When tests disagree, how do I know if I have COVID-19? Version 2.0

<p><meta charset="utf-8" /></p> <p dir="ltr"><b id="docs-internal-guid-fd872043-7fff-e1d5-7d4d-a09b64719be1">Overarching goal: </b>The original activity was intended for use with introductory biology, general biology, or non-major biology courses. This modified version is also suitable for upper-level or graduate students in biology. As such, the activity is used to teach fundamental biology concepts and core competencies, as listed in the <strong>Vision and Change report (AAAS, 2011)</strong>. The core concepts and the learning outcomes for this activity are noted below:</p> <p> </p> <ol> <li aria-level="1" dir="ltr"> <p dir="ltr" role="presentation"><strong>Core concept: Information flow, exchange and storage</strong></p> </li> </ol> <p dir="ltr" role="presentation"><b>            a) </b>Explain how knowledge of DNA replication can be used to detect the presence of COVID-19 genomes.</p> <p dir="ltr" role="presentation"><meta charset="utf-8" /></p> <p dir="ltr" role="presentation"><b>            b) </b>Distinguish viral genes (that code for viral antigens (epitopes) expressed in infected cells) from human genes (that code for antibodies expressed by B lymphocytes, or B cells).</p> <p dir="ltr" role="presentation"><b>            c) </b>Describe how mutations in the viral genome sequence could lead to changes in the amino acid sequence of viral antigens.</p> <p dir="ltr" role="presentation"><b id="docs-internal-guid-fd872043-7fff-e1d5-7d4d-a09b64719be1">2. Core concept: Structure and Function</b></p> <p dir="ltr" role="presentation"><b>            </b>a) Describe how viral antigens (epitopes) are recognized by the immune system, such as when antibodies bind to them</p> <p dir="ltr" role="presentation">            b) Describe how antibody binding is influenced by mutations in the genetic sequence of viral antigens that change their amino acid sequence, and how it might affect the outcome of antigen detection tests.</p> <p dir="ltr" role="presentation"><strong>3. <b id="docs-internal-guid-fd872043-7fff-e1d5-7d4d-a09b64719be1">Core Competencies (the numbering refers to numbering in <a href="https://docs.google.com/presentation/d/1iodZFQ8sfYT3TxbJHy5CzufLjO4_D6ae/edit#slide=id.p11">t</a>he <a href="https://docs.google.com/presentation/d/1iodZFQ8sfYT3TxbJHy5CzufLjO4_D6ae/edit?usp=sharing&ouid=111918818878758202714&rtpof=true&sd=true">recommended guidelines developed by the Undergraduate Immunology Education Task Force</a></b></strong></p> <p dir="ltr" role="presentation"><b>      </b>      1) Apply the process of science</p> <p dir="ltr" role="presentation"><b id="docs-internal-guid-fd872043-7fff-e1d5-7d4d-a09b64719be1">       </b>     2) Use quantitative Reasoning</p> <p dir="ltr" role="presentation"><b id="docs-internal-guid-fd872043-7fff-e1d5-7d4d-a09b64719be1">                 </b>   2.2 Interpret different types of graphical representations of immunological data</p> <p>                   2.3. Draw meaningful conclusions from an immunology-related data set</p> <p><b id="docs-internal-guid-fd872043-7fff-e1d5-7d4d-a09b64719be1">    </b>       3)  Communicate and collaborate with other disciplines</p> <p>                    3.1 Present an immunological topic to an audience</p> <p>                    3.2. Contribute within a team to move a task forward</p> <p>           4)   Understand the relationship between science and society</p> <p dir="ltr" role="presentation"> </p> <p dir="ltr" role="presentation"><meta charset="utf-8" /></p> <p dir="ltr"><b id="docs-internal-guid-e35fa105-7fff-2227-8819-2fff1b000fe9">Intended audience: </b></p> <p dir="ltr"><b> </b>   Upper-level courses (microbiology, anatomy and physiology, immunology) and graduate level biology students.</p> <p dir="ltr"><meta charset="utf-8" /></p> <p dir="ltr"><b id="docs-internal-guid-e36df9cf-7fff-2b1a-77e6-024e31f099bf">Students will complete the following:</b></p> <ul> <li><b>       </b> Worksheets based on the specialties (and tests). These worksheets will prepare them to engage in the group discussion and guide the students through the interpretation of one of the three types of SARS-CoV-2 diagnostic tests.</li> <li>        Perform laboratory activities to generate the data for the PCR, antigen, and antibody tests. Students will need to interpret the results.</li> <li>        A group discussion with the other specialties, with an accompanying worksheet. Students will compare and discuss the results of all three types of diagnostic tests.  </li> </ul> <p dir="ltr" role="presentation"><b>This resource consists of the following files:</b></p> <p dir="ltr" role="presentation">1. Student handout#1: This handout will introduce the activity, include the laboratory procedure, glossary, and links to additional resources.</p> <p dir="ltr" role="presentation">2. Student handout#2: This handout includes the worksheet questions for students to complete before and after the activity.</p> <p dir="ltr"> </p> <p><meta charset="utf-8" /></p> <p><meta charset="utf-8" /></p>