All posts by kamid001

Reflections

Cell biology has been such an interesting class for me. It’s been really nice that a lot of the topics we’ve gone over overlap with two of my other biology classes. Cell biology and genetics have really helped my understanding of how our bodies metabolize different chemicals and how we are predisposed to whether or not we can. One of the major obstacles in my life is trying to find a medication that actually works with my body, so I took a DNA test to what I can metabolize and also to find out what I have a predisposition to. Cell biology helped me understand a lot of the how’s and why’s so that I can have a better understanding of my body and to be able to relay this information to my doctors. Two of the classes I’m excited about, neuroanatomy and immunology, are definitely going to be drawing from a lot of the information I’ve learned this semester, so my giant binder of notes is going to be carrying me through the rest of my classes.

I’ll also never forget the lesson about how tryptophan is a precursor for serotonin and how the popular migraine medication Imitrex is based on tryptophan and that if you take certain antidepressants, which deal with your serotonin receptors, you could have terrible side effects.

This is such an important statement that I had to make it a run-on sentence. This fact prevented me from taking Imitrex because I am on antidepressants and my doctor neglected this fact and prescribed it to me anyway. This fact also helped me realize that I was experiencing central nervous depression from different medications interacting with each other, so that lesson was a literal life saver. I know for a fact that this class will always be relevant to both my personal life and my academic life.

Scientific Literacy Assignment

Cross-Reactive T-cell Related to SARS-CoV-2 Immunity

SARS-CoV-2, widely known as COVID-19, is a member of the coronavirus family that can affect both animals and humans. COVID-19 has spikes surrounding the virus, like a corona around the sun, and has a single strand RNA (BioInteractive, 2020). There are four structural proteins in the coronavirus which includes the spike (S) glycoprotein, small envelope (E) glycoprotein, membrane (M) glycoprotein, and the nucleocapsid (N) protein (Astuti and Ysrafil, 2020).

There are several families of coronaviruses including severe acute respiratory syndrome coronavirus, Middle East respiratory syndrome coronavirus, and human coronaviruses. SARS-CoV, MERS-CoV, and SARS-CoV-2 are zoonotic originating from animals such as camels and bats (Gussow et al., 2020). Coronaviruses originating from animals are not well handled by the human immune system, causing severe symptoms. There are four families of human coronaviruses, HCoVs, that are attributed to the common cold, which usually shares similar symptoms but at a lower severity (Su et al., 2016). HCoVs can be spread easily between children, the elderly, and immunocompromised individuals.

Considering species in a given family have similar genomes, it can be assumed that they will have similar viral proteins. Coronaviruses are highly pathogenic and HCoVs are typically endemic (Su et al., 2016), which leads to systemic outbreaks of human coronaviruses. Many people have caught some form of the common cold at some time in their lives, so the body has a number of activated memory T cells. The T cells will detect certain antigenic peptides from the virus through the T cell receptors. A number of blood samples taken from uninfected individuals showed a high T cell reactivity from peptides in SARS-CoV-2 (Mateus et al., 2020), which shows a significant link between the different coronaviruses and the body’s response to the infection.

CD4+ T cells and CD8+ T cells make up the majority of T-lymphocytes and mediate in immune responses through cell-to-cell communication and cytokine secretions. These cells come into action after a naïve T cell has been activated when molecules on the T cell interact with an antigen-presenting cell (Pennock et al., 2013). These will associate with either a CD4 or a CD8 receptor depending on the cell.

The assumption was that at the beginning of the experiment an epitope repertoire would be uncovered in association with the first-generation responses of naïve T cells. Studies have found antigen-specific T cell responses to SARS-CoV-2 and had a significant amount of reactive CD4+ T found in 20 to 50% of unexposed individuals. The hypothesis is that pre-existing memory CD4+ T cells presented cross-reactivity and had an affinity to SARS-CoV-2 due to previous exposure to human coronaviruses (HCoVs). Zoonotic coronaviruses are highly pathogenic compared to HCoVs with coronaviruses such as SARS-CoV and MERS-CoV having higher case fatality rates (Gussow et al., 2020).

Using human blood samples from individuals taken between March 2015 and March 2018, which were seronegative for SARS-CoV-2, an in vitro epitope map uncovered 142 T cell epitopes across the SARS-CoV-2 genome. In 93.2% of the tests of the seronegative blood tests to the affinity of SARS-CoV-2 mesopools showed that CD4+ T cells were the responding cells. 54% of the total positive responses to the most frequent antigens were associated with the spike glycoprotein (S), however, only 20% of responses were located in the receptor-binding region which accounted for 11% of overall CD4+ reactivity. The S protein facilitates the binding of envelope viruses to host cells through attraction to an enzyme expressed in the lower respiratory tract (Astuti and Ysrafil, 2020). Epitopes from the membrane proteins were not identified in unexposed individuals, however, it is highly recognized in SARS-CoV-2 specific CD4+ responses.

