Disease and Immunity Assignment Sample

Explore this Assignment Help UK sample in Health, Nursing and Social Care, featuring detailed analysis of disease, immunity, and case studies.

This assignment consists of two tasks.

Task 1 – Workbook and Case Study Analysis (AC2.1, 2.4, 4.2, 4.3, 4.4, 5.1, 5.2)

This task requires you to respond to questions including some about a variety of case studies. It includes questions requiring short answers and some where you will need to explain your answer in the context of the case study information. There are also questions where you will need to draw or annotate diagrams.

Task 1 guidance:

• The word limit for the workbook is 1500 words.
• You need to be succinct in your answers while also achieving the depth of information required.
• Where a long written response is required, you should write in paragraphs.
• Where you use information or facts from a source such as a textbook or website, your sources should be referenced in-text and in a bibliography, following the conventions of the Harvard style. The bibliography is excluded from the word limit.

Task 2 – Test (AC 1.1 2.2, 2.3, 3.1, 3.2, 4.1)

End of unit test (‘closed-book’) of 1.5 hour duration on the body’s defence mechanisms. The test will take place on [04/04/2025] at [01:30 pm].

The test conditions can be found at the end of the brief. The amount of space given for answers is an indication of the expected length of your answer, where applicable minimum word counts will be given.

Submitting your assignment

Draft submission

What can be submitted as a draft: Task

1. Deadline for draft submission:

Final submission

How to submit your work:

Naming your file: Your name – Disease and Immunity – Task 1 workbook

Test rules and procedures (task 2)

• Arrive for the test early. If you arrive after the test has started, you will not be permitted to enter the test room as it would disturb your fellow learners.
• Mobile telephones must be switched off and placed out of reach.
• You will be provided with a question and answer booklet.
• You are permitted to use some pens, pencils, a ruler and a rubber. You may have a bottle of water on your desk.
• All your other personal belongings need to be left at the front of the room away from the desks. You are not permitted to bring any notes into the test.
• Once the test has started you must not communicate with anyone except the invigilator. If you need to communicate with the invigilator, you should raise your hand and wait for her/him to come to you.
• You need permission from the invigilator to leave the test room (e.g. to go to the toilet). If you leave the room then you may not take the question paper or your answer booklet with you. If you leave without permission then you will not be permitted to re-enter the test.
• You should not leave your desk until all your papers/scripts have been collected. You should not speak to your peers until you have left the test room.
• Any learners found to have broken the rules of test will have their scripts automatically invalidated. This means that you will have to undertake a resubmission test.

Preparing for the test

• Make sure that you have read the assessment criteria (1.1, 2.2, 2.3, 3.1, 3.2, 4.1) and grade guidance so that you know what to revise and what is expected from your answers.
• If you normally need to be contactable by phone, ensure that those who may contact you are aware of the times that you will be in the test and will not have access to your phone.
• If you require special conditions for sitting tests (e.g. extra time), inform your tutor by [DATE] so that they can confirm whether you are eligible for these accommodations and make appropriate arrangements

Learner’s notes and reflection

Unit specification
Learning outcomes	Assessment criteria
This is what you will learn on the unit.	This is what you must be able to demonstrate that you can do in your assignment in order to achieve the unit.
The learner will:	The learner can:
1. Understand a variety of diseases, disorders, syndromes, and conditions.	1.1. Differentiate between diseases, disorders, syndromes, and conditions giving examples of each.
2. Understand pathogens and how they cause disease.	2.1. Explain the characteristics of bacteria and viruses that make them pathogens. 2.2. Explain how the body tries to prevent pathogenic entry into the body. 2.3. Evaluate factors that affect the efficiency of the body’s first line of defence. 2.4. Explain how pathogens spread between people.
3. Understand defensive functions of the blood.	3.1. Explain the process of blood clotting as a defence function. 3.2. Explain phagocytosis as a defence mechanism.
4. Understand immunity in humans.	4.1. Interpret antigen/antibody interactions. 4.2. Explain natural/acquired immunity and active/passive immunity. 4.3. Explain the basis of immunisation and evaluate its efficacy in a range of contexts. 4.4. Explain essential differences between humoral and cellular responses as shown by B-lymphocytes and T-lymphocytes.
5. Understand the inheritance of genetic diseases	5.1. Describe two examples of genetic diseases, one caused by a dominant gene, the other by a recessive gene. 5.2. Explain how these diseases are inherited, and the chance of a baby inheriting the disease in each case.

