Module 3: Testing

As Tash’s fever persists, Ray and June become increasingly concerned about their friend’s health, especially after visiting the nurse’s office and researching COVID-19 online. The trio decides to seek care for Tash, but a debate breaks out about whether Tash should visit the Emergency Room, call a doctor by phone, or visit a walk-in clinic. Ultimately, the kids decide to call Tash’s pediatrician, who sets up a telehealth visit. Upon seeing Tash, the pediatrician decides to have him tested. However, Tash, Ray, and June learn that they may have to wait days before the results will return! He will need to remain in isolation until the test results are back. Why is it so important to get a test? What kinds of tests are there? How does the testing for COVID-19 work?

• Provide evidence in support of the importance of widespread testing, even for asymptomatic people.
• Compare and contrast the differences between molecular, antigen, and antibody (serological) tests.
• Present an argument or counter-arguments based on data and evidence about the claim that detecting viruses in people is challenging.
• Use data as evidence to make a claim that detecting viruses in people is difficult to prove.
• Compare and integrate sources of information presented in different media in order to address the scientific question: What are the molecular differences between SARS-CoV-2 and human cells?
• Describe the molecular differences between SARS-CoV-2 and human cells.
• Develop and use a model to illustrate how specific features of SARS-CoV-2 RNA are detected.
• Draw and use a model to explain a process that amplifies SARS-CoV-2 genetic material to make detection more sensitive.
• Develop and use a model to illustrate how specific features of SARS-CoV-2 proteins are detected.