During testing, it was discovered that there was significant reactivity ex vitro to SARS-CoV-2 peptides. This increased speculation of the presence of cross-reactive memory T cells between HCoVs and SARS-CoV-2. In a new test, the degree of homology between the four main HCoVs and the 142 SARS-CoV-2 epitopes were examined. Almost all unexposed donors were seropositive for the three most common HCoVs. Two categories of SARS-CoV-2 epitopes were tested for cross-reactivity with HCoVs and filtered for epitopes with high responsiveness. Epitope pools were created from the spike protein with 31 epitopes identified, only six with high homology, and 30 epitopes from the remainder of the genome, with nine having high homology. These were selected and filtered for the highest responses and placed into new CD4 pools, CD4-R30 and CD4S-31, for further experimentation.

A new peptide pool was created from encompassing peptides homologous to CD4-R30 epitopes taken from several human coronaviruses for a total of 129 HCoV homologs. The same was done to synthesize a pool from encompassing peptides homologous to the CD4-S31 epitopes taken from SARS-CoV-2 and potential epitopes from HCoVs for a total of 124 HCoV homologs. An activation-induced assay was used for the detection of virus-specific T cells in new blood samples from unexposed donors and recovering COVID-19 patients. Significant ex vivo CD4+ reactions were detected against SARS-CoV-2 spike and nonspike peptides, which were higher in COVID-19 patients. The unexposed patients presented high frequencies of CD4+ T cells against the CD4 epitope pools. There was a significant amount of CD4+ T cell reactivity against HCoVs that matched homologous peptides from other HCoVs. The hypothesis that cross-reactive CD4+ T cells existed in individuals was consistent with the detection of CD4+ T cells from homologous peptide pools. However, these findings do not support the hypothesis that previous exposure to HCoVs would induce a memory response to severe COVID-19 cases.

Ex vivo memory phenotypes were tested against several epitope megapools. Effector and central memory cells were found in antigen-specific CD4+ T cells in COVID-19 cases while CD4+ T cells in unexposed individuals possessed memory phenotypes against SARS-CoV-2 and other HCoVs. This led to another test to prove that the cross-reactivity was derived from memory T cells. Memory and naïve T cells were stimulated with the CD4-S31 epitope pool. Responses were detected in the memory CD4+ T cells but not the naïve CD4+ T cells which proves that the memory T cells that recognize HCoVs can express cross-reactivity to homologous epitopes in SARS-CoV-2. In epitopes that are ~67% homologous in SARS-CoV-2 and HCoV pairs, it was discovered that most of the reacting CD4+ T cells to the SARS-CoV-2 epitopes were memory CD4+ T cells. These memory CD4+ T cells had previously been in contact with common HCoVs and may prove the plausibility that cross-reactive CD4+ T cells may affect the outcomes and severities of COVID-19, however, the antibodies for HCoVs are species-specific and had no reaction to SARS-CoV-2.

Works Cited

Astuti, I. and Ysrafil (2020). Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2): An overview of viral structure and host response. Diabetes Metab Syndr 14, 407–412. doi:10.1016/j.dsx.2020.04.020

BioInteractive (2020). Biology of sars-cov-2. HHMI. https://www.biointeractive.org/classroom-resources/biology-sars-cov-2

Brian, D.A., and Baric, R.S. (2005). Coronavirus Genome Structure and Replication. In Coronavirus Replication and Reverse Genetics, L. Enjuanes, ed. (Berlin, Heidelberg: Springer Berlin Heidelberg), pp. 1–30. doi:10.1007/3-540-26765-4_1

Gussow, A.B., Auslander, N., Faure, G., Wolf, Y.I., Zhang, F., and Koonin, E.V. (2020). Genomic determinants of pathogenicity in SARS-CoV-2 and other human coronaviruses. Proc Natl Acad Sci USA 117, 15193–15199. doi:10.1073/pnas.2008176117

Mateus, J., Grifoni, A., Tarke, A., Sidney, J., Ramirez, S.I., Dan, J.M., Burger, Z.C., Rawlings, S.A., Smith, D.M., Phillips, E., et al. (2020). Selective and cross-reactive SARS-CoV-2 T cell epitopes in unexposed humans. Science 370, 89–94. doi:10.1126/science.abd3871

