INSTRUCTOR S GUIDE AND TEST BANK MICRO BIOLOGYtestbankscafe.eu/sample/Test Bank for Microbiology An...

INSTRUCTOR’S GUIDE AND TEST BANK

MICROBIOLOGYAN INTRODUCTION

TENTH EDITION

Christine L. CaseSKYLINE COLLEGE

Benjamin Cummings

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Instructor’s Guide Contents

Preface vIntroduction viiMenu à la Laboratoire xxv

Chapter 1 The Microbial World and You IG-1Chapter 2 Chemical Principles IG-9Chapter 3 Observing Microorganisms Through a Microscope IG-17Chapter 4 Functional Anatomy of Prokaryotic and Eukaryotic Cells IG-23Chapter 5 Microbial Metabolism IG-33Chapter 6 Microbial Growth IG-43Chapter 7 The Control of Microbial Growth IG-51Chapter 8 Microbial Genetics IG-59Chapter 9 Biotechnology and Recombinant DNA IG-69Chapter 10 Classification of Microorganisms IG-77Chapter 11 The Prokaryotes: Domains Bacteria and Archaea IG-85Chapter 12 The Eukaryotes: Fungi, Algae, Protozoa, and Helminths IG-95Chapter 13 Viruses, Viroids, and Prions IG-105Chapter 14 Principles of Disease and Epidemiology IG-113Chapter 15 Microbial Mechanisms of Pathogenicity IG-123Chapter 16 Innate Immunity: Nonspecific Defenses of the Host IG-131Chapter 17 Adaptive Immunity: Specific Defenses of the Host IG-139Chapter 18 Practical Applications of Immunology IG-147Chapter 19 Disorders Associated with the Immune System IG-155Chapter 20 Antimicrobial Drugs IG-163Chapter 21 Microbial Diseases of the Skin and Eyes IG-171Chapter 22 Microbial Diseases of the Nervous System IG-179Chapter 23 Microbial Diseases of the Cardiovascular and Lymphatic Systems IG-189Chapter 24 Microbial Diseases of the Respiratory System IG-199Chapter 25 Microbial Diseases of the Digestive System IG-209Chapter 26 Microbial Diseases of the Urinary and Reproductive Systems IG-221Chapter 27 Environmental Microbiology IG-229Chapter 28 Applied and Industrial Microbiology IG-241

Answers to Multiple-Choice Questions IG-247Test Bank following p. IG-248

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Preface

There is no substitute for an instructor’s interaction with students, and your presence stimulates a stu-dent’s enthusiasm for learning. This Instructor’s Guide for Microbiology: An Introduction, Tenth Edition, pro-vides some new ideas and reinforcement for teaching your course. If you are just beginning to teachmicrobiology, this guide can provide a framework for developing your course.

This guide is divided into three sections. The first section, Introduction, includes several alternativecourse outlines for use with Microbiology: An Introduction, Tenth Edition. This section lists sequences oftopics and pertinent pages in the text for presenting microbial diseases by etiology (taxonomic group),portal of entry, or method of transmission.

The second section contains chapter notes, for each chapter, that include six subsections: LearningObjectives, New in This Edition, Chapter Summary, The Loop, Answers, and Case Study. The LearningObjectives section provides an overview of the chapter contents. They are the same as the objectives inthe text, and they are correlated to the Check Your Understanding questions in the text. The scope of eachchapter is highlighted in Chapter Summary. Cross-references to other chapters are listed in The Loop.

For many users of the Ninth Edition, changes and additions new to this Tenth Edition are highlightedin the section New in This Edition. Answers to the study questions in the text follow the Chapter Sum-mary. These answers are brief but should be sufficient to provide you with insight regarding the intentin asking particular questions. Answers to the Critical Thinking and Clinical Applications questions arenot included in the Answers section of the main text and will not be posted on The Microbiology Place(www.microbiologyplace.com) website, so you can use these as homework or test questions if you wish.Answers to the case histories discussed in the Disease in Focus boxes in Chapters 21 through 26 are alsoprovided. The Case Studies require analysis and application of new information; additionally, manyrequire quantitative analysis. In Microbiology for Allied Health at Skyline College, we make selected casestudies available for extra credit. The students can choose one or two to turn in. Many are suitable foruse as essay questions on tests; however, keep in mind that students will need time to think through theproblem. The Microtriviology exercise (Chapter 11) can be used to encourage students to use referencematerials such as Bergey’s Manual. The answers to the multiple-choice questions for all 28 chapters closeout this section.

The third section, Test Bank, contains objective test questions with answers provided. You can repro-duce the tests and use them directly from the guide to test students’ recall and understanding of mate-rial presented in the text. The Test Bank also provides essay questions or analytical problems for eachchapter.

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Introduction

The First DayThe first day of a semester is hectic. Introductory remarks on regulations, requirements, and grading areneeded; roll must be taken; and students are adding and dropping classes. Generally, the first day is nota good day to present material on which students will be tested.

I begin my class by distributing the course syllabus and explaining it. Then I show (PowerPoint®)slides for the remainder of the period. Because students are usually unfamiliar with microbiology, slidescan introduce the subject with pictures of representative organisms, laboratory cultures, and environ-mental and industrial applications. A discussion of food and agriculture generates an awareness of theimportance of microbiology.

Course content can emphasize general microbiology with examples and specific details from med-ical microbiology and biotechnology. First-day slides focus on ecology and applied microbiology. I some-times give the students study questions that can be answered from the slide narration and Chapter 1.

