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\n For this case study, you will see two documents. Download\u00a0both documents-\u00a0Pandemic Pandemonium, in .pdf and .docx formats.\n <\/p>\n

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• \n Pandemic pandemonium- treatment .pdf document: This will explain the case. You will NOT submit this.\n <\/li>\n
• \n Pandemic\u00a0pandemonium submission- .docx document:\u00a0You will answer questions on this document and submit. (Read instructions and distribution of points carefully)\n <\/li>\n<\/ul>\n<\/div>\n

  For this case study, you will see two documents. Download both documents- Pandemic Pandemonium, in .pdf and .docx formats. Pandemic pandemonium- treatment .pdf document: This will explain the case. Yo
  \n Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Origi-nally published March 31, 2020. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work. Image credit: Morphology exhibited by coronaviruses, CDC\/Alissa Eckert and Dan Higgins, . \u2022Centers for Disease Control and Pr evention. Coronavirus (COVID-19). onavirus\/2019-nCoV\/index.html> \u2022World Health Organization. Q&A on coronaviruses (COVID-19). ws-room\/q-a-detail\/q-a-coronaviruses> Questions 1. What are the symptoms of COVID-19? 2. What are the mechanisms of transmission of SARS-CoV-2? 3. What is a quarantine? How long does a quarantine usually last? On what factors does the length of a quarantine depend? Why are Megan and Kat\u2019s family in a 14-day quarantine? 4. Based on the information above, do you think Megan and Kat are at risk of developing COVID-19? Why or why not? NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE Pandemic P andemonium: Why Can\u2019 t We Just Tr eat COVID-19? by Melissa S. Kosinski-Collins, Lindsay Mehrmanesh, Jessie Cuomo, and Kene N. Piasta Depar tment of Biology Brandeis University , Waltham, MA Part I \u2013 The Need to Quarantine \u201cBut I want to go out with my friends! This is so unfair!\u201d Kat wailed from across the room while her mom and dad sat stone-faced on the couch. The sixteen-y ear-old high school student thought this sounded like torture. \u201c W e\u2019re sorr y, sweetheart, but one of your mother \u2019s employees has tested positive for COVID-19. Since they share an office, we have to stay here for 14 days to make sure we \u2019re all okay,\u201d Dad stated in a matter-of-fact voice. \u201cBut that \u2019 s silly! We only spent one hour in mom \u2019s office yesterday before soccer practice. We weren\u2019t even there that long!\u201d Megan, Kat \u2019 s twin sister, scoffed. \u201c W ell, that \u2019s all it takes,\u201d Mom retorted. \u201c We are going to listen to the recommendations of the doctors and that \u2019 s final. We are quarantining ourselves here for two weeks.\u201d Megan and Kat left the room and headed to their shared bedroom. Megan, the daughter who always needed evidence to back up any statement, immediately took out her laptop and started searching for answers. Kat watched over her shoulder. Megan wanted to know all about this disease. She had never heard of COVID-19, much less thought about getting it. Megan found information on the CDC website about the disease COVID-19 and about the virus that causes it, SARS-CoV-2. Based on the statistics she was seeing, she could n\u2019t figure out why her mom was so worried. It looked as though this was a disease to be worried about if you were elderl y, but she and her sister were sixteen, so she figured that they should be just fine. (Use the following sources that Megan consulted to help you answer the questions below.) Page 2 \u201cPandemic Pandemonium\u201d by Kosinski-Collins, Mehrmanesh, Cuomo, & Piasta Part II \u2013 Exploring the Structure of SARS-CoV-2 Kat noticed that one of the recommendations from the CDC for prevention of COVID-19 was to \u201cwash her hands with soap,\u201d and she giggled outwardly. That was obvious! She had been washing her hands since she was a toddler before meals. She pulled out her own laptop and started looking for \u201creal scientific\u201d answers rather than what she thought was the somewhat obvious information Megan was finding. Kat started researching SARS-CoV-2 and its structure. When looking at pictures of the coronavirus, Kat wasn\u2019t surprised to learn that the name meant \u201ccrown\u201d virus. That made sense given that most of the