Student Name: Justice Jensen

myPLTW username password

justijense4752 pltwmi2020

1.1. The Mystery Infection

Mastery Tracker
Topi Learning Objective Date Score
c

1.1.2 Identify patient risk factors & symptoms for infectious diseases. 9-15

Create a flow chart showing connections between patients. 9-15

List/describe 3 likely sources of infection for the patients. 9-15

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 1.1.2. Investigating an Outbreak

Patient Analysis
Directions: Use the student response sheet to fill in the table below. It can be found in the Activity 1.1.2 OR
on the PLTW LMS using your pltw log in. NOTE: You only have seven patients to begin but will get 2 more
later.
Patient Symptoms Risk Factors Connections to Other Students

Sue -severe headache -overworking; little sleep -roommates and teammates

-lethargic -lack of hydration; over with Jill
-lack of sleep consumption of caffeine -visited a friend at a different
-fever (100.6 °F) campus
-stiff/achy neck -chemistry w/ Maggie
(partners w/ Marco)

Jill -fatigue -overworking in soccer; -lives in dorms; Sue’s

-sore played 2 games in a row roommate
-slight fever (99.7 °F) -occasional cigarette -goes to parties
smoker at parties -plays on the soccer team

Anthony -dry cough -travels through the -interacted with Maria

-fatigue and muscle woods frequently -interacts with many students
soreness -frequently interacts as a reporter; particularly
-sinus congestion face to face with many sporting events
-fever (100 °F) different students

Wanda -continuous fever -spends time with Ray
-glandular swelling in who refuses to seek
neck treatment
-sore throat -attends long meetings
and outings (parties and
concerts) with sorority
-Spends time with Ray, who
has same symptoms
-Pledging to sorority with Jill
-Frequents parties and
concerts on campus

Maggie -sore/scratchy throat -singer in popular band -lives in the dorms

-hot and cold flashes (increased exposure) -chemistry class and same
-pressure in head -spends time with a floor as Jill and Sue
variety of people -lead singer in a popular band
on campus

Maria -fatigue -shares food and drinks -lives in the dorms

-fever (103 °F) with others -frequently in Sue and Jill’s
-lethargic -frequently hangs out room; sharing food and drink
with Jill and Sue

Arnie -coughing -spending time around -takes photos of athletes

-runny nose other students (Anthony
-fever (100.5 °F) & athletes)
-coughing leads to easy
spreading of disease if
it’s airborne
-lives in dorms
-spent time recently with
Anthony

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Marco -fatigue -travelling home for -neighbor with Alvin
-severe headache holidays to see family -chemistry class with Maggie
and Sue

Alvin -headache -attends concerts and -neighbors with Marco

-sore throat band practices -involved in music groups like
Maggie
-has chemistry like Maggie,
Sue, and Marco

Directions: Use the information about how the students are connected to one another to make a flow chart showing each
student and his/her connections to other students. Use the inspiration software on your computer, use the snipping tool to
snip a picture into the box below. BE creative! Illustrates possible connections between the patients who have shown up
at the infirmary. Continue to update this chart as more patients are added and refer to these connections later in the
lesson when you try to trace the path of the infection.

Conclusion Questions:

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Directions: Place your answer for the following conclusion questions in the right side boxes next to
each question. IF you use an alternative source to help you answer your question, you MUST cite
your source.

Why is information about a patient’s
lifestyle and about possible environmental
exposures important when investigating
an outbreak?
Their lifestyle tells you how social they are,
how healthy their habits are, and where they
have been. This is super important in
creating an idea of where the disease may
have come from, what it is, how to treat it,
and where/whom you need to help next.

What medical interventions can be used to
treat and contain the outbreak of an
infectious disease?
Testing is a big part of finding infectious
diseases. Determining how a disease is
spread and what it is (viral, bacterial, etc.) is
super important so you can stop it before it
happens. Also, isolation chambers or
medical quarantine rooms are vital when
analyzing a new and foreign disease.

What do you think is the most likely cause
of Sue’s illness? Provide evidence to
support your theory.
Sue’s illness is probably a viral infection
because it is spread in a variety of ways,
some people seem to have gotten it from
sharing drinks while others just seem to
have gotten it from being in close proximity
to the infected. Also, it has spread quickly
with a wide variety of symptoms and it does
not seem to be responding to medications.

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