Grading standards

Merit
Grading standard	What this means in the context of this assignment
GS1: Knowledge and Understanding
The student, student’s work or performance: generally demonstrates the ability to apply knowledge appropriately in a given context showing depth of knowledge in responding to the demands of the unit, with a very good understanding and use of: • facts • theories	• Your responses to the tasks will generally be well developed, containing information that is generally relevant to the demands of the task. • In Task 1, your response to the three case studies will generally demonstrate a depth of understanding in how the theory of immunisation is applied in health practices. • In Task 2, most of your responses to the more routine questions will be correct, and those to the more  challenging questions will demonstrate some  understanding of the relationship between given facts or data and the relevant theories.  • You will make use appropriate source material to find your information and you will not just copy facts from your wider reading but will generally relate the information that you have found to the question that you are asked to answer.
GS2: Subject Specific Skills
The student, student’s work or performance: generally demonstrates an ability in selecting and using skills as required by the unit, with very good levels of: • insight • interpretation	• In task 1 your analysis of the scenarios and case studies will be generally insightful and reflective of professional practices in healthcare. Where relevant, some use of data will be made to support explanations given. • The graph in the exam for task 2 will be interpreted accurately and will be linked to your descriptions and explanations.
GS3: Transferable Skills
The student, student’s work or performance: demonstrates very good communication and/or presentation skills evidenced by the use and/or selection of: • format • grammar and generally adheres to academic and professional conventions in use of specialist language and format in  responding to the instructions set out in the assignment brief.	• Your written work will generally be clear and succinct, with your ideas ordered logically.  • Your work needs to have an academic tone and Tasks 1 will be referenced using the Harvard System. • A bibliography will show the range of resources you have used, including resources that you have sourced yourself. • The word count (+/-10) will be adhered to on most of task 1.  • Images and drawings will be clearly labelled and be applicable to the assignment.  • Throughout your work, you will generally use medical and scientific terminology in the correct context.

Distinction

GS1: Knowledge and Understanding
The student, student’s work or performance: consistently demonstrates the ability to apply knowledge appropriately in a given context showing depth of knowledge in responding to the demands of the unit, with an excellent understanding and use of: • facts • theories	• Your responses to the tasks will be well-developed, containing information that is consistently relevant to the demands of the task. • In Task 1, your response to the three case studies will demonstrate a depth of understanding in how the theory of immunisation is applied in health practices, including why immunisation is vital in controlling disease in the human population. • In Task 2, your responses to the more routine questions will be correct, and those to the more challenging questions will demonstrate a depth of understanding of the relationship between given facts or data and the relevant theories.  • You will make use of appropriate source material to find your information and you will consistently relate the information that you have found to the question that you are asked to answer.
GS2: Subject Specific Skills
The student, student’s work or performance: consistently demonstrates an ability in selecting and using skills as  required by the unit, with excellent levels of: • insight • interpretation	• In task 1 your analysis of the scenarios and case studies will be fully accurate. Appropriate data will have been selected, and used, to effectively and fully justify the choice made for type of immunity gained.  • In task 2, your analysis of the provided data will be detailed, insightful and explained in the context of relevant theory.
GS3: Transferable Skills
The student, student’s work or performance: demonstrates excellent communication and presentation skills evidenced by the use and selection of: • format • grammar and consistently adheres to academic conventions in use of  technical/specialist language and format in responding to the  instructions set out in the assignment brief	• Your written work will have an academic tone throughout, be clear, succinct and coherent, with your ideas ordered logically so that your work is fluent and easy to follow. • In-text citation and the reference list for task 1 will consistently conform to the conventions of the Harvard Style. Use of a wide range of relevant academic resources will be evidenced.  • Where images and diagrams are provided, they will be clearly labelled, applicable and integrated throughout the assignment.  • Your work on task 1 will not exceed the stated word count by more than 10%. • You will use scientific terminology extensively and in the correct context.

