Bioprospecting ethics debate
This page has four parts, in the order you use them. Part 1 is what you need to know. Part 2 says what to do, in plain English. Part 3 shows the work done once on a case that is not yours. Part 4 is your own work and where to turn it in.
Open your materials, follow the steps, then turn in your work.
Debate whether a living organism and the compounds it makes should be patentable, and defend a position with a reason you can state.
Check you have the right sheet: the top of it prints today's portal day, Bioprospecting ethics debate. The PLTW activity itself is in myPLTW and is not posted here.
Optional: listen or watch a unit review▸
Part 1 of 4 · Background and definitions▸
💡 Big idea: Biodiversity is the search space, so an argument about patents is also an argument about what gets searched and by whom.
- • A compound found in a living organism reaches patients only after years of testing and review in the drug-approval pipeline, and most candidates fail along the way.
- • A patent gives its holder the right to exclude others from making or selling an invention for a limited time, which is how the cost of that pipeline is usually recovered.
- • Whether an organism or a compound it makes should be patentable is a value judgment layered on top of the science, so a defensible position names both.
This is the first task in the course where better is not more: a coating that opens at three minutes fails exactly as hard as one that opens at nine.
Biodiversity is the search space, so an argument about patents is also an argument about what gets searched and by whom.
Driving question: Debate whether a living organism and the compounds it makes should be patentable, and defend a position with a reason you can state.
What you already know: This is the first task in the course where better is not more: a coating that opens at three minutes fails exactly as hard as one that opens at nine.
New idea: Biodiversity is the search space, so an argument about patents is also an argument about what gets searched and by whom.
Visual or model: No figure is attached to this lesson. The readings, the worked example and E1 to E3 carry the evidence.
- Observe or measure the relevant feature in bioprospecting ethics debate.
- Organize the observation with a stable evidence ID.
- Apply this rule: Use science to estimate consequences, then state the value judgment and tradeoff that determine the decision.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: Today the biomedical team uses Bioprospecting ethics debate to make a bounded evidence decision. Scientific evidence can inform the options and likely consequences, but it cannot choose a single value-neutral answer.
What the evidence supports: E1 to E3 support the daily take-home when the response meets the stated success criteria.
What it cannot prove: The package does not support claims beyond this lesson's or any real patient diagnosis.
- • innovation: A new idea, method, or product that improves on what came before and creates real value for people.
- • stakeholder: Any person or group affected by a project or decision, such as users, patients, families, or the team building a solution.
- • limitation: A weakness or boundary of a study, design, or method that restricts how far its results can be trusted or applied.
- • claim: The position you are defending, stated in one clean sentence; if you cannot say it simply, you do not have it yet.
- • evidence: The facts, data, and cases that carry your claim. Opinions are free; evidence costs homework.
Use it now: Choose one decision option. Cite E1 and E3, then explain how the rule connects the evidence to your choice. This is thinking practice for the one turn-in named under Turn in, not a second submission.
Go further, optional: The source links below are optional enrichment. Every fact required for today's local evidence decision appears in this lesson package.
A defensible biomedical decision separates scientific evidence from value judgments, identifies who may benefit or be burdened, and states the uncertainty and tradeoffs that remain.
Limit: Scientific evidence can inform the options and likely consequences, but it cannot choose a single value-neutral answer.
Use science to estimate consequences, then state the value judgment and tradeoff that determine the decision.
Limit: A review-board model organizes reasoning but does not make one ethical principle automatically outweigh every other principle.
Argue from the approval pipeline and its cost, not from whether patents feel fair.
Limit: E3 defines the classroom product or success criterion. It is not independent scientific evidence and cannot justify a clinical or causal claim.
Today's decision · Simulated classroom evidence scenario
Your role: biomedical team member
Decision: Your team must decide what the evidence from bioprospecting ethics debate supports before submitting the exit response named on today's page.
- • Argue that whoever isolated the compound owns it, because the discovery settles the patent question on its own.
- • Hold your position until you can state one reason a listener could check, since a stance without that is only a preference.
- • Take a patent position that names who benefits, who is burdened, and which part of it is a value judgment.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Use it inside the one turn-in named under Turn in; it is not a separate submission.
Claim ceiling: Today's evidence supports a classroom claim about bioprospecting ethics debate. It cannot prove causation, diagnose a real patient, or justify action outside this room.
Reason for review: Your team must decide what the evidence from bioprospecting ethics debate supports before submitting the exit response named on today's page.