Pennock, N.D., White, J.T., Cross, E.W., Cheney, E.E., Tamburini, B.A., and Kedl, R.M. (2013). T cell responses: naïve to memory and everything in between. Adv Physiol Educ 37, 273–283. doi:10.1152/advan.00066.2013

Su, S., Wong, G., Shi, W., Liu, J., Lai, A.C.K., Zhou, J., Liu, W., Bi, Y., and Gao, G.F. (2016). Epidemiology, Genetic Recombination, and Pathogenesis of Coronaviruses. Trends Microbiol 24, 490–502. doi:10.1016/j.tim.2016.03.003

Genome Assignment

Understand how to assess gene chromosome maps, BLAST for both nucleotide and protein analysis, and ExPASy to translate cDNA.

1.  WHAT CHROMOSOME DID YOU CHOOSE?

Chromosome 6

2 & 3.  STATE THE NUMBER OF GENES AND BASE PAIRS ON THE CHROMOSOME YOU CHOSE.

~1900 genes

~170 base pairs

4.  LIST ONE GENE THAT IS LOCATED ON THIS CHROMOSOME.    

EPM2A

5.  STATE THE NORMAL FUNCTION OF THE GENE YOU LISTED IN #4. 

Making the protein laforin that is critical for neuron survival

6.  STATE THE POSSIBLE DISEASE(S) RELATED TO THIS GENE.  (This should be possible by clicking on the gene you stated in #4.)

Epilepsy

7.  WHAT IS GENBANK?

The NIH genetic sequence database containing all publicly available DNA sequences

8.  WHAT IS THE TOP SEQUENCE DESCRIPTION MATCH FOR YOUR QUERY SEQUENCE?  DO NOT CHOOSE THE PREDICTED SEQUENCE.  For this answer, you should give the description listed. 

Homo sapiens CF transmembrane conductance regulator (CFTR), RefSeqGene (LRG_663) on chromosome 7

9.  WHAT DOES THE ENCODED PROTEIN DO IN THE BODY? 

The encoded protein functions as a chloride channel, making it unique among members of this protein family, and controls ion and water secretion and absorption in epithelial tissues.

10.  FOR WHAT DISEASE IS A MUTATED FORM OF THIS GENE RESPONSIBLE? 

Mutations in this gene cause cystic fibrosis, the most common lethal genetic disorder in populations of Northern European descent.

11.  ON WHAT CHROMOSOME IS THE GENE LOCATED? 

Chromosome 7

12.  Scroll to the first described sequence that does not have 100% Query Cover. WHAT ORGANISM IS THE SOURCE OF THIS DNA?

Olive baboon

13.  HOW MANY GAPS OCCUR BETWEEN THE TWO SEQUENCES (THE ONE YOU SUBMITTED AND THE FIRST ONE THAT HAS < 100% QUERY COVER)? 

2/198

14.  WHAT IS A GAP IN SEQUENCE ALIGNMENTS?

When one or more amino acid residues have been deleted from the sequence  (1.)

15.  STATE WHAT THE FOLLOWING GENE IS:  NC_045512.2

Severe acute respiratory syndrome coronavirus 2 isolate Wuhan-Hu-1, complete genome

16.  SCROLL DOWN THE LIST BELOW THIS SEQUENCE.  THERE ARE MANY SEQUENCES THAT LOOK SIMILAR.  CAN YOU DETECT WHAT IS DIFFERENT ABOUT THE OTHER SEQUENCES?

The only difference I see is the accession numbers and the query coverage percentage.

17.  WHAT IS cDNA?

Complementary DNA

18.  USING THE SAME PROGRAM YOU USED IN THE INTRODUCTION TO BLAST ABOVE, WHAT IS THE SEQUENCE MATCH?

Human beta hemoglobin

19.  HOW MANY 5’ TO 3’ FRAMES DID YOU OBTAIN? 

3

20.  BASED UPON THE LENGTH OF THE POLYPEPTIDE, WHICH FRAME(S) IS (ARE) MOST LIKELY THE CORRECT ONE?

Frame 3, ICF-HNCVH-QPQTDTMVHLTPEEKSAVTALWGKVNVDEVGGEALG

21.  DO YOU SEE ANY DIFFERENCES BETWEEN THE TWO AMINO ACID SEQUENCES? 

There is a difference at 380 and 783

22.  WHY WOULD DIFFERENCES BE IMPORTANT AND POSSIBLY CLINICALLY USEFUL?

Differences in amino acids in these sequences could mean a difference in proteins and mutations or even species.