Achievement of the assessment criteria (first submission)

The assessor must indicate in this section if each assessment criterion (AC) has been achieved. It is strongly recommended that the assessor also annotates the work to indicate where they have judged the AC to be met.  The comments section can be used to provide a justification of where the AC were identified as met if the work could not be annotated, or where the assessor needs to justify a decision of non-achievement or achievement demonstrated through submission of multiple pieces of evidence.

Resubmission

A resubmission is set if the first submission was submitted on time but one or more assessment criteria were not achieved. Grading does not take place until all assessment criteria are achieved. If the original submission was late or the learner’s resubmission does not meet the assessment criteria then the only opportunity for achievement of the unit is through a referral granted by the external Centre Moderator. This will be documented on separate referral paperwork.

Resubmission task(s)

• The assessor should specify which AC are linked to each task
• It is expected that the resubmission task will be different from the original task
• The tasks should be commensurate with the degree of non-achievement

Resubmission feedback

• The assessor should specify if each of the AC covered by the resubmission have now been met
• If the learner has achieved the unit then the work can be graded. Resubmissions submitted late are capped at a Pass.

Grading The unit is graded once all assessment criteria have been achieved. A grade of Pass, Merit or Distinction is awarded against each grading standard in line with the components and guidance set out in the assignment brief. The overall grade for the unit is determined as the midpoint of the three grading standards grades. The overall grade for all grade profile combinations can be found in the QAA Grading Scheme Handbook Section C.

Grading standard	Grade awarded	Justification for grade awarded
GS1: Knowledge and understanding
GS2: Subject specific skills
GS3: Transferable skills

Areas for development

The assessor should provide feedback on how the learner can improve for future assignments

2.1 Explain the characteristics of bacteria and viruses that make them pathogens.
2.2 Explain how pathogens spread between people.
3.1 Explain natural/acquired immunity and active/passive immunity.
3.2 Explain the basis of immunisation and evaluate its efficacy in a range of contexts.
3.4 Explain essential differences between humoral and cellular responses as shown by B lymphocytes and T-lymphocytes.
4.1 Describe two examples of genetic diseases, one caused by a dominant gene, the other by a recessive gene.
4.2. Explain how these diseases are inherited, and the chance of a baby inheriting the disease in each case. Complete the workbook with your answers.

Q1. Define the term “pathogen” and explain how both viruses and bacteria fit this definition. (AC2.1)

Pathogens are microorganisms that cause disease in the host (Soni et al. 2024). They are bacteria, viruses, fungi, or parasites capable of invading the body, avoiding the immune system, and disrupting normal physiological functions.

Characteristics of Bacteria as Pathogens

Bacteria are single-celled prokaryotic microorganisms that can multiply independently through function binary fission. However, pathogenic bacteria cause disease by: Choking: For example, the Clostridium botulinum produces botulinum toxin that causes botulism. Pathogenesis of tuberculosis involves the invasion of lung tissue and the development of tuberculosis.

Secretion of polysaccharides: Some bacteria, like Streptococcus pneumoniae, produce polysaccharides to escape immune detection.

Characteristics of Viruses as Pathogens Infectious agents are acellular and require a host cell to replicate. They do not have a cellular structure and cannot carry out metabolic processes on their own as bacteria do. They cause disease by: Enter host cells, hijacking host cells: Viruses like the influenza virus exist and have evolved to enter host cells, and use their machinery to replicate, then kill the cells themselves.

Causes an excess immune response: Some viruses, like SARS-CoV-2, cause an excess immune response and inflammation which damages your delicate organs and tissues (Barber and Fitzgerald, 2024). Some viruses, including Herpes simplex, can lie dormant in the body and then reactivate.

Q3. A sudden outbreak of a respiratory virus occurs in a densely populated city. Explain the possible routes of transmission for this virus and propose public health interventions to limit its spread. (AC2.4)

Possible Routes of Transmission

A respiratory virus in a heavily populated city can get transmitted by a variety of mechanisms:  Tiny droplets or aerosolised virtual particles can remain suspended for some time in the air, and people can be exposed by breathing them in (Wang et al., 2021). Examples are measles and COVID-19. Larger Respiratory Droplets Expelled from an Infected Person who Coughs, Splits or Talks Can Be Inhaled by Persons Close By (within 1 – 2 meters).

