Bioethics debate: antibiotic stewardship
Tue, Sep 29, 2026 · Week 6 · Genetics of Disease (Medical Interventions)
Today's goal: Debate whether access to antibiotics should be limited to protect their effectiveness for everyone.
This is a model of the work you should turn in today. Use it to check your own: match the structure and the level of detail, do not copy it. Your data and wording should be your own.
Parallel case (not today's prompt): Should a city health department fund a clean-needle exchange, where people who inject drugs can trade used syringes for sterile ones, even though some residents worry it signals approval of drug use?\n\nClaim: A city should fund a supervised needle-exchange program, pairing free sterile syringes with safe disposal and referrals to treatment.\n\nEvidence: Sharing needles spreads bloodborne infections such as HIV and hepatitis C from one person to the next. The CDC reports that syringe-services programs are associated with large reductions in HIV and hepatitis C transmission and do not increase drug use, and that participants are more likely to enter treatment than people who do not use such programs.\n\nReasoning: A used needle is a shared route of infection: one contaminated syringe can pass a virus into someone who never used drugs, such as a partner, a child, or a health worker stuck by a discarded needle. Providing sterile syringes and safe disposal breaks that chain of transmission, protecting both the person who injects and the wider community, while the referrals give a realistic path toward stopping. The benefit reaches beyond the individual because infections prevented today are infections that cannot spread tomorrow.\n\nRebuttal: Some argue that handing out syringes encourages drug use and sends the wrong message. But the evidence shows these programs do not raise drug use and instead connect people to treatment, and untreated infections cost far more in suffering and health-care dollars than the syringes do. Clear rules, disposal boxes, and treatment referrals let a city lower disease spread without ignoring the goal of helping people stop using.
This model shows the level of evidence and organization needed to complete: A written claim-evidence-reasoning argument (with a rebuttal) that models the exact CER format and depth on a different public-health policy question, so students can see the structure without seeing today's answer.
- Write one defensible claim.
- Choose specific evidence that supports the claim.
- Explain the scientific rule that connects the evidence to the claim.
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: Post to Schoology discussion and read two classmates' rules.
Turn in: Worked CER on a parallel case
Go to Schoology to turn this in.
Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf.
Open Schoology PDF upload helpIf you cannot get in, see Mr. Mendoza. Do not skip the work.
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.
One exam-style question that uses exactly what you practiced today. Try it before you reveal the answer, then read why each choice is right or wrong.
Tap an answer to see the full explanation. Nothing is recorded or graded.
It builds this reusable test skill: Explaining why antibiotic overuse drives resistance.
- Name the concept or data pattern being tested.
- Cross out choices that violate that rule or the evidence.
- Justify the best remaining choice before checking the answer.