pictures she saw looked like the virus had a halo or crown surrounding it. But what was the crown made of? She quickly learned that SARS-CoV-2 belonged to a bigger family of viruses called the SARS-associated coronaviruses. She found out that like most viruses, it had a core containing nucleic acid and several associated proteins. She went on to read that unlike the other typical viruses she had learned about in school, the SARS-associated coronavirus has characteristics that make it slightly different. She discovered the following characteristics of the SARS-associated coronavirus virion, or virus particle: \u2022It is an RNA virus, meaning it has a nucleic acid center made of RNA and not DNA. \u2022It has a protein associated with the RNA called nucleocapsid protein. \u2022It has an outer phospholipid bilayer surrounding the structure that has several different types of glycoproteins embedded within it. \u2022The glycoproteins found in the cell membrane are spike, envelope and membrane glycoprotein. \u2022There are other accessory proteins used by the virus that help with infection and replication in host cells. Kat found an illustration (Figure 1). \u201cIt has a phospho- lipid membrane,\u201d she gasped, \u201cThat\u2019s why I need to use soap and wash my hands to clean off this virus!\u201d She thought about this for a moment and realized learning about lipids in her high school chemistry class was finally coming in handy. This was just the thing to destroy the outside of a coronavirus! Maybe Megan\u2019s research hadn\u2019t been so silly after all. Questions Answer the following questions. If you use an outside source, be sure to include a citation. 1. What are the structural and functional differences between DNA and RNA? 2. List one human-infecting virus that has a DNA-based genome. 3. What is a glycoprotein? Where are they found in human cells? List some of their functions. 4. Hypothesize as to why coronaviruses may have glycoproteins in their membranes. What may be the purpose and function of these structures? 5. Describe the structure of a phospholipid and a phospholipid bilayer. Indicate the polar and nonpolar parts of the structure for each. 6. Describe how soap could chemically destroy a coronavirus virion. Figure 1. Schematic drawing of SARS-CoV-2. Page 3 \u201cPandemic Pandemonium\u201d by Kosinski-Collins, Mehrmanesh, Cuomo, & Piasta Part III \u2013 How Does SARS-CoV-2 Infect Me? Kat decided to find out more about the mechanism of infection of SARS-CoV-2 as compared to other viruses she had heard of like HIV and herpes. She knew many viruses have a lytic cycle. In the lytic cycle, viruses actively replicate themselves inside the host utilizing the host machinery, and eventually destroy the host cell. Coronaviruses, she found, are viruses that seemed to be something unlike the typical viruses she had studied. She considered the steps of coronavirus infection below: Step 1: SARS-CoV-2 is recognized by and attaches to the host cell via the spike glycoproteins in the cell membrane of the virus. Step 2: SARS-CoV-2 is engulfed by the host cell. Step 3: The original infecting SARS-CoV-2 RNA is released, but remains in the host cytoplasm. Step 4: A specific section of the original infecting SARS-CoV-2 RNA is translated to make RNA-dependent RNA polymerase. Step 5: The viral RNA-dependent RNA polymerase simultaneously makes complete cop ies of the genomic RNA to be packaged into new virions and transcribes specific sections to mRNA as templates for tra nslation from the original infecting RNA. Step 6: The newly synthesized coronavirus viral mRNA is translated into viral proteins like viral proteases, structural proteins, and RNA-dependent RNA polymerase using host ribosomes. Step 7: Many of the newly synthesized viral proteins are processed for packaging into new virions. Step 8: Partially complete virions are assembled and then bud from the host taking with them host membrane. Questions 1. Describe the steps of lytic infection typical to a DNA virus like herpes simplex virus. 2. How are the steps of SARS-CoV-2 infection different from lytic infection of a DNA virus? How are they similar? 3. How might an RNA-based genome result in an increased infection rate? What are some potential complications to this infection strategy? 4. What is the central dogma of biology? How does coronavir us defy traditional models of central dogma? 