Outbreak privacy debate
Students debate how much patient identity information should be shared during an active outbreak investigation.
One-sentence statement of the strongest opposing argument encountered during the outbreak privacy debate.
- 1Do thisStudents debate how much patient identity information should be shared during an active outbreak investigation.
- 2Use this resource
- 3Submit thisExit ticket: One-sentence statement of the strongest opposing argument encountered during the outbreak privacy debate.
- 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: Principles of Biomedical Technology (Principles of Biomedical Science) › Unit 3.1 Outbreak Evidence: Line lists, maps, epidemic curves, infectious-agent identification lab or simulation. › Exit ticketOpen Schoology
Read to prepare for today
Vetted sources picked for today's question. Skim these before you take a position or start the work, so your argument and evidence are grounded.
- 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: Contact tracing saves lives by sharing data, but every data point shared is a patient's private health information.
- 0-8 minRead the contact-tracing case; annotate what data investigators need versus what patients may want private.
- 8-18 minDefine incidence, prevalence, epidemic curve, line list.
- 18-35 minBuild two-point argument for public-health or privacy stance.
- 35-60 minStructured debate; teacher tracks vocabulary use.
- 60-72 minRecord the strongest opposing point encountered.
- 72-80 minWhole-class debrief; preview Wednesday outbreak lab.
- • Contact tracing stopped COVID-19 clusters, but it also raised hard questions about who can see your medical data.
- • Today you debate where the line should be, using real epidemiology vocabulary as your evidence.
- • WebXam 072110 Biotechnology strand expects you to reason about data handling in a public-health context.
- • Write the strongest counterpoint you hear: it will sharpen Thursday's CER reasoning section.
- 1Read a case where contact tracing requires sharing patient details.
- 2Choose a stance on prioritizing public health versus individual privacy.
- 3Gather two arguments for each side using line-list and contact-tracing examples.
- 4Debate using terms like incidence, prevalence, and epidemic curve.
- 5Record the strongest opposing point you encountered.
- • Defend a clear position with two evidence points.
- • Use epidemiology vocabulary correctly during the debate.
- • Incidence measures new cases in a time period; prevalence measures all existing cases at one point in time.
- • A line list is the core data-collection tool in an outbreak: it records case-level identifying and clinical information.
- • The tension between public-health disclosure and individual privacy is a core bioethics challenge in epidemiology.
Your PLTW work today
Unit 3.1 Outbreak Evidence: Line lists, maps, epidemic curves, infectious-agent identification lab or simulation. · Outbreak privacy debate
Day 1 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.
Do this: Open myPLTW and locate the Lesson 3.1 Nosocomial Nightmare outbreak or epidemiology bioethics activity. Complete the opening reflection prompt before the debate.
Submit the opening reflection before the debate begins.
You finished the infection-control case work last week. Today continues Lesson 3.1 with its outbreak-investigation focus. The platform prompt should be completed within the first 18 minutes.
Platform submission plus your handwritten counterpoint note.
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.
Unit 3.1 Outbreak Evidence: Line lists, maps, epidemic curves, infectious-agent identification lab or simulation. · Outbreak privacy debate
Open myPLTW and locate the Lesson 3.1 Nosocomial Nightmare outbreak or epidemiology bioethics activity. Complete the opening reflection prompt before the debate.
You finished the infection-control case work last week. Today continues Lesson 3.1 with its outbreak-investigation focus. The platform prompt should be completed within the first 18 minutes.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Students debate how much patient identity information should be shared during an active outbreak investigation.
- Read a case where contact tracing requires sharing patient details.
- Choose a stance on prioritizing public health versus individual privacy.
- Gather two arguments for each side using line-list and contact-tracing examples.
- Debate using terms like incidence, prevalence, and epidemic curve.
- Record the strongest opposing point you encountered.
Exit ticket: One-sentence statement of the strongest opposing argument encountered during the outbreak privacy debate.
Submit on SchoologyUpload by 11:29 PM for full credit.
| Task | Who |
|---|---|
| Read a case where contact tracing requires sharing patient details. | _______ |
| Choose a stance on prioritizing public health versus individual privacy. | _______ |
| Gather two arguments for each side using line-list and contact-tracing examples. | _______ |
| Debate using terms like incidence, prevalence, and epidemic curve. | _______ |
| Record the strongest opposing point you encountered. | _______ |
Working solo? Put your own name in "Who" for every row.
- Defend a clear position with two evidence points.
- Use epidemiology vocabulary correctly during the debate.
Resources & readings
Hand-picked materials for this lesson. Class file items open the document directly; the rest are vetted readings and interactives from other biomedical programs.
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
Structured debate: During an outbreak, how much identifying patient data should investigators share for contact tracing? Assign public-health and privacy teams.
CDC: Outbreak InvestigationsThen submit your Exit ticket 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 epidemiology and outbreak investigationOptional 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 Mon, Nov 16, 2026 · Outbreak privacy debate here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).
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