| Course | PU650 Infectious Disease Epidemiology |
|---|---|
| Unit | Unit 5 |
| Paper type | Attack rate calculation |
| Length | About 980 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | Master of Public Health (MPH) |
| Updated | October 2026 |
Free sample paper for PU650 Unit 5
Two Hundred Twelve Enrolled, One Hundred Sixty-Four Went: A Unit 5 Attack Rate Calculation Narrowing a Composite Day Camp's Roster to the Children Who Could Have Met the Exposure
[Student Name]
Purdue University Global
PU650: Infectious Disease Epidemiology
Unit 5 Attack Rate Calculation
[Instructor Name]
[Date]
Dunmore County, the camp, its roster and its survey are composite; the formulas, the interval method and the research cited are real.
The Cohort
The camp enrolled 212 children aged 5 to 12. In the week of July 6, 164 went on a day outing to Harlan Park, which has a playground, a picnic shelter and a splash pad with recirculated water; 48 stayed at the recreation center. On July 15 and 16, investigators reached the parents of all 212 by phone with a structured questionnaire. An ill camper met the Unit 3 clinical criteria with onset from July 7 to July 20. Fifty-two campers were ill.
Every Rate, With Its Numerator and Denominator
1. Whole roster, the wrong rate. 52 ill over 212 enrolled, 24.5 percent. Denominator: everyone enrolled. Reason it is wrong: 48 of these children never left the recreation center that week and could not have met anything at the park, so mixing them in understates the risk of those exposed and hides the comparison that matters.
2. Went on the outing. 49 ill over 164, 29.9 percent. Denominator: children present at Harlan Park.
3. Stayed at the center. 3 ill over 48, 6.2 percent. Denominator: children who did not go.
4. Risk ratio, outing versus center: 29.9 divided by 6.25, 4.8; 95 percent confidence interval 1.6 to 14.7.
5. Played in the splash pad, among outing children. 47 ill over 138, 34.1 percent.
6. Stayed dry, among outing children. 2 ill over 26, 7.7 percent.
7. Risk ratio, played versus dry: 4.4, 95 percent confidence interval 1.2 to 17.1.
8. Swallowed water, among splash pad players. 38 ill over 81, 46.9 percent.
9. Did not swallow water, among splash pad players. 9 ill over 57, 15.8 percent.
10. Risk ratio, swallowed versus did not: 3.0, 95 percent confidence interval 1.6 to 5.7.
11. Household secondary attack rate. 9 secondary cases over 180 household contacts, 5.0 percent.
Each step narrows the denominator to the children who could have met the next exposure, and the rate rises at every step.
The Arithmetic, One Line per Rate
Attack rate equals ill people divided by people at risk during the period, times 100. For row 2, 49 divided by 164 is 0.299. For row 3, 3 divided by 48 is 0.0625. The risk ratio is 0.299 divided by 0.0625, 4.78. The confidence interval for a risk ratio is calculated on the log scale. The standard error of the log risk ratio is the square root of one over 49, minus one over 164, plus one over 3, minus one over 48, which is the square root of 0.327, or 0.572. The log of 4.78 is 1.565. Adding and subtracting 1.96 times 0.572 gives 0.444 and 2.686, and the antilogs are 1.56 and 14.67. Rows 7 and 10 follow the same steps. The household rate: the 52 ill campers lived with 189 other people. Nine of those relatives had also been at Harlan Park during the outing week as volunteers or on a separate family visit, and they are removed, because a relative exposed at the same source is a co-primary case, not a secondary one. That leaves 180 contacts at risk only through the camper, and 9 of them became ill with onset more than three days after the camper's onset.
What the Denominators Show
The three steps, from the outing, to the splash pad, to swallowed water, move the attack rate from 29.9 to 34.1 to 46.9 percent. A rising rate as exposure becomes more specific is a dose-response pattern, and it points at the water rather than at the park in general. Swallowing recreational water is the classic route for this parasite, which survives chlorine levels that kill most bacteria within minutes (Shields et al., 2008). The three children ill among those who stayed at the center deserve a sentence. Two had siblings who went on the outing, and their onsets came after their siblings', which makes them likely household secondary cases rather than evidence of exposure at the center. The third has no known link.
Confidence Intervals, Read Honestly
The intervals are wide, especially for rows 4 and 7, because the comparison groups are small: 48 children at the center and 26 who stayed dry, with only 3 and 2 cases. A risk ratio of 4.8 with an interval from 1.6 to 14.7 says that the outing was clearly associated with illness and that the size of that association is uncertain. The analysis does not claim a precise multiplier and reports every interval beside its ratio. With small cells like these, an exact method would be a reasonable check, and the conclusion would not change because all three intervals exclude one.
Why These Are Called Attack Rates
Strictly, these are proportions, cumulative incidence over a short and defined period, not rates with person-time in the denominator. Outbreak epidemiology calls them attack rates by convention, and the analysis keeps the term while noting what it means (Centers for Disease Control and Prevention [CDC], 2012).