Educational Technology

Instructor Resource DVD/CD-ROM

The Instructor Resource DVD/CD-ROM organizes instructor media resources by chapter for easy refer-ence and classroom presentation. It includes all figures from the book, with and without labels, in bothJPEG and PowerPoint® formats; all figures from the book with the Label Edit feature in PowerPoint® for-mat; select “process” figures from the book with the Step Edit feature in PowerPoint® format; and alltables from the book. It also offers multimedia features, including Microbiology Animations, Micro-biology Videos, and BioFlix™ Animations; PRS-enabled Active Lecture Clicker Questions; PRS-enabledQuiz Show Clicker Questions; the Instructor’s Guide and Test Bank as editable Microsoft® Word files; anda CD-ROM of the Test Bank in TestGen format.

Additionally, the Instructor Resource DVD/CD-ROM contains PowerPoint® lecture slides written byChristine L. Case. These lecture outlines concisely present the content of each chapter alongside imagesand tables from the text. Instructors can adapt the PowerPoint® slides to their specific course withoutthe need to assemble presentations from scratch.

Instructor’s Visual Guide

The Instructor’s Visual Guide is a black-and-white print supplement showing thumbnails of all imagesavailable on the Instructor Resource DVD/CD-ROM. This allows you to plan lectures even when you areaway from a computer.

Transparencies

Acetate overhead transparencies of 450 full-color figures from the text are available free to instructorswho adopt Microbiology: An Introduction, Tenth Edition.

Transparencies are a useful teaching tool because they accurately illustrate structures or events andeliminate the need to spend time carefully drawing on the chalkboard during a lecture. Moreover, trans-parencies can be used in a fully lighted room so that the students can take notes.

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viii Instructor’s Guide for Microbiology: An Introduction

Copyright © 2010 Pearson Education, Inc.

The use of transparencies copied directly from the text will stimulate the students to use their textas a reference. Additionally, the students will not have to copy the entire transparency but can makenotes in their text or take notes that refer to a specific figure in the text.

Slides

Biological Agents of Disease/HIV Slide Set for Microbiology offers 80 clinical photos of microbes and patholo-gies not seen in the text, covering a broad range of diseases and infections.

Microbiology Place Companion Website (www.microbiologyplace.com)

The Microbiology Place website features simply organized and easy-to-use study and assessment materi-als. This newly organized website features a simple three-step approach for self-study, allowing studentsto take a pre-test (step 1); to learn and practice by using a variety of tools and resources, such as interac-tive tutorials, activities, case studies, microbiology animations and videos, flashcards, glossary, and pro-nunciation guides (step 2); and then to test themselves (step 3) using the website’s gradable chapterquizzes and chapter post-tests, as well as gradable quizzes on the animations and foundation figures.

Suggested Uses for Special Features inMicrobiology: An Introduction, Tenth Edition

Learning Objectives

The objectives at the beginning of each major heading focus the student’s attention on major concepts pre-sented in the text. You may wish to modify the objectives into mastery objectives. To do this, identify theperformance and conditions necessary for the student to show the desired competence.

For example, an additional sentence to Learning Objective 1-7 (“Identify the contributions . . . ”)would define the test conditions. You can tell the students whether they will be expected to identify con-tributions from a list or to write an essay on the historical background of microbiology including con-tributions made by four of these people.

Objective 1-6 (“Compare spontaneous generation and biogenesis.”) should tell the student what testconditions to expect. The student might anticipate writing an essay or making a list to show differencesbetween these theories. Should the student expect to differentiate these concepts by providing support-ing evidence for each concept? Sample questions are sometimes useful to clarify an objective.

You can make additions and deletions to the lists of Learning Objectives to suit your needs.

Check Your Understanding

Check Your Understanding questions, a new feature for the tenth edition, appear at key points through-out the chapters, and highlight important principles and concepts. This feature encourages students toengage interactively with the text and self-assess their understanding of the corresponding LearningObjectives. Instructors can ask these questions in class to reinforce important information.

Study Questions

Four levels of study questions are provided at the end of each chapter. The Review level allows studentsto test their recall of information. The Multiple Choice section includes questions that require recall andquestions that require analysis. The Critical Thinking level provides problems that require knowledgeand reasoning. Actual case histories are included in the Clinical Applications questions. Only the mainanswers to the Review and Multiple Choice questions appear in the Answers section of the text. Answersto all the study questions are provided in this guide.

Study questions can be a basis for class discussion.



INTRODUCTION ix


Clinical Focus

These case studies are descriptions of current events reported in MMWR. Each case study features an areain epidemiology, laboratory identification, or diagnosis. They are written in a question-answer format tohelp students learn how to solve clinical problems.

Title Pathogen PageHuman Tuberculosis—New York City Mycobacterium tuberculosis p. 144Delayed Bloodstream Infection Following Catheterization Pseudomonas fluorescens p. 134Infection Following Steroid Injection Mycobacteria, p. 201

rapidly growingTracking West Nile Virus West Nile Virus p. 223The Most Frequent Cause of Recreational Waterborne Diarrhea Cryptosporidium p. 355Influenza: Crossing the Species Barrier Influenza virus p. 370Nosocomial Infections MRSA p. 422Inflammation of the Eye Pseudomonas p. 444A World Health Problem Measles virus p. 501A Delayed Rash Penicillin allergy p. 531Antibiotics in Animal Feed Linked to Human Disease Campylobacter, Enterococcus p. 577Infections in the Gym MRSA p. 593A Neurological Disease Rabies virus p. 625A Sick Child Francisella tularensis p. 644Outbreak Legionella pneumophila p. 691A Foodborne Infection Salmonella enterica p. 715Survival of the Fittest Neisseria gonorrhoeae p. 751

Mycology and Parasitology

In addition to bacteriology and virology, Chapter 12 provides an overview of mycology and parasitology,and Chapters 21 through 26 include representative diseases. A few examples from mycology and para-sitology can provide students with an introduction to general biological principles as well as broadentheir concept of disease-causing organisms.

