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DETECTIVES IN THE CLASSROOM
  Module 1                 
 
  Module 2
 
  Module 3
 
  Module 4
 
  Module 5

Investigation 1-3
What's My Hypothesis?

Synopsis

Each student is assigned an exposure and, assuming the exposure causes a disease, writes a description of how a hypothetical disease would be distributed in terms of person, place, and time.  Students then review each other's descriptions and formulate one or more hypotheses for each.  When students compare their hypotheses, they realize that a given distribution of a health-related outcome can lead to the formulation of several different educated guesses.


Investigation Preparation Checklist

Check alignment with standards.

National or State file


Review Epidemiology Background for Module 1.

Word or PDF file


Review teacher's notes and slides:  [en espaņol:]

 
 
  • Not animated.  Recommended for quick viewing.
  • PDF: 543KB

     
  • Not animated.  Recommended for printing.
  • Word: 3,115KB

     
  • Animated viewing with Microsoft Internet Explorer.
  • HTML Web file: 1,760KB

     
  • Animated viewing with Netscape or other browser.
  • PowerPoint file: 915KB


    Write different exposures on index cards, one card for each student.

    Word or PDF file


    Number index cards consecutively.

     

    Copy Investigation 1-3: Epi Log Worksheet - PPT Sheet for each student.  [en espaņol:]

    Word or PDF file


    Copy Investigation 1-3: Epi Log Worksheet - Hypothesis Chart for each student.  [en espaņol:]

    Word or PDF file


    Devise plan to separate Epi Teams as much as possible.

     



    Estimated Time / Time Management

    Approximately one class period.  Time can be managed by increasing or decreasing the number of index cards that are used and by preparing charts in advance.


    Look For Students To:

    Describe disease distribution logically.

    Formulate logical hypotheses.

    Formulate arguments that show the uncertainty of these hypotheses.

    Formulate alternative hypotheses.