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.
Bioactivity screen lab
Safety gate · before any work
- Goggles and gloves on before the first tube is opened.
- The water bath or hot plate is a burn hazard, and the beaker stays covered when not in use.
- Change the tip between every sample. A reused tip cross-contaminates and quietly invalidates the run.
Do now
Run the qualitative screen on five samples and record a positive or negative result for each.
- Hand in
- Module I results table naming all five samples, each scored positive or negative, with the labelling scheme recorded and one sentence on what a qualitative screen cannot tell you.
- 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: Bioactivity screen lab
Run the qualitative screen on five samples and record a positive or negative result for each.
Run the qualitative screen on five samples and record a positive or negative result for each.
- • Produce a complete five-sample result table.
- • State in writing that a qualitative screen carries no quantity.
- What do you already know about Bioactivity screen lab?
- What would you need to find out to answer today's question?
- 1Put on the protective equipment the procedure specifies and clear the bench.
- 2Label all tubes before starting. A mislabelled tube is an unrecoverable run.
- 3Extract the compounds from the five samples following the procedure exactly.
- 4Run the screen and let it develop for the stated time.
- 5Score each sample by colour as positive or negative, and record all five.
- 6Note that this result tells you presence or absence only, and write what it does not tell you.
What did this day actually feel like?
Innovation pitch CER and final submission
Last day. A synthesis CER naming the health problem and our innovation, citing evidence from two prior units and the story-map, and reasoning through how the innovation connects to disease prevention. Then everything gets compiled and submitted.
He told us a pitch CER is not a sales pitch. It is an argument that the thing is worth pursuing, and it has to survive someone who does not want to be convinced. That is the same standard as the very first CER in August, applied to something twenty times larger.
Then we retook the WebXam practice test we took cold on August 28. I will not pretend the number was spectacular, but it was not close to the same test I sat in week one. He showed us both scores side by side and said the gap is the semester.
Turned in: capstone package and final tracker → recorded in Class Records
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.
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: A colour is a yes or a no. Reading a strength of colour as an amount is the mistake this lab exists to catch.
- 0-8 minAssign project roles; agree on SOP for the work session.
- 8-20 minDefine the health problem and the variables the innovation addresses; cite which prior units provide evidence.
- 20-40 minSynthesize: each member contributes one evidence point from a prior unit into a shared innovation brief.
- 40-58 minBuild the draft story-map: add a problem-distribution layer and a proposed-solution layer.
- 58-70 minAssign pitch sections to team members; each member outlines their section.
- 70-80 minState one project-data limitation as a team; record it in the shared document.
- • This is your capstone team project for the reserve unit: every skill from genetics to outbreak to device design is on the table.
- • The innovation concept must draw on at least two earlier units, not just one: synthesis means breadth.
- • Your story-map draft does not need to be polished today, but it needs at least two data layers.
- • Each member owning a pitch section means you can present independently if the team is split up during Q and A.
- • A synthesis innovation concept names the health problem, the proposed solution, and evidence from at least two prior units.
- • A draft GIS story-map has at least two layers: the geographic distribution of the problem and the proposed deployment of the solution.
- • Dividing the pitch into member-owned sections ensures every team member can answer questions about their part.
Innovation Synthesis: new frontiers and your final medical-innovation pitch · Bioactivity screen lab
Day 3 of this lesson. Open this exact section in myPLTW (find it in Clever, Microsoft sign-in), then do the work below.
Do this: Open myPLTW and locate Lesson 4.2 New Frontiers, Activity 4.2.2 Under the Sea, Module I. Record your qualitative screen result for all five samples.
Submit any platform prompts for this project before end of period.
Platform prompts completed; the innovation brief and story-map draft should be substantially done today.
Module I results table for all five samples 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.
Innovation Synthesis: new frontiers and your final medical-innovation pitch · Bioactivity screen lab
Open myPLTW and locate Lesson 4.2 New Frontiers, Activity 4.2.2 Under the Sea, Module I. Record your qualitative screen result for all five samples.
Platform prompts completed; the innovation brief and story-map draft should be substantially done today.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Run the qualitative screen on five samples and record a positive or negative result for each.
- Put on the protective equipment the procedure specifies and clear the bench.
- Label all tubes before starting. A mislabelled tube is an unrecoverable run.
- Extract the compounds from the five samples following the procedure exactly.
- Run the screen and let it develop for the stated time.
- Score each sample by colour as positive or negative, and record all five.
- Note that this result tells you presence or absence only, and write what it does not tell you.
Pre-lab: Module I results table naming all five samples, each scored positive or negative, with the labelling scheme recorded and one sentence on what a qualitative screen cannot tell you.
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 the protective equipment the procedure specifies and clear the bench. | _______ |
| Label all tubes before starting. A mislabelled tube is an unrecoverable run. | _______ |
| Extract the compounds from the five samples following the procedure exactly. | _______ |
| Run the screen and let it develop for the stated time. | _______ |
| Score each sample by colour as positive or negative, and record all five. | _______ |
| Note that this result tells you presence or absence only, and write what it does not tell you. | _______ |
Working solo? Put your own name in "Who" for every row.
- Produce a complete five-sample result table.
- State in writing that a qualitative screen carries no quantity.
- 1Do thisRun the qualitative screen on five samples and record a positive or negative result for each.
- 2Use this resource
- 3Submit thisPre-lab: Module I results table naming all five samples, each scored positive or negative, with the labelling scheme recorded and one sentence on what a qualitative screen cannot tell you.
- 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) › Innovation Synthesis: new frontiers and your final medical-innovation pitch › Pre-labTurn 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 pipetting error does not announce itself: it becomes a number that looks fine and is wrong, which is why technique is the measurement.