Example: Influenza, SARS-CoV-2. Fomite transmission (surface contact): The virus survives on surfaces such as door handles, public transport seats, and shared objects. Infection can occur if someone touches a contaminated surface and touches their mouth, nose, or eyes. Shaking hands, hugging, or touching an infected person can spread the virus. Faecal-oral transmission (less standard for Respiratory Viruses): Some respiratory viruses can be found in the faeces and spread through poor sanitary conditions and impaired water. Examples are enteroviruses (Wang et al., 2021).

Public Health Interventions to Limit Spread

1. Reducing Transmission in Public Spaces

Crowd Management: Order the congregants to be placed at a distance of no more than 6 feet and to wear masks. Promoting regular handwashing with soap in high-traffic areas is known as hand hygiene. Increase the frequency of public transport, offices, schools and marketplaces cleaning.

2. Social Distancing and Movement Restrictions

Work-from-home policies: Promote remote work to decrease workplace transmission. Restricted High-Risk Areas: Admission is restricted to people in crowded areas such as malls, stadiums, schools, and others. Quarantine and Isolation: Isolation of infected people to prevent further spread. Exposure of people to the virus (specified period of 7–14 days).

3. Medical and Healthcare Measures

Break the chain of spreading: by rapid testing and tracing of who has been close to someone, and to help prevent the spread of the virus. Healthcare Sector with Military Support: Military personnel should be used to build and protect hospitals and to maintain reserves of healthcare staff. Immunisation Campaigns: If a vaccine exists, immunise high-risk populations (elderly, immunocompromised, healthcare workers).

4. Public Awareness and Government Policies

Use media, social platforms, and public broadcasts to educate citizens on symptoms, transmission, and prevention (Tang et al., 2020). If necessary, implement border controls, testing at the airports, and travel bans. Legislation and Compliance: Enforce fines for non-compliance with quarantine or mask mandates if necessary.

Q4. A patient is diagnosed with a bacterial infection that has become resistant to multiple antibiotics. Explain how genetic mechanisms in bacteria could lead to this resistance and discuss how this resistance might influence the pathogen’s ability to spread and cause disease. (AC 2.4)

Genetic Mechanisms

Leading to Antibiotic Resistance Genetic mutation and horizontal gene transfer by bacteria cause the development of antibiotic resistance in such bacteria, which helps them overcome the action of antibiotics. One of the key mechanisms is spontaneous mutation, in which random changes in the DNA of the bacteria result in modifications in the sites of the bacterium, requiring them to become less effective (Watford and Warrington, 2023).

In some cases, the activity of efflux pumps leading to active removal of antibiotics from the bacterial cell before they can act is increased. Bacteria can also change their metabolic pathways so they are not affected by the antibiotic’s action, enabling them to keep growing even in the presence of the drug. Bacteria also gain resistance in another significant way through horizontal gene transfer. This process is done through conjugation, transformation, and transduction.

Plasmids bearing resistance genes transferred between cells, either directly or indirectly, by a pilus connection are said to be conjugating (Watford and Warrington, 2023). Bacteria can absorb resistance genes from their encompassing environment via transformation, and through transduction, resistance genes are transferred between bacterial cells with the help of bacteriophages (viruses that infect bacteria).

Impact of Antibiotic Resistance on Pathogen Spread and Disease Antibiotic resistance allows bacteria to remain alive, spread, and become even more likely to cause disease. As conventional treatments are ineffective, being located in the body longer, resistant bacteria have a better chance to travel from person to person, on contaminated surfaces or in medical environments (Ranveer et al., 2024). Mainly, HAIs (healthcare-associated infections) due to resistant bacteria, for instance, methicillin-resistant Staphylococcus aureus (MRSA,) can spread rapidly among patients with weakened immune systems stay in hospitals. Strategies to Combat Antibiotic Resistance Several strategies must be used to address the growing threat of antibiotic resistance.

Antibiotic stewardship programs involve prescribing and using antibiotics to prevent overuse. Combining antibiotics can also prevent bacteria from becoming resistant to multiple antibiotics (Batchelder, Hare and Mok, 2023). Interest in alternative treatments is also increasing as research has been conducted into phage therapy, wherein bacteriophages treat bacterial infections.