5. Fill in the table below comparing four different viruses. Use resources found at either\/both of the following websites to guide you in the process: \u2022Centers for Disease Control and Prevention. \u2022National Center for Biotechnology Information. Page 4 \u201cPandemic Pandemonium\u201d by Kosinski-Collins, Mehrmanesh, Cuomo, & Piasta Table 1. Comparison of four different viruses. Name of VirusSARS-CoV-2Herpes Simplex Virus (Type-1) HIV Influenza B Symptoms Incubation period (time of acquisition to onset) Type of cell the virus infects Nucleic acid type Accessory proteins Does the virion have a membrane? (Yes\/No) Does virus integrate into the host genome? (Yes\/No) Treatment Page 5 \u201cPandemic Pandemonium\u201d by Kosinski-Collins, Mehrmanesh, Cuomo, & Piasta Part IV \u2013 The Unfortunate Diagnosis After almost a week of being home under quarantine, the girls started to get restless. They went out to play soccer in the backyard, quickly passing the ball back and forth in a warm-up drill. Kat began to make mistakes that she usually didn\u2019t make and just seemed \u201cout of it\u201d to Megan. \u201cOne week off from practice and you can\u2019t even play anymore?\u201d Megan quipped with a huge grin on her face. \u201cI guess, I\u2019m now the better player.\u201d \u201cNo. I don\u2019t feel very good, \u201c Kat said looking at the ground. \u201cI\u2019m just so tired and it\u2019s like I can\u2019t get enough air. I\u2019m going inside.\u201d That afternoon, Kat began running a fever. Her symptoms became increasingly worse to the point where her parents simply couldn\u2019t keep her fever in check. The girls\u2019 parents took Kat to the emergency room the next day to find out that she was positive for COVID-19. While in the hospital and receiving expert medical care, Kat\u2019s breathing became more and more labored. The doctors even began discussing the possible need of a ventilator to help her breathe. Pleading with the doctors for some kind of help, Kat\u2019s parents became desperate. \u201cIsn\u2019t there something you can do to help treat this virus in her? Can\u2019t you give her penicillin? Give her that!\u201d Kat\u2019s dad began yelling frantically. \u201cI\u2019m sorry, but that just won\u2019t work against this virus. Antibiotics, like penicillin, only work on bacteria. Antivirals are the pharmacological agents that we usually use to treat viral infections. I\u2019m afraid that we don\u2019t have any available to use against COVID-19. There is nothing we can do right now other than help her rest and keep her comfortable. She will likely be okay if we give her time to recover.\u201d Kat\u2019s mom simply wouldn\u2019t give up hope. She asked nurses and hospital staff what kind of antivirals were available. She found the following list: \u2022Oseltamivir is an antiviral that treats influenza. It is a neuraminidase inhibitor. \u2022Acyclovir is an antiviral used to treat herpes simplex virus (HSV). This drug stops replication of viral DNA. \u2022Raltegravir is an antiviral used to treat HIV. This dr ug stops integration of HIV into the host genome. \u2022Lamivudine is an antiviral used to treat HIV. This dr ug stops the action of the enzyme reverse transcriptase. Reverse transcriptase is the enzyme that copies HIV RNA into DNA. \u2022Maraviroc is an antiviral used to treat HIV. It blocks entry of the virus into macrophages and T-Cells. It didn\u2019t appear that any one of these would work for Kat. Kat\u2019s mom began crying. She sat in the waiting room chair in disbelief. How had she missed the signs and let this happen? Questions 1. What is an antibiotic? Why won\u2019 t an antibiotic be effective in treating COVID-19? 2. What is an antiviral? When are antiviral tr eatments most effective? How do antivirals avoid harming the host? 3. For each of the antivirals Kat\u2019s mom identified, suggest a reason why they will not work for SARS-CoV-2. 