Bioethics debate: who gets the test
Debate how a limited supply of a new diagnostic test should be distributed when not everyone can be tested.
Written CER on test-allocation rule: claim, evidence, reasoning, and rebuttal addressing the strongest opposing framework.
- 1Do thisDebate how a limited supply of a new diagnostic test should be distributed when not everyone can be tested.
- 2Use this resource
- 3Submit thisCER: Written CER on test-allocation rule: claim, evidence, reasoning, and rebuttal addressing the strongest opposing framework.
- 4Submit it here
- 1CMSD website. Go to clevelandmetroschools.org and click the Clever button.
- 2Clever. Clever opens. Sign in if it asks.
- 3Microsoft (district) login. Use your district Microsoft account (the one for school).
- 4Schoology. Open Schoology, then your class, then Assignments, and find the file named below.
The file to submit is named: Genetics of Disease (Medical Interventions) › Concentration, serial dilution, standard curves, antigen–antibody binding, direct vs. indirect ELISA. › CEROpen Schoology
- 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 — you open it through Schoology.
Minute-by-minute · 80-minute block
💡 Big idea: How should society decide who gets access to a scarce medical resource when not everyone can have it?
- 0-10 minRead the scenario; note the three allocation frameworks (most need, most benefit, first-come) as options
- 10-25 minDraft CER: claim (which rule), one reason, one evidence sentence
- 25-40 minPartner trade: find someone with a different rule; record their strongest counterpoint
- 40-55 minWrite the rebuttal; revise your reasoning if the counterpoint exposed a gap
- 55-70 minPost CER to the discussion board
- 70-80 minRead two classmates' CERs and leave a one-sentence response to each
- • During the early COVID-19 pandemic, millions of people could not get tests even when they were sick; governments had to decide who went first.
- • How a society answers that question reveals its values as much as its science.
- • Today you build the ethical reasoning skills that accompany every new diagnostic technology.
- • Exit goal: a posted CER with a clear allocation rule, evidence, reasoning, and a rebuttal.
- 1Read the scenario: a new test is in short supply during a fast-moving outbreak.
- 2Write your Claim: who should be tested first, and by what rule?
- 3Add one Reason and one piece of Evidence about fairness or public health impact.
- 4Trade claims with someone who chose a different rule and note their best point.
- 5Write a Rebuttal that answers that point.
- 6Post your CER to the discussion board and read two other rules classmates proposed.
- • You will be able to argue a fair rule for allocating scarce tests.
- • You will be able to support your rule with reasoning and evidence.
- • You will be able to rebut an opposing allocation rule.
- • Triage principles (most need, most benefit, first-come) are three competing frameworks for resource allocation.
- • Public health allocation decisions weigh individual benefit against community-level impact on disease spread.
- • CER arguments must engage with the tradeoffs of a rule, not just its benefits.
Your PLTW work today
Concentration, serial dilution, standard curves, antigen–antibody binding, direct vs. indirect ELISA. · Bioethics debate: who gets the test
Day 1 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Open the bioethics discussion activity in myPLTW for Lesson 1.1 The Mystery Infection and review the CER rubric for the test-allocation debate.
Post your CER on scarce test allocation and reply to at least two classmates.
Activity 1.1.3 report should be submitted; this debate opens the ELISA week.
CER post visible in the course discussion board.
All PLTW activities are completed inside the PLTW course environment — this page only gives direction. Submit producibles on Schoology.
Today's PLTW tracker
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 on Schoology.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Concentration, serial dilution, standard curves, antigen–antibody binding, direct vs. indirect ELISA. · Bioethics debate: who gets the test
Open the bioethics discussion activity in myPLTW for Lesson 1.1 The Mystery Infection and review the CER rubric for the test-allocation debate.
Activity 1.1.3 report should be submitted; this debate opens the ELISA week.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Debate how a limited supply of a new diagnostic test should be distributed when not everyone can be tested.
- Read the scenario: a new test is in short supply during a fast-moving outbreak.
- Write your Claim: who should be tested first, and by what rule?
- Add one Reason and one piece of Evidence about fairness or public health impact.
- Trade claims with someone who chose a different rule and note their best point.
- Write a Rebuttal that answers that point.
- Post your CER to the discussion board and read two other rules classmates proposed.
CER: Written CER on test-allocation rule: claim, evidence, reasoning, and rebuttal addressing the strongest opposing framework.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Read the scenario: a new test is in short supply during a fast-moving outbreak. | _______ |
| Write your Claim: who should be tested first, and by what rule? | _______ |
| Add one Reason and one piece of Evidence about fairness or public health impact. | _______ |
| Trade claims with someone who chose a different rule and note their best point. | _______ |
| Write a Rebuttal that answers that point. | _______ |
| Post your CER to the discussion board and read two other rules classmates proposed. | _______ |
Working solo? Put your own name in "Who" for every row.
- You will be able to argue a fair rule for allocating scarce tests.
- You will be able to support your rule with reasoning and evidence.
- You will be able to rebut an opposing allocation rule.
Teacher-posted resources
Classroom documents for this lesson. Ones marked “Open the file” open right here; the rest are posted in Schoology. Use the label on each card to choose the right move.
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched ELISA model, dilution, standard curve by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:elisa, serial dilution, dilution. Score 154. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched ELISA model, dilution, standard curve by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:elisa, serial dilution. Score 146. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched ELISA model, dilution, standard curve by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:serial dilution, dilution. Score 142. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
How to get there: open the CMSD website, click Clever, sign in with your Microsoft (district) account, then open Schoology from Clever.
Lab & supplies
This unit's vocabulary
Tap the speaker to hear a term. Weekly vocabulary task: add two of these terms to your notebook glossary with a definition and an example in your own words.
WebXam practice
Cumulative WebXam review
A quick mixed-review pulling questions from earlier units plus today, so the WebXam material stays fresh.
Where this leads — careers
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.
What to do if you were absent
If you are away, post a full written CER proposing a test-allocation rule and reply to one classmate's post with a respectful rebuttal.
Then submit your CER on Schoology.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
HHMI BioInteractive- 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 the right way (Schoology for routine work) and confirmed.
Drop your Fri, Sep 11, 2026 · Bioethics debate: who gets the test here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
Upload a project