Q5. Case Study Analysis (AC 4.2, 4.3, 4.4)

For each of the 3 scenarios given state whether the immunity gained is active or passive, and natural or acquired. Explain your choice and, with reference to the cell types involved, explain how immunity is gained is each scenario. Where relevant use data and images to support your explanation. [Word count – 600 words]

Case study 1: Sayeed has a new baby and has received the vaccination schedule from the GP, which includes the MMR. Sayeed is nervous about giving his new infant the vaccination as it uses attenuated forms of the three viruses and asks the GP whether it is essential. Explain to Sayeed why the MMR is important and evaluate the effectiveness of the vaccine. Sayeed worries about the MMR vaccine, which contains attenuated (deactivated) measles, mumps, and rubella viruses (Batchelder, Hare and Mok, 2023). This acquired immunity is active and acquired since the vaccine activates the body’s own immune system to cause a longer-lasting immune response against these viruses. The vaccine introduces healthy but weakened viruses that cannot cause disease but trigger the immune response. The immune system identifies it as foreign, and the B and T lymphocytes respond. B lymphocytes also make memory B cells and antibodies, and cytotoxic T cells of T lymphocytes help destroy infected cells (Marshall et al., 2018). Memory cells that cause an immune system to respond much faster and more effectively when a vaccinated person is later exposed to the actual measles, mumps or rubella viruses. The MMR vaccine has been extensively studied and is very effective.

According to data from the World Health Organization (WHO), the MMR vaccine provides approximately 97% protection against measles, 88% protection from mumps, nearly 97% protection from rubella, and some protection against the RS virus (CDC, 2021). Achieving herd immunity to these diseases depends also on the vaccine, which reduces the spread of these diseases in the population.

Case study 2: Ivana is a primary school teacher and her class has suffered an outbreak of chicken pox (varicella). Ivana notices that a number of the children who have previously suffered from chicken pox do not catch the infection during this outbreak. Explain this observation. Ivana notes that most children who have chicken pox do not get reinfected during an outbreak. Natural active immunity is gained after an individual is infected with the varicella-zoster virus and thu,s this prevents reinfection of the person. The B lymphocytes are activated by a person’s immune system when they contract chicken pox and produce antibodies against the virus (Ansari et al., 2020). At the same time, infected cells are eliminated through the action of T helper cells, as well as cytotoxic T cells. Once cleared, the memory B and T cells reside in the immune system to respond if the virus is met again. However, this immunity is usually lifelong, so not everyone gets chicken pox more than once. The memory cells allow the immune system to quickly remember and neutralise the virus during a repeat infection to prevent reinfection. The varicella-zoster virus often settles in nerve tissues and later activates in shingles (herpes zoster) when immunity wanes (Gerada et al., 2020).

Case study 3: Jo is pregnant with her first child and has been offered the influenza vaccine to protect her unborn baby in the first six months after it is born. Explain why this would be effective for the baby. Jo has been offered the influenza vaccine to protect her unborn baby in the first six months after the baby is born. Passive acquired immunity refers to the antibodies being passed, not produced, in the baby from the mother’s immune system. Passing maternal antibodies through the placenta is possible by placental immunoglobulin G (IgG) transfer during pregnancy. The antibodies the newborn gets from these antibodies provide temporary protection against influenza during the first few months of its life when its immune system is in its early stages of development. The influenza vaccine stimulates Jo’s immune system to make antibodies against the influenza virus (Fattinger, Sellin and Hardt, 2021).

These antibodies are then passed on to the baby before birth. When the baby is delivered, however, he or she may continue to benefit from further protection through breast milk, which contains immunoglobulins, such as IgA, which helps protect the respiratory and gastrointestinal tracts. Immature immune systems are very vulnerable to infections, and such is the case of newborns. Results show that infants born to vaccine mothers have a 50–70 percent reduced risk of an influenza infection within the first six months of life compared with infants whose mothers were not vaccinated. Maternal vaccination also decreases the chance of newborns developing severe complications like hospitalisation and respiratory distress (Gerada et al., 2020)

Q6. Compare and contrast Huntington’s disease with cystic fibrosis, describing the genetic basis and symptoms of each. (AC5.1)

Huntington’s Disease

Huntington’s disease is a dominant genetic disorder, and a person only needs one copy of the mutated gene to develop the condition. The mutation occurs due to an excessive number of CAG (cytosine adenine guanine) repeats in the HTT gene on chromosome 4, resulting in the making of an abnormal huntingtin protein that causes degeneration of nerve cells in the brain. In about 30 to 50 per cent of cases, the first symptoms show up between ages 30 and 50 (Ansari et al., 2020). These include progressive movement disorder (uncontrollable jerking and muscle rigidity) and cognitive decline, as well as the psychiatric problems of depression, anxiety, and personality change. It is not curable; the disease gets worse over time and inevitably results in devastating disability and premature death.

