Bioethics debate: false results
Debate the ethics of using a diagnostic test that sometimes gives false positives or false negatives.
Written CER on the ethics of using an imperfect test: claim with conditions, evidence about false-result harms, reasoning, and rebuttal.
- 1Do thisDebate the ethics of using a diagnostic test that sometimes gives false positives or false negatives.
- 2Use this resource
- 3Submit thisCER: Written CER on the ethics of using an imperfect test: claim with conditions, evidence about false-result harms, reasoning, and rebuttal.
- 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) › Reading qualitative vs. quantitative color results; false positive/negative risk; control logic. › 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: Is it ethical to use a medical test that sometimes gives the wrong answer, and what conditions change that answer?
- 0-10 minRead scenario; define false positive and false negative in notebook with a clinical example each
- 10-25 minDraft CER: claim (ethical or not, under what conditions), reason, evidence from the scenario
- 25-40 minPartner exchange: find someone with a different view; record their strongest point
- 40-55 minWrite rebuttal; revise claim if the counterpoint exposed a gap in reasoning
- 55-68 minPost CER to the discussion board
- 68-80 minRead two classmates' CERs; leave a one-sentence response to each
- • No medical test is perfect; the question is never 'is this test perfect?' but 'are the errors this test makes acceptable given what's at stake?'
- • False negatives for HIV versus false positives for a low-risk condition carry very different ethical weights.
- • This debate connects directly to the specificity and sensitivity analysis you will do Thursday after running your real ELISA.
- • Exit goal: a posted CER arguing for or against using an imperfect test, with a rebuttal addressing the opposing view.
- 1Read the scenario: a test is fast and cheap but occasionally wrong in both directions.
- 2Write your Claim: is it ethical to use this test, and under what conditions?
- 3Add a Reason that weighs the harm of a false positive against a false negative.
- 4Find a partner with a different view and note their strongest point.
- 5Write a Rebuttal that addresses it.
- 6Post your CER and read how two classmates handled the false-result tradeoff.
- • You will be able to argue when an imperfect test is ethical to use.
- • You will be able to compare the harms of false positives and false negatives.
- • You will be able to rebut an opposing view.
- • A false positive tells a healthy person they are sick; a false negative tells a sick person they are healthy; the harms of each differ by context.
- • Sensitivity and specificity are the technical measures of a test's accuracy: they can be traded off against each other by adjusting the threshold.
- • Ethical use of an imperfect test depends on the consequences of each type of error in the specific clinical context.
Your PLTW work today
Reading qualitative vs. quantitative color results; false positive/negative risk; control logic. · Bioethics debate: false results
Day 1 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Open the false-results bioethics discussion activity in myPLTW for Lesson 1.1 The Mystery Infection and review the CER rubric.
Post your CER on using an imperfect test and reply to at least two classmates.
ELISA pre-lab packet should be submitted; this debate opens the wet-lab 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.
Reading qualitative vs. quantitative color results; false positive/negative risk; control logic. · Bioethics debate: false results
Open the false-results bioethics discussion activity in myPLTW for Lesson 1.1 The Mystery Infection and review the CER rubric.
ELISA pre-lab packet should be submitted; this debate opens the wet-lab week.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Debate the ethics of using a diagnostic test that sometimes gives false positives or false negatives.
- Read the scenario: a test is fast and cheap but occasionally wrong in both directions.
- Write your Claim: is it ethical to use this test, and under what conditions?
- Add a Reason that weighs the harm of a false positive against a false negative.
- Find a partner with a different view and note their strongest point.
- Write a Rebuttal that addresses it.
- Post your CER and read how two classmates handled the false-result tradeoff.
CER: Written CER on the ethics of using an imperfect test: claim with conditions, evidence about false-result harms, reasoning, and rebuttal.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Read the scenario: a test is fast and cheap but occasionally wrong in both directions. | _______ |
| Write your Claim: is it ethical to use this test, and under what conditions? | _______ |
| Add a Reason that weighs the harm of a false positive against a false negative. | _______ |
| Find a partner with a different view and note their strongest point. | _______ |
| Write a Rebuttal that addresses it. | _______ |
| Post your CER and read how two classmates handled the false-result tradeoff. | _______ |
Working solo? Put your own name in "Who" for every row.
- You will be able to argue when an imperfect test is ethical to use.
- You will be able to compare the harms of false positives and false negatives.
- You will be able to rebut an opposing view.
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.
Open this when the class reaches this activity and use it to complete the required lesson artifact.
Placement rationale
Matched ELISA lab, controls, diagnosis limits by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:elisa, lab. Score 138. 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 lab, controls, diagnosis limits by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:elisa, lab. Score 138. 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 lab, controls, diagnosis limits by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:elisa, lab. Score 138. 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
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 CER on whether an imperfect test should be used and reply to one classmate with a 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 Tue, Feb 16, 2027 · Bioethics debate: false results here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
Upload a project