Outbreaks

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Outbreaks Objectives

Provide characteristics of Aedes aegypti and examples of viral diseases transmitted by this mosquito species.
Describe the potential impact of Zika on a developing embryo and fetus.
List specific steps and activities to continue learning science into the future.

When this book about a fictional Ebola epidemic in the U.S. came out in 1987, everyone was using the word “outbreak.” Now that we are living in the time of COVID-19, there is greater awareness that outbreaks were occurring all along.

Current outbreaks can be monitored at the Centers for Disease Control website. Note the current domestic food-borne outbreaks in the left column and the infectious disease outbreaks in the right column.

This video introduces the threat of outbreaks that are quite different than COVID-19.

This incredible set of models reinforces understandings of embryonic and fetal development within the uterus, and also addresses the impacts of infections during pregnancy. Further research is needed to understand the impact of diseases like Zika and COVID-19 on pregnancy.

Lifelong Learning

We repeatedly encounter some science-related topics throughout our lives. Every few years we may battle the flu, every year we may plant a garden, every week we may try to predict the weather. Learning about these topics can enhance everyday experiences.

This video introduces the concept that some aspects of learning comes in cycles throughout a lifetime

Consider aspects of science and nature that you have already repeatedly encountered.

Think of your own experiences. Which science topics have you already encountered repeatedly? Do you remember what you have learned from one encounter to the next or do you repeatedly look up information?

Predicting and understanding repeatedly encountered topics can be a powerful start to lifelong learning.

You can continue your learning beyond this course with five steps:

Step 1

Continue to access and build on what you know about science concepts, skills, and connections. Challenge possible misconceptions.

Step 2

Organize your science knowledge, either by adding to your portfolio, or by creating new ways or organizing your media.

Step 3

Actively fill in gaps in your science knowledge. If one of the nine course outcomes is difficult to fill in the final portfolio, that is a starting place for future learning.

Step 4

Collect evidence for what you know and when possible, share it with others.

Step 5

Continue planning science learning adventures. Planning begins in this Guide’s media assignment.

Start Your 10B Media Assignment here

A “bucket list” is slang for experiences or achievements you want to have or complete during your lifetime. This media piece is assembling your own “science bucket list.”

List five science-related experiences or achievements you would like to have in your lifetime. Provide a brief description of each. It could be the life sciences or physical sciences, and your resources are unlimited. Dream big.

This list could go in your final portfolio under different sections, including Science Skills or Biology Connections.

Upload brief descriptions of the five items on your science wish list to Canvas.

The next section explores the essential nature of public health.

Check your knowledge. Can you:

provide characteristics of Aedes aegypti and examples of viral diseases transmitted by this mosquito species?
describe the potential impact of Zika on a developing embryo and fetus?
list specific steps and activities to continue learning science into the future?