Mystery Virus : Epidemiology Case Study Simulation | Distance Learning

Rated 4.6 out of 5, based on 5 reviews
5 Ratings
STEM Printables
115 Followers
Grade Levels
7th - 12th, Homeschool
Standards
Resource Type
Formats Included
  • Google Drive™ folder
  • Internet Activities
Pages
4 pages
$3.00
$3.00
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STEM Printables
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Made for Google Drive™
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Description

This highly engaging online simulation asks students to take on the role of a Public Health Director to determine the cause of a recent mystery killer virus epidemic outbreak at a local High School and Senior Center.

In their role as Public Health Director, students are guided by an expert epidemiologist through the entire case study simulation which consists of:

  • Studying medical reports and determining which ones to follow-up on
  • Collecting information and identifying patterns of infection from patients
  • Using the Scientific Method, develop & test a hypothesis to explain the outbreak.
  • Evaluate epidemiological testing to determine what pathogen is causing the disease.
  • Use epidemiology methods to determine the source and how the pathogen spreads.
  • Make a recommendation on which patients should be isolated and quarantined.

Distance Learning: This simulation case study is appropriate for independent student work and should require minimal or no additional instructions from the teacher, The online simulation takes the student thru the entire process, step-by-step, with clear and concise directions from a virtual "expert epidemiologist".

Topics Covered

Scientific Method

Epidemiologist

Epidemic

Obtaining Medical records to confirm illness symptoms

Mapping locations of confirmed cases

Establish timelines and travel histories

Developing Hypothesis for what is causing illnesses and how it is spreading

Viral or Bacterial Culture

Blood Cultures

Rapid PCR Test

Blood Test for Antibodies

Case-Definition

Case-Control Study

Longitudinal Study

Analytic Epidemiology

Odds-Ratio

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Total Pages
4 pages
Answer Key
Included
Teaching Duration
2 hours
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Standards

to see state-specific standards (only available in the US).
NGSSMS-LS1-5
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds. Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.
NGSSMS-LS1-2
Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.
NGSSMS-LS1-3
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.
NGSSMS-LS1-1
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and varied cells.
NGSSMS-LS1-4
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.

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