Outbreak data and agent ID lab
Thu, Nov 19, 2026 · Week 13 · Principles of Biomedical Technology (Principles of Biomedical Science)
Today's goal: Students build outbreak visualizations and run identification tests to characterize the infectious agent.
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.
SOP I recorded: complete one line-list row per case, then plot onset dates for the curve and locations for the map, then record each identification-test result exactly as observed.
What this investigation is: nothing is manipulated. The line list is observational data, the curve and the map display it, and each identification test measures one property of the agent.
Line-list summary: 18 cases, onset clustered November 14 to 16, most near the east cafeteria.
Epidemic curve: single sharp peak on November 15, which reads as a point-source pattern.
Spot map: a tight cluster around the east cafeteria, pointing to a common exposure there.
Agent-ID results: Gram stain showed gram-negative rods; the lactose test was positive; the candidate was narrowed to a gram-negative enteric bacterium.
Measurement error: two onset dates were self-reported from memory, so the curve's exact peak day could be off by a day. That is a data-quality limit, not a plotting mistake.
| Case | Onset date | Location | Gram stain | Lactose test |
|---|---|---|---|---|
| 1 | Nov 14 | East cafeteria | Negative rod | Positive |
| 2 | Nov 15 | East cafeteria | Negative rod | Positive |
| 3 | Nov 15 | East cafeteria | Negative rod | Positive |
| 4 | Nov 16 | West hall | Negative rod | Positive |
This model shows the level of evidence and organization needed to complete: Completes the outbreak lab: a line-list summary, a plotted epidemic curve and spot map, agent-ID results, and one stated measurement error.
- Name the variables and include units.
- Enter observations without changing the raw values.
- Check labels, calculations, and patterns before interpreting the data.
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.
Turn in: Completed data table with line-list summary, plotted epidemic curve (labeled with transmission type), spot-map cluster description, agent-ID results, and one stated measurement error.
Go 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.
Open Schoology PDF upload helpIf you cannot get in, see Mr. Mendoza. Do not skip the work.
Claim ceiling: Today's evidence supports a classroom claim about today's lesson. It cannot prove causation, diagnose a real patient, or justify action outside this room.
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: Recognizing an outbreak investigation as observational rather than manipulated.
- 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.