4. Using what you have learned about COVID-19, suggest a possible target or target step in the SARS-CoV-2 life cycle for an antiviral drug target. Consider how your proposed antiviral target or target step may impact the health or well-being of the human host. Page 6 \u201cPandemic Pandemonium\u201d by Kosinski-Collins, Mehrmanesh, Cuomo, & Piasta Part V \u2013 What Do We Do Next? At home, Megan struggled with the news that Kat was going to stay in the hospital for some time. She decided she wanted to write an email to their soccer team telling them of Kat\u2019s diagnosis. She thought it was her job to tell them that they were at risk, and they shouldn\u2019t take COVID-19 as lightly as she and her sister had. In time, Kat recovered, but Megan and her dad never developed outward symptoms of COVID-19. The girls\u2019 mom developed a mild case of the disease with a slight cough and fever, but never anything like what Kat had. Later tests showed everyone in the family had been exposed to the disease, but only Kat developed a severe symptomatic case. Megan and her parents had been lucky. Assignment Adopting the role of Megan, draft an email to Kat\u2019s teammates. Consider the following when drafting your email: \u2022What and how much should you tell the team about the situation with your sister? \u2022Is it ethical to share the specifics of her situation? \u2022How much advice (if any) would you provide to the team about quarantine and what to do next? \u2022Do you think quarantines are effective? Why or why not? \u2022How would you make the team believe that your advice is real and not anecdotal? \u2022Would you share any of the science you had learned? \u2022What will be your next steps going forward? 2 References Bonchristiani, H.F. et al. 2009. Respiratory viruses. In Encyclopedia of Microbiology 3 rd ed. 500\u201318. Fehr, A.R., and S. Perlman S. 2015. Coronaviruses: an overview of their replication and pathogenesis. Methods in Molecular Biology 1282:1\u201323. doi:10.1007\/978-1-4939-2438-7_1. Holmes, K. 2003. Sars-associated coronavirus. New England Journal of Medicine 348:1948\u201351. doi: 10.1056\/ NEJMp030078. Hu, W. and S. Hughes. 2012. HIV-1 Reverse transcription. Cold Spring Harb. Perspect. Med. 2:a006882. doi: 10.1101\/cshperspect.a006882. Novakova, L. et al. 2018. Current antiviral drugs and their analysis in biological materials- Part 1: Antivirals against respiratory and herpes viruses. Journal of Pharmaceutical and Biomedical Analysis 147: 400\u201316. doi: 10.1016\/j. jpba.2017.06.071. Payne, S. 2017. Introduction to DNA viruses. In: Viruses From Understanding to Investigation, 231\u20136. doi: 10.1016\/ B978-0-12-803109-4.00028-3. Sola, I. et. al. 2015. Continuous and Discontinuous RNA synthesis in coronavirus. Annual Review of Virology 2(1): 265\u201388. doi:10.1146\/annurev-virology-100114-055218. Xu, H. et al. 2020. High expression of ACE2 receptor of 2019-nCoV on the epithelial cells of oral mucosa. International Journal of Oral Science 12:8. doi: 10.1038\/s41368-020-0074-x. NATIONAL CENTER FOR CASE STUDY TEACHING IN SCIENCE
  \nFor this case study, you will see two documents. Download both documents- Pandemic Pandemonium, in .pdf and .docx formats. Pandemic pandemonium- treatment .pdf document: This will explain the case. Yo
  \nPandemic Pandemonium Why Can\u2019t We Just Treat COVID-19? By Melissa S. Kosinski-Collins, Lindsay Mehrmanesh, Jessie Cuomo, and Kene N. Piasta Department of Biology, Brandeis University, Waltham, MA Instructions: Read through the .pdf file Answer questions for each part Use Red color for answers Include all citations in the last section \u201cCitations\u201d Letter-single spaced, all points addressed, font Arial, size 10 or 11, not to exceed one page Page number Content Points Title and index Answer questions 1-4 for Part I 8 points (2 points per question) Answer questions 5-10 for Part II 12 points (2 points per question) Answer questions 11–15 for Part III 10 points (2 points per question) Complete Table-1 32 points (1 point each cell) Answer questions 16-20 for Part IV 10 points (2 points per question) Part-V- Instructions for the Assignment Email to Kat\u2019s teammates 18 points Citations for each part 10 points (2 points per Part) Total\uf0e0 100 points STUDENT NAME: Part I (Read Part I of the case and answer questions 1-4, include citations for answers) What are the symptoms of COVID-19? What are the mechanisms of transmission of SARS-CoV-2? What is a quarantine? How long does a quarantine usually last? On what factors does the length of a quarantine depend? Why are Megan and Kat\u2019s family in a 14-day quarantine? Based on the information above, do you think Megan and Kat are at risk of developing COVID-19? Why or why not? Part II (Read Part II of the case and answer questions 5-10, include citations for answers) What are the structural and functional differences