The content of your course is determined by you and the other faculty involved in allied health pro-grams. Most health personnel must have some familiarity with a wide range of disease-causing organ-isms. Your state public health department publishes reference material on diseases that occur in yourgeographic area. When discussing mycology and parasitology, I find it useful to refer to organisms thatlocal clinicians have encountered.

Scheduling Topics

The following outline is suggested for a one-semester course. It is based on 45 fifty-minute lectures.

Topic Number of LecturesWelcome and First-Day Business 1The Microbial World and You 1Chemical Principles 3Observing Microorganisms Through a Microscope 1Functional Anatomy of Prokaryotic and Eukaryotic Cells 3Microbial Metabolism 3Microbial Growth 1The Control of Microbial Growth 2Microbial Genetics 3Biotechnology and Recombinant DNA 1Classification of Microorganisms 0.5



x Instructor’s Guide for Microbiology: An Introduction


Topic Number of LecturesBacteria and Archaea 1Fungi 1Protozoa and Algae 1Multicellular Parasites 1Viruses 2Principles of Disease and Epidemiology 0.5Microbial Mechanisms of Pathogenicity 0.5Innate Immunity: Nonspecific Defenses of the Host 1Adaptive Immunity: Specific Defenses of the Host 3Disorders Associated with the Immune System 2Practical Applications of Immunology 0.5Antimicrobial Drugs 1Microbial Diseases of the Skin and Eyes 1Nosocomial Infections 1Microbial Diseases of the Nervous System 1Microbial Diseases of the Cardiovascular and Lymphatic Systems 1Microbial Diseases of the Respiratory System 2Microbial Diseases of the Digestive System 2Microbial Diseases of the Urinary and Reproductive Systems 1Environmental Microbiology 1.5Applied and Industrial Microbiology 0.5

Flexibility

The text is flexible and can be adapted to suit the schedule you prefer. On the following pages, selectedtopics are grouped to assist you in preparing your course outline.

Biotechnology

Introduction pp. 17–18Bioremediation—Bacteria Clean Up Pollution p. 33, 775What Is Fermentation? p. 135Designer Jeans p. 3From Plant Disease to Shampoo and Salad Dressing p. 801Biosensors: Bacteria That Detect Toxic Pollutants and Pathogens p. 780Protection from Bioterrorism p. 649Food Production pp. 797–800Genetic Engineering Chapter 9Industrial Products from Microbes pp. 800–806Alternative Energy Sources pp. 806–808Fermentation Technology pp. 801–804Vaccines pp. 501–506Diagnostics pp. 507–518Immunotherapy p. 538Monoclonal Antibodies pp. 507–509Stem Cells p. 535

Biochemistry

Many instructors do not cover basic chemistry (Chapter 2) as a lecture topic because chemistry is a prerequi-site to their microbiology courses. Some instructors feel that they can incorporate the necessary basic conceptsof chemistry into metabolism and genetics. In either case, Chapter 2 can provide a review for the students.

The following sections deal with the biochemical process in living cells.

Organic Compounds pp. 37–49Microbial Metabolism Chapter 5Microbial Genetics Chapter 8



INTRODUCTION xi


Biochemical Pathways Appendix ABioremediation pp. 33, 775

Control of Microbial Growth

Exponents, Exponential Notation, and Logarithms pp. 171–172, Appendix BMicrobial Growth Chapter 6Plate Counts p. 175, Figs. 6.18, 7.4Most Probable Numbers (MPN) pp. 175, 779–781Control of Microbial Growth Chapter 7Food Preservation pp. 200–201, 794–797Antimicrobial Drugs Chapter 20Antibiotics in Animal Feed Linked to Human Disease p. 577Nosocomial Infections pp. 201, 422, 440, 444

Immunology

Innate Immunity Chapter 16Serum Collection p. 467Complement pp. 463–468Interferon pp. 468–470Transferrins p. 470Antimicrobial Peptides pp. 470–471Adaptive Immunity Chapter 17Hypersensitivities pp. 523–526, 529–531A Delayed Rash p. 531Immunodeficiencies p. 538AIDS pp. 538–548Immune Responses to Cancer pp. 537–538Is IL-12 the Next “Magic Bullet”? p. 493Autoimmunity pp. 532–533Transplants pp. 526–528, 533–537Vaccines pp. 501–506Diagnostic Immunology (Serology) pp. 507–518Immunotherapy p. 538Monoclonal Antibodies pp. 507–509

Epidemiology

Principles of Disease and Epidemiology Chapter 14Mechanisms of Pathogenicity Chapter 15Emerging Infectious Diseases pp. 19–21, 416–418Microbial Diseases of the Skin and Eyes Chapter 21Microbial Diseases of the Nervous System Chapter 22Microbial Diseases of the Cardiovascular and Lymphatic Systems Chapter 23Microbial Diseases of the Respiratory System Chapter 24Microbial Diseases of the Digestive System Chapter 25Microbial Diseases of the Urinary and Reproductive Systems Chapter 26Methods for Taking Clinical Samples Appendix CInfection Following Steroid Injection p. 201Inflammation Following Eye Surgery p. 444Calculating Relative Risk p. 715Biological Weapons/Bioterrorism p. 649

Nosocomial Infections

Nosocomial Infections pp. 204, 413–416, 422, 440Universal Precautions p. 546Methods for Taking Clinical Samples Appendix C



xii Instructor’s Guide for Microbiology: An Introduction


Infection Following Steroid Injection p. 201Inflammation Following Eye Surgery p. 444A Safe Blood Supply p. 727Biofilms pp. 162–163, 440

Diseases Associated with Food and Water

Diseases of the Gastrointestinal System Chapter 25Botulism pp. 616–619Listeriosis pp. 614–615Endotoxins pp. 437–440, 444Exotoxins pp. 435–437Mycotoxins and Algal Toxins pp. 343–344, 729–730

