Line list
Build an outbreak line list and calculate incidence and prevalence from case data.
Outbreak line list with case ID, onset date, symptoms, and outcome for each case, plus calculated incidence, prevalence, and a written trend observation.
- 1Do thisBuild an outbreak line list and calculate incidence and prevalence from case data.
- 2Use this resource
- 3Submit thisData table: Outbreak line list with case ID, onset date, symptoms, and outcome for each case, plus calculated incidence, prevalence, and a written trend observation.
- 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: Biotechnology for Health (Biomedical Innovations) › Outbreak line lists, incidence/prevalence, controls, intervention design. › Data tableOpen 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: A line list is the foundational epidemiological tool for tracking who is sick and when.
- 0-5 minWarm-up: what information would you record for every new COVID case?
- 5-20 minOpen case data; set up line list with required columns
- 20-40 minEnter all cases as rows; double-check onset dates and outcomes
- 40-55 minCalculate incidence and prevalence for the assigned time window
- 55-70 minWrite one observation about outbreak trend from your calculations
- 70-80 minExit ticket: report your incidence and prevalence numbers
- • Epidemiologists track outbreaks case by case using a structured spreadsheet called a line list.
- • Today you'll build one from raw case data and then calculate the two most important outbreak metrics.
- • Incidence tells you how fast the outbreak is growing. Prevalence tells you how bad it is right now.
- • By the end of class you'll have a complete line list and both calculations checked.
- 1Open the case data and create columns for case ID, onset date, symptoms, and outcome.
- 2Enter each case as one row in the line list.
- 3Count new cases in a defined period to find incidence.
- 4Count total active cases to find prevalence.
- 5Write one observation about how the outbreak is changing.
- • Your line list captures each case with key fields.
- • You correctly calculated incidence and prevalence.
- • Each row in a line list represents one case with standardized fields.
- • Incidence counts new cases over a defined time period in a defined population.
- • Prevalence counts all current cases at a single point in time.
Your PLTW work today
Outbreak line lists, incidence/prevalence, controls, intervention design. · Line list
Day 2 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Open Problem 5 in your myPLTW course shell and navigate to the current activity, then build an outbreak line list and calculate incidence and prevalence from case data.
Attach your completed line list to the Problem 5 evidence portfolio.
The public health debate is done; line list work is an early Problem 5 milestone, so check your activity guide and submit by end of today.
Screenshot of your line list with calculated incidence and prevalence attached as evidence.
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.
Outbreak line lists, incidence/prevalence, controls, intervention design. · Line list
Open Problem 5 in your myPLTW course shell and navigate to the current activity, then build an outbreak line list and calculate incidence and prevalence from case data.
The public health debate is done; line list work is an early Problem 5 milestone, so check your activity guide and submit by end of today.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Build an outbreak line list and calculate incidence and prevalence from case data.
- Open the case data and create columns for case ID, onset date, symptoms, and outcome.
- Enter each case as one row in the line list.
- Count new cases in a defined period to find incidence.
- Count total active cases to find prevalence.
- Write one observation about how the outbreak is changing.
Data table: Outbreak line list with case ID, onset date, symptoms, and outcome for each case, plus calculated incidence, prevalence, and a written trend observation.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Open the case data and create columns for case ID, onset date, symptoms, and outcome. | _______ |
| Enter each case as one row in the line list. | _______ |
| Count new cases in a defined period to find incidence. | _______ |
| Count total active cases to find prevalence. | _______ |
| Write one observation about how the outbreak is changing. | _______ |
Working solo? Put your own name in "Who" for every row.
- Your line list captures each case with key fields.
- You correctly calculated incidence and prevalence.
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 Public health intervention and epidemiology by path:Biomedical-Innovations/Problem-5_Public-Health-Issue/00_Problem-Overview; keywords:public health, epidemiology, outbreak. Score 154. 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 Public health intervention and epidemiology by path:Biomedical-Innovations/Problem-5_Public-Health-Issue/00_Problem-Overview; keywords:public health, epidemiology, outbreak. Score 154. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
Use this after the required lesson work when you are ready for a harder application or a deeper connection.
Placement rationale
Matched Public health intervention and epidemiology by path:Biomedical-Innovations/Problem-5_Public-Health-Issue/5.1_Public-Health-Issue; keywords:public health, epidemiology, outbreak. Score 146. 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
Open the provided spreadsheet outbreak dataset, build a line list, and compute incidence and prevalence for the assigned time window.
CDC epidemiology trainingThen submit your Data table 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:
CDC: Principles of EpidemiologyOptional extra credit (async)
You've passed Unit 2, so the optional extra-credit track is open. Complete reserved-unit work from home (virtual labs included) for extra credit, all submitted on Schoology.
Open the extra-credit track- 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, Apr 6, 2027 · Line list here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
Upload a project