between DNA and RNA? List one human-infecting virus that has a DNA-based genome. What is a glycoprotein? Where are they found in human cells? List some of their functions. Hypothesize as to why coronaviruses may have glycoproteins in their membranes. What may be the purpose and function of these structures? Describe the structure of a phospholipid and a phospholipid bilayer. Indicate the polar and nonpolar parts of the structure for each. Describe how soap could chemically destroy a coronavirus virion. Part III (Read Part III of the case and answer questions 11-15, include citations for answers) Describe the steps of lytic infection typical to a DNA virus like herpes simplex virus. How are the steps of SARS-CoV-2 infection different from lytic infection of a DNA virus? How are they similar? How might an RNA-based genome result in an increased infection rate? What are some potential complications to this infection strategy? What is the central dogma of biology? How does coronavirus defy traditional models of central dogma? Fill in the table below comparing four different viruses. Use resources found at either\/both of the following websites to guide you in the process: Centers for Disease Control and Prevention. CDC National Center for Biotechnology Information. NIH Table 1. Comparison of four different viruses. (Include citations Name of Virus SARS-CoV-2 Herpes simplex Type-I HIV Influenza-B Symptoms Incubation period (time of acquisition to onset) Type of cell the virus infects Nucleic acid type Accessory proteins Does the virion have a membrane? (Yes\/No) Does virus integrate into the host genome? (Yes\/No) Treatment Part IV (Read Part IV of the case and answer questions, include citations for answers where necessary) What is an antibiotic? Why won\u2019t an antibiotic be effective in treating COVID-19? What is an antiviral? When are antiviral treatments most effective? How do antivirals avoid harming the host? For each of the antivirals Kat\u2019s mom identified, suggest a reason why they will not work for SARS-CoV-2. Using what you have learned about COVID-19, suggest a possible target or target step in the SARS-CoV-2 life cycle for an antiviral drug target. Consider how your proposed antiviral target or target step may impact the health or well-being of the human host. Part V (Read Part V of the case and answer the following questions) Assignment Adopting the role of Megan, draft an email to Kat\u2019s teammates. Consider the following when drafting your email: What and how much should you tell the team about the situation with your sister? Is it ethical to share the specifics of her situation? How much advice (if any) would you provide to the team about quarantine and what to do next? Do you think quarantines are effective? Why or why not? How would you make the team believe that your advice is real and not anecdotal? Would you share any of the science you had learned? What will be your next steps going forward? An email to Kat\u2019s teammates (Single spaced, all above points addressed, font- Arial, size 10 or 11, not to exceed one page, no word limit) Dear Team, Citations required for each part (including part V): Part I Part II Part III Part IV Part V 9<\/p>\n","protected":false},"excerpt":{"rendered":"

  For this case study, you will see two documents. Download\u00a0both documents-\u00a0Pandemic Pandemonium, in .pdf and .docx formats. Pandemic pandemonium- treatment .pdf document: This will explain the case. You will NOT submit this. Pandemic\u00a0pandemonium submission- .docx document:\u00a0You will answer questions on this document and submit. (Read instructions and distribution of points carefully) For this case study, […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_joinchat":[]},"categories":[1],"tags":[],"_links":{"self":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts\/260115"}],"collection":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/comments?post=260115"}],"version-history":[{"count":0,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/posts\/260115\/revisions"}],"wp:attachment":[{"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/media?parent=260115"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/categories?post=260115"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/qualityassignments.net\/wp-json\/wp\/v2\/tags?post=260115"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}