23.  WHAT IS THE PROTEIN THAT YOU WERE ANALYZING?

Fibroblast growth factor receptor that is in both humans and chimpanzees

24-25.  REFLECT ON ONE THING YOU ALREADY KNEW, AND ONE THING THAT YOU LEARNED FROM DOING THIS ASSIGNMENT.

Something I already knew was how severe a malignant mutation can be in a single chromosome. Something I did not realize was truly how close humans and various ape/monkey species are. I knew we were close, but just never thought about how close.

1.  Sequence alignment: scores, gaps and gap penalties. https://proteinstructures.com/Sequence/Sequence/sequence-alignment.html

Lac Operon

Draw and describe the regulation of the Lac Operon in the following situations.

With lactose absent, the repressor binds to the operator and blocks the RNA polymerase from binding to the promoter and prevents transcription.

When lactose is present, the lactose binds to the repressor, releasing it from the operator. The RNA polymerase is able to bind to the promoter and allow transcription to begin.

The catabolic activator protein (CAP) binds to the CAP site before the promoter. Cyclic AMP (cAMP) binds to the CAP to signal low glucose levels, or “hunger.” When glucose is absent, the cAMP levels are high and keeps the CAP active.

In the absence of glucose, the CAP site will be active. When lactose is present while glucose is absent, the active CAP allows the RNA polymerase to attach to the promoter and for the repressor to release from the operator to allow transcription. This regulation affects the transcription and translation phases and controls whether the lac Z, Y, and A genes will be expressed. This is a key function for glycolysis since glucose and lactose can
both be used as an energy source.

Writing Assignment 6

Write a Personal Statement.

Over the course of my time at Old Dominion University, I have had a lot of second thoughts about what I would like to do after getting my bachelor’s degree. I started out as a physics major because I fell in love with astronomy at Tidewater Community College. I planned to become an astrophysicist and transfer out of state to pursue a doctoral degree. While at ODU, I also planned to get a minor in computer science to aid me in the future.  Unfortunately, at least right now, that is not the path for me.  I could not hold my own in the coursework, so I decided to change majors.

            Biology and chemistry were other fields I enjoyed in STEM and played into my interests, so I decided biology would be a better fit for me in the long run. There are many fields I could get into with a bachelor’s in biology that I am interested in doing, such as dermatology, creating makeup, pharmacology, and genetic testing. All of these come from different obstacles I’ve dealt with in my life. Of course, the creation of makeup is a more frivolous endeavor, being a makeup artist, but pairing that with dermatology would allow me to find new formulas in cosmetics and skincare, and possibly start my own line of products.

             Pharmacology and genetic testing would also pair together as well as I’ve been fighting to find medications that work for me and I know others are equally tired of trial and error with medications. Dealing with chronic depression, anxiety, insomnia, ADHD, and chronic pain has been a large obstacle for me to overcome, especially in the last few years. I want to be able to not only help my own diagnostics and treatments but for others who can’t seem to find balance or relief. Being tested for which medications I can metabolize and which genes play a factor in pain tolerance has been a big help, but there’s still more information waiting to be found. I would genuinely love to help be a part of this type of research and development to make the tests more accurate and more accessible to people.

            Even though these are some great fields to enter, I still don’t have a plan. Granted, these areas of interest would benefit me and my own struggle, but is that something I really want to do? Do I want to pursue a graduate’s degree, or do I want to stick with the degree I already have? What do I want to do with my life?

            The answer is: I don’t know. I’ve never had a plan for my life; no dreams to chase, no goals to work towards. My teenage self screams through my subconscious to make a career in the music industry, whether it be production, management, music therapy, music journalism, or even an event photographer. I haven’t grown out of these fantasies of being lost in the world that shaped my life. With the threat Covid-19 places on the music industry, finding creative solutions to live events for musicians who rely on touring would be paramount.

            What I want to do with my life, my career, and my education is still in the wind. I don’t find that it’s necessarily a bad thing, it just means I have many open doors in front of me. I can move up the chain and enter a graduate program or I can start a second degree. I can even take what I have and run with it until I make a decision. I can settle. Being an older student has taught me that timeframes aren’t important. They don’t define my success in school nor in life. I still have time to decide what I really want to do and not pressure myself into a career that won’t give me a sense of accomplishment or purpose. Whatever choice I make, I’ll have ODU to turn to.