Environmental Microbiology

Microbial Ecology p. 17Biodiversity pp. 325–326, 767Mass Deaths of Marine Mammals Spur Veterinary Microbiology p. 283Life Without Sunshine pp. 773–774Important Activities of Fungi p. 339Roles of Algae in Nature pp. 344–345Biological Insecticides pp. 265, 317Lichens pp. 339–340Slime Molds pp. 351–352Biogeochemical Cycles pp. 768–774Bioremediation: Bacterial Banqueters Attend Oil Spill pp. 33, 775Biosensors: Bacteria That Detect Pollutants and Pathogens p. 780Aquatic Microbiota pp. 776–778Water Pollution pp. 778–782Water Treatment pp. 782–783Sewage Treatment pp. 783–789

Acquired Immunodeficiency Syndrome (AIDS)

Introduction pp. 538–540Incidence, U.S. Fig. 14.4Origin of AIDS p. 540Retroviruses pp. 540–542, Fig. 13.19HIV Infection pp. 542–545Diagnostic Methods p. 545Transmission pp. 545–546AIDS Worldwide p. 546Prevention and Treatment pp. 547–548

Cancer

Ames Test for Chemical Carcinogens pp. 232–233Viruses and Cancer pp. 389–392Helicobacter pp. 718–720The Immune System and Cancer pp. 537–538

Alternative Course Outlines

Specific diseases and etiologies can be covered by systems, taxa, or methods of transmission. It is upto you to decide which diseases need to be covered for each group of students. For example, you maywish to emphasize bacterial diseases but include a representative disease caused by a virus, fungus,protozoan, and helminth for comparison and breadth. Some nonbacterial agents are important causesof diseases worldwide. In a class in which all the students are in an allied health program, you might



INTRODUCTION xiii


present all the microbial diseases relevant to those students. For example, respiratory therapy studentsneed to learn about diseases of the respiratory and circulatory systems. Although bacterial and viraldiseases are the most common, protozoan and multicellular parasites will be encountered in clinicalwork. Additionally, liberal arts students often find examples from parasitology interesting.

Taxonomic Approach

Bacteria and the Diseases They CauseProteobacteria

AlphaproteobacteriaCat-scratch disease, Bartonella henselae p. 654Anaphasmosis, Anaplasma phagocytophilum p. 654Ehrlichiosis, Ehrlichia spp. p. 654Endemic murine typhus, Rickettsia typhi p. 655Epidemic typhus, R. prowazekii p. 654Rocky Mountain spotted fever, R. rickettsii p. 655Brucellosis, Brucella spp. pp. 643–645

BetaproteobacteriaGonorrhea, Neisseria gonorrhoeae pp. 747–750Ophthalmia neonatorum, N. gonorrhoeae pp. 613–614Pelvic inflammatory disease, N. gonorrhoeae pp. 751–752Meningitis, N. meningitidis pp. 613–614Nosocomial infections, Burkholderia spp. p. 440Melioidosis, B. pseudomallei pp. 690–691Whooping cough, Bordetella pertussis pp. 680–682Rat-bite fever, Spirillum minor p. 647

GammaproteobacteriaAnimal bites, Pasteurella multocida pp. 647–648Bacillary dysentery, Shigella spp. p. 712Epiglottitis, Haemophilus influenzae pp. 676–677Meningitis, H. influenzae p. 613Otitis media, H. influenzae p. 679Pneumonia, H. influenzae p. 688Conjunctivitis, H. influenzae p. 603Chancroid, H. ducreyi p. 756Cholera, Vibrio cholerae pp. 713–717Gastroenteritis, V. parahaemolyticus p. 717Gastroenteritis, V. vulnificus p. 717Cystitis, Escherichia coli p. 746Gastroenteritis, E. coli pp. 717–718Pyelonephritis, E. coli p. 746Dermatitis, Pseudomonas aeruginosa p. 591Otitis externa, P. aeruginosa p. 593Septicemia, P. flluorescens p. 164Legionellosis, Legionella pneumophila pp. 688–689, 691Plague, Yersinia pestis pp. 648–650Gastroenteritis, Y. enterocolitica p. 720Otitis media, Moraxella catarrhalis p. 679Q-fever, Coxiella burnetti pp. 689–690Salmonellosis, Salmonella enterica pp. 712–714, 715Typhoid fever, S. enterica typhi pp. 714–716Tularemia, Francisella tularensis pp. 642–643

EpsilonproteobacteriaGastroenteritis, Campylocabter jejuni p. 718Gastritis, Helicobacter pylori p. 718–720Peptic ulcers, H. pylori p. 718–720



xiv Instructor’s Guide for Microbiology: An Introduction


ClostridiaTetanus, Clostridium tetani pp. 715–716Gangrene, C. perfringens p. 646Gastroenteritis, C. perfringens p. 720Botulism, C. botulinum pp. 616–619Gastroenteritis, C. difficile p. 720

MollicutesPneumonia, Mycoplasma pneumoniae p. 688Urethritis, M. hominis p. 751Urethritis, Ureaplasma ureolyticum p. 751

BacilliAnthrax, Bacillus anthracis p. 645Gastroenteritis, B. cereus p. 720Listeriosis, Listeria monocytogenes pp. 614–615Bacterial endocarditis, Staphylococcus aureus p. 641Folliculitis, S. aureus p. 588Food poisoning, S. aureus pp. 711–712Impetigo, S. aureus p. 588MRSA, S. aureus pp. 422, 586–587Scalded skin syndrome, S. aureus p. 588Toxic shock syndrome, S. aureus p. 588Cystitis, S. saprophyticus p. 746Erysipelas, Streptococcus pyogenes p. 571Necrotizing fasciitis, S. pyogenes p. 571Toxic shock syndrome, S. pyogenes p. 591Puerperal sepsis, S. pyogenes pp. 640–641Rheumatic fever, S. pyogenes p. 641Scarlet fever, S. pyogenes p. 677Strep throat, S. pyogenes p. 677Meningitis, S. pneumoniae p. 614Otitis media, S. pneumoniae p. 679Pneumonia, S. pneumoniae pp. 685–686Dental caries, S. mutans pp. 707–709Gram-positive sepsis, S. agalactiae p. 640Gram-positive sepsis, Enterococcus spp. p. 640

