Outbreak relationship map
Build a relationship map linking patients, places, and times to find how an outbreak might be spreading.
Node-and-link outbreak relationship map with labeled connections, circled source, and a one-sentence testable hypothesis.
- 1Do thisBuild a relationship map linking patients, places, and times to find how an outbreak might be spreading.
- 2Use this resource
- 3Submit thisNotebook check: Node-and-link outbreak relationship map with labeled connections, circled source, and a one-sentence testable hypothesis.
- 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) › Outbreak investigation, symptom clusters, pathogen categories, evidence maps. Monday debate: isolation vs. autonomy. › Notebook checkOpen 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: How do epidemiologists use patient data to trace a disease back to its source?
- 0-10 minLay out the case data table: patient names, onset dates, and locations visited
- 10-30 minDraw the node-and-link map: one node per patient, link any who shared a place or event
- 30-45 minMark the earliest cases (index cases) and highlight shared exposures in a second color
- 45-58 minCircle the most likely source location; label each link with the shared exposure
- 58-72 minWrite the hypothesis: one sentence naming the source and route of spread
- 72-80 minPartner compare: do your maps agree on the source? Discuss any differences
- • During a foodborne outbreak, public health investigators have hours, not weeks, to find the source before more people get sick.
- • The relationship map is the visual tool they use to spot the pattern hidden in patient data.
- • Today you play that investigator role with a real-style dataset.
- • Exit goal: a completed relationship map with one circled likely source and a hypothesis sentence.
- 1Lay out the case data: who got sick, when, and where they had been.
- 2Draw each patient as a node and connect any patients who shared a place or event.
- 3Mark the earliest cases and look for a common exposure they all share.
- 4Circle the most likely source location based on the shared connections.
- 5Add a short label on each link explaining the connection (same restaurant, same day).
- 6Write a one-sentence hypothesis naming the likely source and route of spread.
- • You will be able to organize outbreak data into a relationship map.
- • You will be able to identify a likely common source of exposure.
- • You will be able to state a testable hypothesis about spread.
- • Epidemiologists look for the index case (first known patient) and shared exposures to identify the source.
- • A relationship map (also called an exposure network or epi-link map) visualizes connections between cases to reveal transmission chains.
- • A hypothesis in epidemiology is testable: it names a specific source and a specific route of spread.
Your PLTW work today
Outbreak investigation, symptom clusters, pathogen categories, evidence maps. Monday debate: isolation vs. autonomy. · Outbreak relationship map
Day 4 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Use the case data in Activity 1.1.2 Investigating an Outbreak in myPLTW to build your outbreak relationship map.
Complete the node-and-link map with labeled connections and a hypothesis sentence.
Pathogen table should be done (Wednesday); relationship map due today.
Relationship map with labeled links and circled source in notebook.
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 investigation, symptom clusters, pathogen categories, evidence maps. Monday debate: isolation vs. autonomy. · Outbreak relationship map
Use the case data in Activity 1.1.2 Investigating an Outbreak in myPLTW to build your outbreak relationship map.
Pathogen table should be done (Wednesday); relationship map due today.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Build a relationship map linking patients, places, and times to find how an outbreak might be spreading.
- Lay out the case data: who got sick, when, and where they had been.
- Draw each patient as a node and connect any patients who shared a place or event.
- Mark the earliest cases and look for a common exposure they all share.
- Circle the most likely source location based on the shared connections.
- Add a short label on each link explaining the connection (same restaurant, same day).
- Write a one-sentence hypothesis naming the likely source and route of spread.
Notebook check: Node-and-link outbreak relationship map with labeled connections, circled source, and a one-sentence testable hypothesis.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Lay out the case data: who got sick, when, and where they had been. | _______ |
| Draw each patient as a node and connect any patients who shared a place or event. | _______ |
| Mark the earliest cases and look for a common exposure they all share. | _______ |
| Circle the most likely source location based on the shared connections. | _______ |
| Add a short label on each link explaining the connection (same restaurant, same day). | _______ |
| Write a one-sentence hypothesis naming the likely source and route of spread. | _______ |
Working solo? Put your own name in "Who" for every row.
- You will be able to organize outbreak data into a relationship map.
- You will be able to identify a likely common source of exposure.
- You will be able to state a testable hypothesis about spread.
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.
Use this if you were absent, got stuck, or need another pass before you submit the lesson artifact.
Placement rationale
Matched Outbreak investigation and case framing by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:outbreak, pathogen. Score 142. 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 Outbreak investigation and case framing by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/1.1_The-Mystery-Infection; keywords:outbreak, case. Score 138. 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 Outbreak investigation and case framing by path:Medical-Interventions/Unit-1_How-to-Fight-Infection/00_Unit-Overview; keywords:outbreak, pathogen. Score 134. 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.
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
Today is individual PLTW work, so do exactly what we did in class, from home: complete the same PLTW target above, then submit your Notebook check.
Open Schoology (CMSD) and keep goingHow to get there: open the CMSD website, click Clever, sign in with your Microsoft (district) account, then open Schoology from Clever.
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 Epidemiology (self-study)- 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 Wed, Sep 2, 2026 · Outbreak relationship map here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
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