A colour is a yes or a no. Reading a strength of colour as an amount is the mistake this lab exists to catch.
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: Run the qualitative screen on five samples and record a positive or negative result for each.
What you already know: A pipetting error does not announce itself: it becomes a number that looks fine and is wrong, which is why technique is the measurement.
New idea: A colour is a yes or a no. Reading a strength of colour as an amount is the mistake this lab exists to catch.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Bioactivity screen 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 Bioactivity screen lab.
- Observe or measure the relevant feature in bioactivity screen 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: Run the qualitative screen on five samples and record a positive or negative result for each.
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.
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.
Biomedical evidence supports a conclusion only to the level allowed by the measurement, comparison, controls, source quality, and uncertainty in the investigation.
Limit: The classroom evidence supports the stated learning decision, not a real clinical diagnosis, causal conclusion, or treatment recommendation.
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 a complete five-sample result table.
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@P67-2026-12-18 · Simulated classroom evidence scenario
Your role: biomedical team member
Decision: Your team must decide what the evidence from bioactivity screen lab supports before submitting the pre-lab readiness record named on the lesson page.
- • Proceed because the readiness evidence is complete.
- • Pause and correct the named setup or gap.
- • Repeat the measurement because quality controls are not acceptable.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Submit it as the pre-lab readiness record.
Claim ceiling: Today's evidence supports a classroom claim about bioactivity screen lab. 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 bioactivity screen lab supports before submitting the pre-lab readiness record named on the lesson page.
Context: Run the qualitative screen on five samples and record a positive or negative result for each.
- • T1: Put on the protective equipment the procedure specifies and clear the bench.
- • T2: Label all tubes before starting. A mislabelled tube is an unrecoverable run.
- • T3: Extract the compounds from the five samples following the procedure exactly.
- • T4: Run the screen and let it develop for the stated time.
- • T5: Score each sample by colour as positive or negative, and record all five.
- • T6: Note that this result tells you presence or absence only, and write what it does not tell you.
- • E1: Biomedical evidence supports a conclusion only to the level allowed by the measurement, comparison, controls, source quality, and uncertainty in the investigation.
- • E2: Keep observations separate from explanations, then collect the evidence that can distinguish the options.
- • E3: Produce a complete five-sample result table.
Measurements: No patient measurement is supplied unless it appears explicitly in E1-E3 or F1. Do not invent a value.
Figure finding: Teaching diagram for Bioactivity screen lab. 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.
- • The solution must address the stated need in bioactivity screen 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
Labeling scheme, written before any liquid moved:
- Tubes M1 to M5 for the five marine samples, plus C+ for the positive control and C- for the negative control. Initials and period on every cap.
- I labeled the sides and the caps, because a cap can get swapped between tubes while the rack sits open.
Technique for this run: fresh tip for every sample, bench wiped before and after, tubes kept closed except while I was pipetting into them, beaker covered on the hot plate.
Module I results, scored by color after the stated development time:
- C+ positive control: strong color. The chemistry worked, so a negative on a sample means something.
- C- negative control: no color. Nothing in the reagents is producing color on its own.
- M1: color. Positive.
- M2: no color. Negative.
- M3: color, fainter than M1. Positive.
- M4: no color. Negative.
- M5: color, the deepest in the rack. Positive.
Three of the five samples screened positive: M1, M3, and M5.
What this result cannot tell me: none of it is a quantity. A color says the compound is there or it is not. M5 looked deepest and M3 looked faintest, and I am not entitled to conclude from that alone that M5 holds more of the compound than M3, because color depth in a screen like this also moves with how much extract went in, how long it developed, and whatever else in the extract absorbs light. Ranking M1, M3, and M5 by amount takes Module II: known standards, a curve, and a measured concentration for each.
Why both controls matter: without C+, a negative sample could mean the compound is absent or the reagents were dead, and I would have no way to tell those two apart.
This model shows the level of evidence and organization needed to complete: Completes the Module I screen: the labeling scheme recorded, all five samples scored positive or negative by color, and one sentence stating what a qualitative result cannot tell you.
- Identify the purpose, hazards, and required controls.
- Write the procedure in a usable order.
- Confirm materials, measurements, and waste handling before starting.
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 Module I results 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.
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 bioactivity screen lab. It cannot prove causation, diagnose a real patient, or justify action outside this room.
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 and gloves on before the first tube is opened. My data table is ready before materials are handled.
Finish the checklist before you handle any material.
- • Goggles and gloves on before the first tube is opened.
- • The water bath or hot plate is a burn hazard, and the beaker stays covered when not in use.
- • Change the tip between every sample. A reused tip cross-contaminates and quietly invalidates the run.
- • Keep the bench clear and disinfected; aseptic technique is required and is assessed.
- • Dispose of tips and sample tubes in the designated container, not the classroom bin.
- • Wash hands at the end whether or not gloves were worn.
- 1Before materials are handled, identify the purpose, variables or comparison, controls, measurement units, and stop-work condition.
- 2Put on the protective equipment the procedure specifies and clear the bench.
- 3Label all tubes before starting. A mislabelled tube is an unrecoverable run.
- 4Extract the compounds from the five samples following the procedure exactly.
- 5Run the screen and let it develop for the stated time.
- 6Score each sample by colour as positive or negative, and record all five.
- 7Note that this result tells you presence or absence only, and write what it does not tell you.
- 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.
Group final-innovation project: teams synthesize earlier units into one innovation concept, build a draft GIS story-map, and divide the pitch into member-owned sections.
NIH: Health InformationThen submit your Pre-lab. 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:
NIBIB: biomedical engineering science topics and new frontiersYou'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.