Innovation pitch CER
Fri, Dec 18, 2026 · Week 17 · Principles of Biomedical Technology (Principles of Biomedical Science)
Today's goal: Students write a CER that frames their final innovation pitch as an evidence-based recommendation.
What a finished product looks like
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.
Claim: A portable early-screening kit, routed by a GIS story-map to the highest-need blocks, would reduce delayed infection diagnoses in our target neighborhood.
Evidence: From the Infection unit, rapid antigen screening detects disease earlier and lowers onward spread. From the Outbreak unit, mapping case locations shows that cases cluster, so screening is not needed evenly everywhere. Our story-map's access layer shows that a quarter of households sit farthest from a clinic and overlap the historical clusters.
Reasoning: Earlier detection prevents disease by interrupting spread before an outbreak grows. Because the evidence shows both that early screening helps and that need is geographically uneven, routing a portable kit to the highest-cluster, lowest-access blocks should catch cases sooner than spreading the same resource evenly. The two units support different halves of the claim, and the story-map ties them to a place.
Recommended next step: build one kit prototype and pilot it on the two highest-cluster blocks, measuring time-to-diagnosis against a clinic-only baseline.
Assumptions and limitations: we assume the historical clusters still hold and that households will use a nearby kit; both need checking in the pilot. Our access data came from one source, so the estimate may be off. These are reasons to pilot and re-measure, not to deploy citywide yet.
This model shows the level of evidence and organization needed to complete: Completes the synthesis argument: a CER naming the problem and innovation, citing evidence from two prior units and the story-map, explaining disease-prevention reasoning, recommending a next step, and stating limits.
- 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 your CER on the class site, or hand it to Mr. Mendoza in class before end of period.
Claim ceiling: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about Innovation pitch CER. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
WebXam problem for today's skill
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: Identifying the job of the reasoning section in an evidence-based recommendation CER.
- 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.