What the Table Hands the Investigation
The camp cohort points to the splash pad and to swallowed water within it. It does not show that the pad caused the community cases outside the camp, which is the next unit's work. Camps, child care groups and their households are also where this parasite spreads person to person, and contact with infected people in child care settings was among the main exposures in national outbreak reports, so the household rate is a reason to give exclusion and hand-washing advice to camp families now (Gharpure et al., 2019).
References
Centers for Disease Control and Prevention. (2012). Principles of epidemiology in public health practice: An introduction to applied epidemiology and biostatistics (3rd ed.). U.S. Department of Health and Human Services.
Gharpure, R., Perez, A., Miller, A. D., Wikswo, M. E., Silver, R., & Hlavsa, M. C. (2019). Cryptosporidiosis outbreaks: United States, 2009-2017. Morbidity and Mortality Weekly Report, 68(25), 568-572. https://doi.org/10.15585/mmwr.mm6825a3
Shields, J. M., Hill, V. R., Arrowood, M. J., & Beach, M. J. (2008). Inactivation of Cryptosporidium parvum under chlorinated recreational water conditions. Journal of Water and Health, 6(4), 513-520. https://doi.org/10.2166/wh.2008.068
What the PU650 Unit 5 assignment asks for
Unit 5 commonly asks you to calculate attack rates for an outbreak cohort and compare exposure groups. Define cases and the population at risk carefully. For each rate, state the numerator, the denominator and why that denominator is the right one. Compare exposed and unexposed groups with risk ratios and 95 percent confidence intervals. If the data allow, show a dose-response pattern by narrowing exposure step by step. Calculate a secondary attack rate among household contacts, excluding anyone who shared the primary exposure. Explain your arithmetic so a grader can recompute it, and interpret wide intervals honestly. Many prompts also ask you to note that attack rates are proportions rather than true rates and to explain unexpected cases in the unexposed group.
How this PU650 Unit 5 example is built
The set describes the cohort and the survey, then lists eleven numbered rows, each with numerator, denominator, result and the reason for the denominator. The first row is the whole-roster rate, kept to show why it misleads. A highlighted line notes that the rate rises as the denominator narrows. An arithmetic section works one risk ratio and its log-scale confidence interval step by step and explains how nine relatives exposed at the park were removed from the household denominator. Interpretation reads the rising rates as dose-response and accounts for the three ill children who stayed behind. A section on confidence intervals explains their width. Short closing sections address the term attack rate and what the table hands the investigation.
Reading the PU650 Unit 5 grading rubric
Purdue Global attack rate assignments are usually graded on correctness first, so accurate numerators, denominators and arithmetic carry the most points. Credit then rewards choosing denominators that reflect who could have been exposed, with reasons stated. Risk ratios and confidence intervals, correctly computed and interpreted, earn substantial marks. Instructors look for dose-response reasoning where the data support it and for a properly defined secondary attack rate. Honest discussion of small numbers and wide intervals shows statistical maturity. Showing work clearly, in a table a grader can check, matters almost as much as the answers. Writing quality and APA citations for methods complete the score; unexplained unexposed cases usually cost a point or two.
PU650 Unit 5 help from the desk
The most common error is dividing cases by everyone enrolled, which mixes exposed and unexposed people and hides the association. Choose each denominator to match the exposure you are measuring. Students also forget to remove co-primary cases from the household denominator, inflating the secondary attack rate. Report confidence intervals with every ratio and interpret them in words, especially when cells are small. Do not ignore cases in the unexposed group; examine each. Check that numerators and denominators add up across rows. If your prompt gives a roster and a questionnaire summary, send them and we will build the attack rate table with every calculation shown.
Get a PU650 Unit 5 example written to your instructions
Attach the roster, line list or two-by-two table that the PU650 Unit 5 prompt provides, with the rubric. What returns in 24-48 hours is a free first custom sample giving every attack rate as a count over a defended denominator, risk ratios with intervals where the section expects them, and a short reading of what the pattern suggests. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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PU650 Unit 5 questions, answered
Why does the PU650 Unit 5 example show a wrong calculation?
Because the roster-wide denominator is among the most frequent errors on this assignment, and showing it beside the correction makes the reasoning visible. A grader sees that the writer considered the whole roster and rejected it for a stated reason. Where a prompt forbids extra material, a sample built for it moves the wrong version into a single explanatory sentence instead.
Is an attack rate really a rate?
Strictly, no. It is a proportion, ill people over people at risk during a defined period, with no time unit in the denominator. The field kept the older name, and the example uses it while noting the distinction once. Some instructors ask for the term cumulative incidence instead, and a sample written for that section follows its vocabulary.
How are cases among children who stayed behind handled?
They stay in the calculation as the unexposed group's numerator, and each is examined. In this example two of the three had ill siblings from the outing, which suggests secondary spread at home, while one had no link. Removing inconvenient cases to sharpen a risk ratio is a serious error, and graders tend to notice it.
Where can I find a free PU650 Unit 5 sample paper?
This page has the complete Unit 5 attack rate table, the worked confidence interval and the interpretation of each denominator.
What is a secondary attack rate?
The proportion of contacts of a case who become ill after that case, excluding anyone who shared the original exposure, usually measured within households.