Context: Today the biomedical team uses Bioprospecting ethics debate to make a bounded evidence decision. Scientific evidence can inform the options and likely consequences, but it cannot choose a single value-neutral answer.
- • T1: Summarize how a compound found in nature becomes an approved drug, and roughly how long it takes.
- • T2: Research one therapeutic that came from a living organism, other than the examples given.
- • T3: State the strongest argument for allowing a patent, and the strongest against.
- • T4: Take a position and name the one fact that would change your mind.
- • T5: Record the opposing argument you found hardest to answer.
- • E1: A defensible biomedical decision separates scientific evidence from value judgments, identifies who may benefit or be burdened, and states the uncertainty and tradeoffs that remain.
- • E2: Use science to estimate consequences, then state the value judgment and tradeoff that determine the decision.
- • E3: Argue from the approval pipeline and its cost, not from whether patents feel fair.
Measurements: Use only the measurements, units, graph, or counts supplied in today's task. No additional patient measurement is implied.
Uncertainty: This is a composite classroom scenario. Missing history, measurements, or confirmation tests remain unknown and limit the conclusion.
- • The solution must address the stated need in bioprospecting ethics debate.
- • The decision must be supported by E1-E3.
- • The final product must make the success criteria visible.
- • Complete the work inside the 80-minute block.
- • Use only supplied or teacher-approved materials and evidence.
- • Do not trade , accessibility, or privacy for speed.
- • and evidence quality: must pass before scoring other criteria.
- • User need and effectiveness: highest scored criterion.
- • Time, cost, and ease of use: compare only after and effectiveness pass.
Test evidence: For each option, record the E1-E3 result that supports or fails each criterion. Do not assign a score without a named observation.
- Which version or option did you test?
- Which requirement did it meet or miss?
- Which evidence shows that, and what did it say?
- What did you change?
- Why did you change it?
- Who is this for, and what do they need?
- What must it do, and what limits you?
- Which option did you choose, and what evidence backs it?
- What did you test, and what happened?
- What did you change, and why?
Students often think a polished answer about bioprospecting ethics debate is trustworthy even when its evidence source, comparison, or limitation is missing. The trap: Presentation quality cannot raise the evidence level. Scientific evidence can inform the options and likely consequences, but it cannot choose a single value-neutral answer.
- 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. Find it in Clever with your Microsoft sign-in, right next to Schoology.
Part 2 of 4 · Directions in plain English▸
2.1 Open your materials
2.2 Start the work
Summarize how a compound found in nature becomes an approved drug, and roughly how long it takes.
Show all 5 required steps
- Summarize how a compound found in nature becomes an approved drug, and roughly how long it takes.
- Research one therapeutic that came from a living organism, other than the examples given.
- State the strongest argument for allowing a patent, and the strongest against.
- Take a position and name the one fact that would change your mind.
- Record the opposing argument you found hardest to answer.
Lost your place? Reopen today's Bioprospecting ethics debate record. Find the last completed evidence ID, check it against the claim ceiling, and continue with the first unfinished step rather than restarting the whole task.
- 0-8 minRead how a compound found in a living organism becomes an approved drug, and note roughly how long it takes.
- 8-18 minResearch one therapeutic that came from a living organism, other than the examples given.
- 18-35 minBuild a two-point argument for your position on the patent question.
- 35-60 minStructured debate; teacher or peer facilitates.
- 60-72 minRecord the strongest opposing argument.
- 72-80 minDebrief; preview next class's micropipetting practice.
- • Today's debate is part of Lesson 4.2 New Frontiers: should a living organism, and the compounds it makes, be patentable?
- • A patent debate asks you to weigh evidence and values together, so name which part of your argument is which.
- • the biotechnology part of your end-of-course WebXam rewards breadth of thinking about how new technology enters clinical practice.
- • Keep the counterpoint you record today; any later argument on this question has to answer it.
PLTW connection and today's work
Open myPLTW and locate Lesson 4.2 New Frontiers, Activity 4.2.2 Under the Sea. Complete the opening reflection prompt before the debate.
Today's stopping point: You finished Lesson 4.1. Today opens Lesson 4.2 New Frontiers with this debate. The myPLTW prompt should be submitted within the first 18 minutes.
PLTW activity titles identify the course connection. If your account will not open, use the posted materials for today and tell Mr. Mendoza. Do not mark an online activity complete unless you completed it.
Use the turn-in directions in Part 4 of this page. Do not create a second submission unless your teacher asks for one.