ActinobacteriaAcne, Propionibacterium acnes p. 594Diphtheria, Corynebacterium diphtheriae pp. 677–678Buruli ulcer, Mycobacterium ulcerans p. 594Leprosy, M. leprae pp. 619–620Tuberculosis, M. tuberculosis pp. 682–685Tuberculosis, M. bovis p. 144Rapidly growing mycobacteria p. 201Mycetoma, Nocardia asteroides p. 321Vaginosis, Gardnerella vaginalis p. 756

ChlamydiaeInclusion conjunctivitis, Chlamydia trachomatis p. 604Lymphogranuloma venereum, C. trachomatis p. 755Pelvic inflammatory disease, C. trachomatis pp. 751–752Trachoma, C. trachomatis pp. 604–605Urethritis, C. trachomatis pp. 750–751Pneumonia, Chlamydophila pneumoniae p. 689Psittacosis, C. psittaci p. 689



INTRODUCTION xv


SpirochetesLeptospirosis, Leptospira interrogans pp. 746–747Relapsing fever, Borrelia spp. pp. 650–651Lyme disease, B. burgdorferi pp. 651–654Syphilis, Treponema pallidum pp. 752–755

BacteroidetesPeriodontal disease, Porphyromonas spp. p. 709Acute necrotizing gingivitis, Prevotella intermedia p. 709

FusobacteriaRat-bite fever, Streptobacillus moniliformis p. 647

Fungi and the Diseases They CauseAscomycetes

Aspergillosis, Aspergillus fumigatus pp. 697–698Blastomycosis, Blastomyces dermatidis p. 697Histoplasmosis, Histoplasma capsulatum pp. 695–696Ringworm, Athlete’s foot Microsporum, Trichophyton pp. 600–601

AnamorphsCandidiasis, Candida albicans pp. 601–602, 758–759Coccidioidomycosis, Coccidioides immitis pp. 696–697Pneumonia, Pneumocystis jiroveci p. 697Sporotrichosis, Sporothrix schenckii p. 601

BasidiomycetesMeningitis, Cryptococcus neoformans pp. 626–627Dandruff, Malassezia furfur p. 586Mycotoxins pp. 443, 729–730

Protozoa and the Diseases They CauseArchaeozoa

Giardiasis, Giardia lamblia p. 730Trichomoniasis, Trichomonas vaginalis p. 760

ApicomplexaBabesiosis, Babesia microti p. 666Cryptosporidiosis, Cryptosporidium spp. pp. 355, 731Cyclospora infection, Cyclospora cayetanensis p. 731Malaria, Plasmodium spp. pp. 663–665Toxoplasmosis, Toxoplasma gondii pp. 661–663

AmoebozoaAmoebic dysentery, Entamoeba histolytica pp. 731–732Keratitis, Acanthamoeba spp. p. 605Encephalitis, Acanthamoeba, Balmuthia mandrillaris p. 629

DinoflagellatesParalytic shellfish poisoning, Alexandrium, Pfiesteria pp. 343–344

EuglenozoaAfrican trypanosomiasis, Trypanosoma brucei pp. 627, 629Chagas’ disease, T. cruzi p. 661Leishmaniasis, Leishmania spp. pp. 665–666Meningoencephalitis, Naegleria fowleri p. 629

Helminths and the Diseases They CausePlatyhelminths

Tapeworm infections, Taenia spp. pp. 732–733Hydatid disease, Echinococcus granulosus pp. 733–734Schistosomiasis, Schistosoma spp. pp. 666–667Swimmer’s itch, Schistosomes p. 667



xvi Instructor’s Guide for Microbiology: An Introduction


NematodesAscariasis, Ascaris lumbricoides p. 736Hookworms pp. 735–736Pinworms, Enterobius vermicularis pp. 734–735Trichinellosis, Trichinella spiralis pp. 736–737

Algae and the Diseases They CauseRed Algae, Diatoms, and Dinoflagellates pp. 343–344Oomycota, Phytophthora p. 344

Arthropods and the Diseases They CausePediculosis, Pediculus humanus pp. 631–632Scabies, Sarcoptes scabiei p. 602

Viruses and the Diseases They CauseDNA Viruses

Fifth disease, Parvovirus p. 600Genital warts, Papovavirus p. 758Warts, Papovavirus p. 595Smallpox, Poxvirus pp. 595–596Monkeypox, Poxvirus p. 596Burkitt’s lymphoma, Herpesvirus pp. 655–656Chickenpox, Herpesvirus pp. 596–597Cold sores, Herpesvirus pp. 597–598Cytomegalovirus infections, Herpesvirus p. 658Genital herpes, Herpesvirus pp. 757–758Infectious mononucleosis, Herpesvirus pp. 656–657Keratitis, Herpesvirus p. 605Roseola, Herpesvirus p. 600Shingles, Herpesvirus p. 596Hepatitis B, Hepadnavirus pp. 723–726