Cystic Fibrosis Cystic fibrosis is a recessive genetic disease, which means that one copy of the CFTR gene (allele) was inherited from each parent. Still, one also has an incorrect (alternate) allele at the other CFTR gene position. The faulty chloride ion channel produced by the mutation in the CFTR gene on chromosome 7 leads to a build-up of thick and sticky mucus in the lungs, digestive system and other organs. Chronic lung infections, trouble breathing, poor weight gain or abdominal enlargement and digestive problems because of pancreatic insufficiency symptoms are seen (Ansari et al., 2020). The treatment consists of treating symptoms, such as respiratory therapy and enzyme replacement, but there is no cure.

Key Differences Cystic fibrosis is recessive, whereas Huntington’s disease is dominant. Cystic fibrosis mainly affects the respiratory and digestive systems, while Huntington’s is an ailment of the nervous system (Reznikov, 2017). Whereas symptoms of both conditions do not appear until later in life, symptoms of cystic fibrosis present from birth.

Q7. Maria and her husband are both over 40 years old and expecting their first child. They have been told there is a high likelihood of the baby inheriting a genetic disorder such as the two described in Q6. Explain how each of these diseases are inherited, stating the chance of the baby inheriting the disease in each case. You should use punnett square diagrams to explain your answer. (AC 5.2)

Figure 1: Cystic Fibrosis (Recessive)

(Source: Created from DRAW io)

Huntington’s disease is a dominant genetic disorder in humans and only requires an individual to have one copy of the HTT gene variant to develop the disease. The chances of Huntington’s disease (Hh) in one parent (Hh) and unaffected (hh) parent is a 50% chance they are receiving Huntington’s disease and a 50% chance of not receiving the disease. If either parent has Huntington’s (Hh), there is a 50 per cent chance that the baby will inherit the disease, and in the other cases, the chance is 25 per cent. Cystic fibrosis is a recessive genetic disorder. This means the person has to inherit two copies of the deficient CFTR gene to get the disease.

If parents are both carriers (Cf), the baby has a 25% chance of being afflicted with cystic fibrosis (CfCf), a 50% chance of being a carrier (CFCf) and a 25% chance of being normal (CFCF). If only one parent is a carrier, the baby does not inherit the disease but will be a carrier with a 50% chance of becoming a parent who carries it himself (Reznikov, 2017). 1.1. Differentiate between diseases, disorders, syndromes, and conditions giving examples of each. 2.2 Explain how the body tries to prevent pathogenic entry into the body 2.3 Evaluate factors that affect the efficiency of the body’s first line of defence 3.1 Explain the process of blood clotting as a defence function 3.2 Explain phagocytosis as a defence mechanism  4.1 Interpret antigen/antibody interactions The test is set under the following conditions:

Date and time of test	[04/04/2025] at [01:30 pm]
Length	1.5 hours
Resources permitted or provided	Permitted: Pen, pencil, rubber, ruler  Provided: question and answer booklet
Resources not permitted	Mobile phones or any other electronic equipment

Learner declaration By undertaking this examination and signing below, I confirm that: I have complied with the conditions of the examination. I have not brought into the exam any materials that would assist me in answering the exam, unless permitted under the conditions of the examination. I will not remove the exam paper from the examination room at any point. I will not have access to my mobile phone or other electronic device during the exam. I have not copied the work of my peers.

Learner name:
Signed by learner:
Date:
Allowances: (to be completed by tutor if any deviations from the stated exam conditions were permitted).

References

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• Watford, S. and Warrington, S.J. (2023). Bacterial DNA Mutations. [online] PubMed. Available at: https://www.ncbi.nlm.nih.gov/books/NBK459274/.