I | Identify the problem |

D | Define the problem and goals |

E | Explore possible approaches |

A | Act on the best approach |

L | Look back and evaluate |

- Identify the problem
- What is requested, graph, diagram, sketch

- Define the problem and goals
- If a graph, what are the axes or semi-log or linear? What is the diagram meant to represent

- Explore possible approaches
- Use pencil, visualize the end result.

- Act on the best approach
- Draw the sketch, use a ruler for straight lines. Make curved lines definite. Emphasize differences. Label as requested

- Look back and evaluate
- Does the graph (diagram) look familiar; correct. Is it clear? Does it tell a story? Bolus dose mean concentrations increase vertically. Oral doses produce rounded peaks, interrupted infusions do not. Labels and units!

- Identify the problem
- What information is provided in the question. Note key parameters and facts.

- Define the problem and goals
- What is the question asking? What answers (including units) are expected?

- Explore possible approaches
- What equations apply to this problem. Is graphing the data required, necessary? One or two points means no graph. More than two points probably means a graph. Semi-log is common but occasionally a linear plot is required.

- Act on the best approach
- Pick a best equation, graph or combination. Determibe the answer.

- Look back and evaluate
- Does the graph look reasonable? Any strange data points? Is the answer reasonable? Is there another method to check your answer if only approximate. Does your answer satisfy the question requirements. Are the units appropriate.