RNA VirusesEncephalitis, Bunyavirus pp. 624–625Hantavirus pulmonary syndrome, Bunyavirus p. 660Gastroenteritis, Calcivirus pp. 266, 728Hepatitis E, Calcivirus pp. 727–728Hepatitis D, Deltavirus pp. 726–727Dengue, Flavivirus p. 624Encephalitis, Flavivirus pp. 223, 624–626Hepatitis C, Flavivirus p. 726Yellow fever, Flavivirus p. 659Hemorrhagic fever, Filovirus, Arenavirus p. 659Influenza, Orthomyxovirus pp. 370, 692–694Common cold, Picornavirus p. 679Hepatitis A, Picornavirus pp. 721–723Poliomyelitis, Picornavirus pp. 620–622Measles, Paramyxovirus pp. 504, 598–599Mumps, Paramyxovirus p. 721RSV disease, Paramyxovirus p. 692AIDS, Retrovirus pp. 539–548Rabies, Rhabdovirus pp. 622–624Chikungunya fever, Togavirus p. 658Encephalitis, Togavirus pp. 624–626Rubella, Togavirus p. 599Gastroenteritis, Reovirus p. 728



INTRODUCTION xvii


Prions and the Diseases They CauseTransmissible spongiform encephalopathies pp. 392–393, 630–631

Portal of Entry Approach

Portals of Entry p. 429Methods for Taking Clinical Samples Appendix C

Bacterial Diseases Acquired through the Respiratory TractChlamydial pneumonia p. 689Diphtheria pp. 677–678Haemophilus pneumonia p. 688Legionellosis pp. 688–689, 691Melioidosis pp. 690–691Meningitis pp. 612–615Mycoplasmal pneumonia p. 688Otitis media p. 679Pertussis pp. 680–682Plague pp. 648–650Pneumococcal pneumonia pp. 685–688Psittacosis p. 689Q fever p. 689–690Scarlet fever p. 677Streptococcal pharyngitis p. 677Tuberculosis pp. 144, 682–685

Viral Diseases Acquired through the Respiratory TractChickenpox pp. 596–597Common cold p. 679Hantavirus pulmonary syndrome p. 660Influenza pp. 370, 692–694Monkeypox p. 596Measles pp. 504, 598–599RSV disease p. 692Rubella p. 599Smallpox pp. 595–596

Fungal Diseases Acquired through the Respiratory TractAspergillosis pp. 697–698Blastomycosis p. 697Coccidioidomycosis pp. 696–697Cryptococcus meningitis pp. 626–627Histoplasmosis pp. 695–696Pneumocystis pneumonia p. 697

Bacterial Diseases Acquired through the Gastrointestinal TractBacillary dysentery, Shigella spp. p. 712Bacillus cereus gastroenteritis p. 720Botulism pp. 616–619Campylobacter gastroenteritis p. 718Cholera pp. 713–717Clostridium difficile diarrhea p. 720Clostridium perfringens gastroenteritis p. 720Dental caries pp. 707–709E. coli gastroenteritis pp. 717–718Epiglottitis pp. 676–677



xviii Instructor’s Guide for Microbiology: An Introduction


Helicobacter peptic ulcer disease pp. 718–720Listeriosis pp. 614–615Periodontitis p. 709Salmonellosis pp. 712–714Staphylococcal food poisoning pp. 711–712Tuberculosis, M. bovis p. 144Typhoid fever pp. 714–716Vibrio parahaemolyticus gastroenteritis p. 717V. vulnificus gastroenteritis p. 717Yersinia gastroenteritis p. 720

Viral Diseases Acquired through the Gastrointestinal TractCytomegalovirus infections p. 658Hepatitis A pp. 721–723Hepatitis D pp. 726–727Hepatitis E pp. 727–728Infectious mononucleosis pp. 656–657Mumps p. 721Viral gastroenteritis pp. 266, 728

Fungal Diseases Acquired through the Gastrointestinal TractMycotoxins pp. 443, 729–730

Protozoan Diseases Acquired through the Gastrointestinal TractAmoebic dysentery pp. 731–732Cryptosporidiosis pp. 355, 731Cyclospora diarrheal infection p. 731Giardiasis p. 730

Helminthic Diseases Acquired through the Gastrointestinal TractAscariasis p. 736Hookworms pp. 735–736Tapeworms pp. 732–733Hydatid disease pp. 733–734Pinworms pp. 734–735Trichinellosis pp. 736–737

Prion Diseases Acquired through the Gastrointestinal TractTransmissible spongiform encephalopathies pp. 392–393, 630–631

For a listing of pathogens that enter through the skin/mucous membranes and parenteral route or by vec-tors, see the following section, Method of Transmission Approach.

Method of Transmission Approach

A discussion of the transmission of disease is on pages 409–413 of Microbiology: An Introduction. Diseasesacquired through the respiratory tract are usually transmitted by direct contact including droplet infec-tion. Diseases acquired through the gastrointestinal tract are most often transmitted by indirect contact infood and water. These diseases are listed in the Portal of Entry Approach section of this guide.

Pathogens that enter through the skin/mucous membranes and parenteral route have the most var-ied methods of transmission and are listed below.

Diseases Acquired by Direct Contact through the Skin/Mucous MembranesBacterial

Buruli ulcer p. 594



INTRODUCTION xix


Chancroid p. 756Cystitis p. 746Gonorrhea pp. 747–750Impetigo p. 588Lymphogranuloma venereum p. 755Melioidosis pp. 690–691Necrotizing fasciitis p. 571Ophthalmia neonatorum pp. 613–614Pelvic inflammatory disease pp. 751–752Puerperal sepsis pp. 640–641Pyelonephritis p. 746Syphilis pp. 752–755Urethritis p. 751Vaginosis p. 756

ViralCold sores pp. 597–598Genital warts p. 758Genital herpes pp. 757–758Warts p. 595

ArthropodScabies p. 602Pediculosis pp. 602–603

Diseases Acquired by Direct Contact through the Parenteral RouteAnimal bites and scratches pp. 647–648Rabies pp. 622–624

