JCU bioethics 2: Should we ban antibiotic use in livestock?
Thu, Oct 1, 2026 · Week 6 · Genetics of Disease (Medical Interventions)
Today's goal: Argue an assigned side of this question: Should we ban antibiotic use in livestock?
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: A county is considering a seasonal ban on phosphorus lawn fertilizer near a lake where repeated algal blooms have lowered oxygen and killed fish.
Claim: The county should restrict phosphorus fertilizer during the high-runoff season while allowing documented exceptions for newly planted lawns.
Evidence: Runoff carries soluble phosphorus into the lake, algae use that nutrient to grow rapidly, and decomposition of the bloom consumes dissolved oxygen needed by fish. Water samples after heavy rain show the highest phosphorus levels near dense residential lawns.
Reasoning: The restriction targets the mechanism that links the human practice to the environmental harm. A narrow exception preserves legitimate use while preventing routine application when runoff risk is highest.
Strongest opposing point and response: Homeowners may argue that the rule limits normal property care. Phosphorus-free products remain available, and the exception allows use when a soil or planting need is documented, so the rule reduces harm without banning all lawn care.
My position after the debate: I support the claim only with the limits named above. A strong ethics argument states the value being protected, uses evidence rather than preference, answers the best counterargument, and names the condition that could change the decision.
This model shows the level of evidence and organization needed to complete: A complete debate worksheet that names the assigned side, gives three evidence-based arguments, answers the strongest opposing point, and ends with the student's own position.
- 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: Submit one debate worksheet PDF in Schoology before the end of the block.
Turn in: Worked debate worksheet on a parallel case: restricting lawn fertilizer near a public lake
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: Selecting evidence that directly tests an ethical claim.
- 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.