Show another explanation or a smaller first step
Need help? Choose a starting point
Part 3 of 4 · Worked example▸
This is a parallel case, not your own. Read it for the order of the work, then do your own in Part 4.
1. Decision or claim I am testing: ____
2. Evidence ID and exact observation: ____
3. Second evidence ID and exact observation: ____
4. Rule that connects the evidence to my claim: ____
5. Strongest alternative or tradeoff: ____
6. Limitation or missing evidence that controls my confidence: ____
7. Revision I would make if the missing evidence changed: ____
This model shows the level of evidence and organization needed to complete: A blank structure for organizing the assigned response. It contains no claim, ranking, calculation, data interpretation, or recommendation from today's task.
- Name the prompt or task.
- Answer it directly with the key evidence.
- Check that the response matches the requested format.
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 as one PDF in Schoology.
A review board sorts scientific evidence, stakeholder needs, possible benefits, possible burdens, and uncertainty before choosing a policy.
- Which statements are scientific evidence?
- Which statements express a value or priority?
- Who receives the benefit and who carries the burden?
Use science to estimate consequences, then state the value judgment and tradeoff that determine the decision.
A review-board model organizes reasoning but does not make one ethical principle automatically outweigh every other principle.
- • Evidence cards map to source-backed findings.
- • Stakeholder cards map to affected people and priorities.
- • The recommendation maps to an explicit tradeoff with a named uncertainty.
Part 4 of 4 · Your work▸
Check your work before submitting
- Argue from the approval pipeline and its cost, not from whether patents feel fair.
- Name a fact that would change your position.
4.1 Turn in your work
DueCheck the Schoology assignment for this day- Hand in
- One sentence recording the strongest opposing argument heard during the patent debate.
How to submit and name your file
Submit as one PDF in Schoology.
In Schoology, open your course and the assignment for this lesson. Attach your file, select Submit, and check that it appears in the submission.
PDF upload helpYou get two school days for every day you were absent, so this deadline moves with you.
Today's lesson is in Schoology
Each school day has one lesson page in Schoology that holds everything for the day: the goal, the story so far, every table and data value, the numbered steps, and what to turn in. Open it first and work from it. The other rows for this day, if any, are the score line for a paper quiz or test and the John Carroll debate item; they do not add work. Check Schoology for each deadline.
- Checkpoint Quiz 6: the rescue, the medicine, the bleed, and triage (paper, in class Wed 12/16)(taken on paper in class: this row holds the score, there is nothing to upload)
- Today's Lesson · Wed 12/16 · Wk17 · Checkpoint Quiz 6 on paper, then run the medical surge simulation(today's lesson page: the goal, the data, the steps, and what to turn in are all on it)
Link will not open? Open Schoology, choose your course and section, and find the title shown above.
- 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.
- SubmittedGo to Schoology to turn this in. Submit one PDF. Schoology attaches your name to your upload; on the page itself, write your period and code. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf. If you cannot get in, see Mr. Mendoza. Do not skip the work.
How this lesson connects
Keep using what you learned last class: This is the first task in the course where better is not more: a coating that opens at three minutes fails exactly as hard as one that opens at nine. Today: Biodiversity is the search space, so an argument about patents is also an argument about what gets searched and by whom.
Practice: try a question, then check your answer▸
Claim ceiling for this check: Today's evidence supports a classroom claim about bioprospecting ethics debate. It cannot prove causation, diagnose a real patient, or justify action outside this room.
A student treats one classroom result about bioprospecting ethics debate as proof. What must the student add before the conclusion is defensible?
Write an answer and pick a confidence to unlock the key.
Missed class or ready for more?▸
Optional practice for this unit's lab skills. Nothing in it is due today.
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.
At home: write your position on whether a living organism and the compounds it makes should be patentable, give one reason from the drug-approval pipeline, and end with the opposing argument you found hardest to answer.
NIH: Health InformationSubmit as one PDF in Schoology.
Class still runs. Complete today's work as this page describes (it is self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
NIBIB: biomedical engineering science topics and new frontiersThe optional extra-credit track is open. Complete reserved-unit work from home, including virtual labs, for extra credit. Each item shows its correct submission route.
Open the extra-credit trackSources: slides, readings, and resources▸
The deck carries the prior idea forward, lets you inspect an analogy, maps the rule to biology, and ends with the same evidence decision and exit ticket used on this page.
Hand-picked readings and interactives for this lesson, from authoritative open organizations and PLTW's own public course outline.
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