Diseases Acquired by Indirect Contact through the Skin/Mucous MembranesBacterial

Gangrene p. 646Inclusion conjunctivitis p. 604Infections by pseudomonads p. 591Leprosy pp. 619–620Leptospirosis pp. 746–747Otitis externa p. 593Tetanus pp. 715–716Trachoma pp. 604–605

FungalRingworm pp. 600–601Sporotrichosis p. 601

ProtozoanBalmuthia p. 629Acanthamoeba p. 629

HelminthicSchistosomiasis pp. 666–667Swimmer’s itch p. 667

Diseases Acquired by Indirect Contact through the Parenteral RouteHepatitis B pp. 723–726Hepatitis C p. 726Nosocomial infections pp. 201, 413–416, 422, 440

Diseases Acquired from Arthropod Vectors (Parenteral Route)About arthropods pp. 361–363



xx Instructor’s Guide for Microbiology: An Introduction


ViralArthropod-borne encephalitis pp. 624, 626Chikungunya fever p. 658Dengue p. 624Yellow fever p. 659

BacterialEndemic murine typhus p. 655Epidemic typhus p. 654Lyme disease pp. 641–654Plague pp. 648, 650Relapsing fever pp. 650–651Rocky Mountain spotted fever p. 655Tularemia pp. 642–643

ProtozoanMalaria pp. 663–665African trypanosomiasis pp. 627, 629Chagas’ disease p. 661Babesiosis p. 666Leishmaniasis pp. 665–666

Animal Reservoirs

This is a list of diseases acquired from animals by direct contact, indirect contact, or arthropod vectors.

BacterialAnthrax p. 645Bites and scratches pp. 647–648Brucellosis pp. 643–645Cat-scratch disease p. 654Ehrlichiosis p. 654Endemic murine typhus p. 655Epidemic typhus p. 654From marine mammals p. 283Leptospirosis pp. 746–747Listeriosis pp. 614–615Lyme disease pp. 651–654Plague pp. 648–650Psittacosis p. 689Q fever pp. 689–690Rat-bite fever p. 647Relapsing fever pp. 650–651Rocky Mountain spotted fever p. 655Tuberculosis pp. 144, 682–685Tularemia pp. 642–643

ViralArthropod-borne encephalitis pp. 624, 626Dengue p. 624Monkeypox p. 596Rabies pp. 622–624Yellow fever pp. 659

ProtozoanAfrican trypanosomiasis p. 627, 629Chagas’ disease p. 661Babesiosis p. 666



INTRODUCTION xxi


Malaria pp. 663–665Toxoplasmosis pp. 661–663

HelminthicTapeworm infection pp. 732–733Hydatid disease pp. 733–734Trichinellosis pp. 736–737

Laboratory Reference Material

MicroscopyCompound light microscope pp. 56–59, 77–79Staining pp. 68–69Gram stain pp. 69–70Acid-fast stain p. 70Endospore, capsule, and flagella stains p. 71

Culturing bacteriaColonies and asepsis pp. 169–170Streak and pour plates Figs. 6.11, 6.15Differential, selective, and enrichment media pp. 164–167

MetabolismCarbohydrate catabolism pp. 124–127Fermentation pp. 132–135Protein catabolism p. 136Respiration pp. 127–132Biochemical tests pp. 137–139

Microbial growthOxygen requirements pp. 161–162Growth curves pp. 171–174, Appendix BBiofilms pp. 162–163

Controlling microbial growthHeat pp. 188–191UV pp. 192–193Disinfectants pp. 195–202Disk diffusion assay pp. 195, 572–573Handwashing pp. 196–197

GeneticsGene induction pp. 224–226Replica plating pp. 231–232DNA fingerprints pp. 262–264, 289–290Transformation and genetic engineering pp. 234–236, 253, Fig. 9.1Ames Test pp. 232–233Restriction enzymes pp. 249–251

MicrobesYeasts p. 332Molds pp. 330–331, 333–339Algae pp. 341–345Protozoa pp. 345–351Helminths pp. 352–360



xxii Instructor’s Guide for Microbiology: An Introduction


Bacteriophages pp. 373, 377, 379–382Plant viruses pp. 393–394

Normal bacteria of the human bodyBacteria of the skin pp. 585–586Bacteria of the respiratory tract pp. 675–676Bacteria of the mouth pp. 706–707Bacteria of the gastrointestinal tract pp. 706–707Bacteria of the urogenital tract p. 745

UnknownsEnterotube Fig. 10.9Unknown identification pp. 137–139, 282–294,

Appendix F

EpidemiologyEpidemiology pp. 418–420Koch’s postulates pp. 404–406

ImmunologyInnate immunity pp. 449–453, 463–472ABO and Rh blood groups pp. 526–528Agglutination reactions pp. 287, 510–511ELISA technique pp. 514–518

Environmental and applied microbiologyMPN test pp. 175, 779–781, Fig. 6.19Membrane filtration p. 175, Figs. 6.18, 7.4Standard plate count pp. 174–175, Fig. 6.17Yogurt p. 799Nitrogen and sulfur cycles pp. 770–772Bioremediation p. 775

ASM Curriculum Recommendations

ASM recommends the following core curriculum guidelines for all introductory microbiology courses.Microbiology: An Introduction, Tenth Edition and Laboratory Experiments in Microbiology, Ninth Edition, sup-port all of the ASM’s curriculum recommendations. These core curriculum guidelines are meant to sup-port the development of learning objectives that can be met within the introductory microbiologycourses. The asterisks in the list below denote those themes and concepts considered essential to the lab-oratory content.

