant feature in enteric coating lab.
- 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: Your coated pill goes into simulated stomach acid. How long should it last, and how will you know exactly when it gave way?
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.
- • prototype: Use the lesson context and glossary entry to explain prototype in your own words.
- • constraint: A limit or requirement that a design must work within, such as a budget, available time, materials, or rules.
- • criterion: A clear, agreed-upon standard or rule used to judge, compare, or decide between options.
- • CAD: Computer-aided design: software used to create precise digital models of objects, such as prosthetics or medical devices, before building them.
- • iteration: One repeated cycle of building, testing, and improving, where each pass refines the design or result based on what the last pass revealed.
- • : A small mesh tube placed inside a narrowed or blocked vessel or duct to hold it open and keep fluid flowing.
- • prevention: Actions taken to stop a disease or injury before it happens, such as vaccines, screenings, or healthy daily habits.
- • : A written outline of what will be tested, how, and what counts as success, used to guide an experiment or product check.
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.
Environmental health risk is characterized by integrating hazard, dose-response, exposure, and uncertainty; an observed association or model result does not by itself establish individual causation.
Limit: A classroom dataset cannot represent every exposure route, susceptible group, confounder, or long-term outcome.
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.
Produce an unbroken thirty-second observation record for both environments.
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@P67-2026-12-11 · Simulated classroom evidence scenario
Your role: biomedical team member
Decision: Your team must decide what the evidence from enteric coating lab supports before submitting the labeled and result claim 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 labeled and result claim.
Claim ceiling: Today's evidence supports a classroom claim about enteric coating lab. It cannot prove causation, diagnose a real patient, or justify action outside this room.
Rate or percent = part / comparison total x 100%. Percent change = (new - comparison) / comparison x 100%.
If 18 of 60 records meet a condition, the frequency is 18 / 60 x 100% = 30%.
Name the comparison total. A percent describes the supplied group and does not automatically predict an individual's outcome.
Use today's supplied counts to calculate one rate, risk, frequency, or percent change. Show the denominator and interpretation.
- • The solution must address the stated need in enteric coating lab.
- • 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 think the coating makes the pill stronger or longer-lasting.. The trap: The coating is not about strength, it is about WHERE the pill fails. A coating that never dissolves is as useless as no coating at all. It is designed to be acid-resistant and base-soluble, so the release site is the engineered property.
Setup recorded before I started: goggles on, bench clear, waste container open, timer at zero, both fluids at the stated temperature.
Variables:
- Independent variable: which fluid the pill was sitting in (simulated stomach, then simulated intestinal).
- Dependent variable: the condition of the coating at each 30-second check.
- Controlled variables: same pill, same number of coating dips, same fluid volume (50 mL), same temperature, same observer for the whole run.
Stomach phase, 0:00 to 4:00:
- 0:30 coating smooth, no color change, no bubbles.
- 1:00 surface slightly cloudy, still sealed.
- 1:30 cloudy, no cracks.
- 2:00 no change from 1:30.
- 2:30 one faint line along the top edge, coating still holding.
- 3:00 same faint line, nothing lifting.
- 3:30 no change.
- 4:00 coating intact. Pill moved to the intestinal fluid at 4:00.
Intestinal phase, 4:00 onward, timer left running:
- 4:30 edges softening.
- 5:00 first small piece lifts off the coverslip.
- 5:30 about a third of the surface has lifted.
- 6:00 most of the coating is off, one thin patch still attached.
- 6:30 fully separated. Recorded 6:30 as the separation time for this practice run.
What the practice run taught me about how the coating fails: it did not split open all at once. It softened first, then lifted in pieces, so the moment I call 'separated' depends on the definition I use.
Limitation of judging separation by eye: 'fully separated' is a judgement, not a reading off an instrument. My 6:30 could be someone else's 6:00. That is why the operational definition has to be written down before Part II, and why one person should score a whole run.
One more note to myself: I nearly skipped the 2:00 check because nothing was happening. A blank row there would have been unusable, because a reader cannot tell a coating that held from an observer who looked away. 'No change' is data.
| Time | Phase | Observation |
|---|---|---|
| 0:30 | Simulated stomach | Coating smooth and sealed |
| 2:00 | Simulated stomach | Cloudy surface, no cracks |
| 4:00 | Simulated stomach | Intact, pill transferred |
| 5:00 | Simulated intestinal | First piece lifts away |
| 6:30 | Simulated intestinal | Coating fully separated |
This model shows the level of evidence and organization needed to complete: Completes the Part I practice run: an unbroken 30-second observation record through the simulated stomach phase and the simulated intestinal phase, with the variables labeled and one stated limitation of judging separation by eye.
- Name the variables and include units.
- Enter observations without changing the raw values.
- Check labels, calculations, and patterns before interpreting the data.
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 data table on the class site, or hand it to Mr. Mendoza in class before leaving.
- 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 Enteric coating lab. 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.
Hand-picked readings and interactives for this lesson, from authoritative open organizations and PLTW's own public course outline.
Check yourself · commit, then reveal▸
Claim ceiling for this check: Today's evidence supports a classroom claim about enteric coating lab. It cannot prove causation, diagnose a real patient, or justify action outside this room.
Your coated pill dissolves in the simulated stomach in 90 seconds. Is the coating a failure, and what does that tell you to change?
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▸
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.
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: Goggles on before any container is opened, and kept on until the bench is cleared. My data table is ready before materials are handled.
Finish the checklist before you handle any material.
- • Goggles on before any container is opened, and kept on until the bench is cleared.
- • The simulated stomach fluid is acidic. Report any skin contact immediately and rinse.
- • Shellac preparations are commonly alcohol based. Keep them away from any heat source and capped when not in use.
- • The water bath or hot plate is a burn hazard. Move vessels with forceps, not fingers.
- • Read the kit safety data sheet before the first mixing step. It governs, not the general lab rules.
- • Dispose of every solution in the designated container. Nothing goes down the sink unless the teacher says so.
- • Wash hands after cleanup, gloves or no gloves.
- 1Before materials are handled, identify the purpose, variables or comparison, controls, measurement units, and stop-work condition.
- 2Put on goggles and confirm the bench is clear and the waste container is open.
- 3Prepare the polymer solutions and coat the pills exactly as the procedure directs.
- 4Place a coated pill in the simulated stomach environment and start the timer.
- 5Record what you observe every thirty seconds. Do not skip an interval and do not round the times.
- 6Move the pill to the simulated intestinal environment and keep the same interval.
- 7Write one sentence on what the practice run taught you about how the coating fails.
- 8Record each result in the prepared table before interpreting it. Mark missing, repeated, or invalid results truthfully.
- 9Complete 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.
Hands-on testing lab: assemble the device or vessel model, run repeated trials against the SOP, and record performance data with controlled variables.
PhET: Interactive SimulationsThen submit your Data table. 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.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
PhET: simulations for engineering and physical testingYou've passed Unit 2, so the optional extra-credit track is open. Complete reserved-unit work from home, including virtual labs, for extra credit. Each item shows its correct submission route.
Open the extra-credit track- 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.
- 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.