Exercise(s) in Chapter(s) in Microbiology: Laboratory Experiments

An Introduction, in Microbiology, Tenth Edition Ninth Edition

Theme 1: Microbial cell biology*

1. Information flow within a cell 8 27–282. Regulation of cellular activities 8 273. Cellular structure and function* 4 5–104. Growth and division* 6, 28 205. Cell energy metabolism* 5 13–17



INTRODUCTION xxiii


Exercise(s) in Chapter(s) in Microbiology: Laboratory Experiments

An Introduction, in Microbiology, Tenth Edition Ninth Edition

Theme 2: Microbial genetics*

1. Inheritance of genetic information 82. Causes, consequences, and uses of mutations* 8–9 28, 323. Exchange and acquisition of genetic information 8 29

Theme 3: Interactions and impact of microorganisms and humans

1. Host defense mechanisms 16–19 41–442. Microbial pathogenicity mechanisms* 15, 21–26 45–493. Disease transmission 14 39–404. Antibiotics and chemotherapy* 7, 20 24–255. Genetic engineering 9 316. Biotechnology 9, 28 29, 30, 55, 57

Theme 4: Interactions and impact of microorganisms in the environment*

1. Adaptation and natural selection 92. Symbiosis 27 563. Microbial recycling of resources 27 574. Microbes transforming the environment 6, 27–28 56

Theme 5: Integrating themes*

1. Microbial evolution 102. Microbial diversity* 11–13, 27 33–36




TRANSPARENCY MASTER

Menu à la LaboratoireSoup

Miso (soybeans arranged by Aspergillus and Saccharomyces)

SaladOlives prepared by Leuconostoc

Fleshy fungi (Agaricus) grown on thoroughbred manure and seasoned by Acetobacter (vinegar)

EntréesS. cerevisiae and (by request) Lactobacillus will prepare rye, pumpernickel, and sourdough

Hawaiian Single-Cell ProteinA delightful casserole of sewage-fed cyanobacteria. Flavored with poi (lactic-acid bacteria work their magic on taro root)

Thai NoodlesNoodles “proteinized” with Candida utilis yeast and flavored with fish sauce

made by a team of moderately halophilic Bacillus and coryneforms

Beef BonanzaTender slices of Methylophilus-fed beef marinated in soy sauce

(produced by a symphony of microbes)

Carne MachaAn assortment of sausages from Pediococcus and Penicillium italicum

VegetableCabbage fermented to pH 3.5 by L. plantarum. Natto beans by Bacillus subtilis.

DessertsChocolate prepared by Kluyveromyces and lactic acid bacteria.

Chef Leu CoNostoc will smother it in dextran, an α-1,6-glucose polymerAssorted cheeses

Streptococcus and Lactobacillus, assisted by P. roquefortii and P. camembertii

DrinksAlcohol served by the sweet

fungus SaccharomycesBeerWine

Nonalcoholic beveragesLactobacillus’ buttermilkSaccharomyces’ root beer

Coffee by Erwinia dissolvens



IG-1


The Microbial Worldand You1

LEARNING OBJECTIVES

1-1 List several ways in which microbes affect ourlives.

1-2 Recognize the system of scientificnomenclature that uses two names: a genusand a specific epithet.

1-3 Differentiate the major characteristics of eachgroup of microorganisms.

1-4 List the three domains.

1-5 Explain the importance of observations madeby Hooke and van Leeuwenhoek.

1-6 Compare spontaneous generation and biogenesis.

1-7 Identify the contributions to microbiology madeby Needham, Spallanzani, Virchow, and Pasteur.

1-8 Explain how Pasteur’s work influenced Listerand Koch.

1-9 Identify the importance of Koch’s postulates.

1-10 Identify the importance of Jenner’s work.

1-11 Identify the contributions to microbiologymade by Ehrlich and Fleming.

1-12 Define bacteriology, mycology, parasitology,immunology, and virology.

1-13 Explain the importance of molecular geneticsand molecular biology.

1-14 List at least four beneficial activities of micro-organisms.

1-15 Name two examples of biotechnology that userecombinant DNA technology and two exam-ples that do not.

1-16 Define normal microbiota and resistance.

1-17 Define biofilm.

1-18 Define emerging infectious disease.

CHECK YOUR UNDERSTANDING

Describe some of the destructive and beneficialactions of microbes.

Distinguish a genus from a specific epithet.

Which groups of microbes are prokaryotes? Whichare eukaryotes?

What are the three domains?

What is the cell theory?

What evidence supported spontaneous generation?

How was spontaneous generation disproved?

Summarize in your own words the germ theory ofdisease.

What is the importance of Koch’s postulates?

What is the significance of Jenner’s discovery?

What was Ehrlich’s “magic bullet”?

Define bacteriology, mycology, parasitology,immunology, and virology.

Differentiate microbial genetics from molecularbiology.

Name two beneficial uses of bacteria.

Differentiate biotechnology from recombinant DNAtechnology.

Differentiate normal microbiota and infectiousdisease.

Why are biofilms important?

What factors contribute to the emergence of aninfectious disease?



NEW IN THIS EDITION• New information on biofilms, including a photo.• Updated coverage of emerging infectious diseases.• New section on antibiotic-resistant bacteria.

CHAPTER SUMMARY

Microbes in Our Lives (p. 2)1. Living things too small to be seen with the unaided eye are called microorganisms.2. Microorganisms are important in maintaining Earth’s ecological balance.3. Some microorganisms live in humans and other animals and are needed to maintain good health.4. Some microorganisms are used to produce foods and chemicals.5. Some microorganisms cause disease.

Naming and Classifying Microorganisms (pp. 2–6)

Nomenclature (p. 2)

1. In a nomenclature system designed by Carolus Linnaeus (1735), each living organism is assignedtwo names.

2. The two names consist of a genus and a specific epithet, both of which are underlined or italicized.

Types of Microorganisms (pp. 3–6)

Bacteria (pp. 3–4)

3. Bacteria are unicellular organisms. Because they have no nucleus, the cells are described as prokaryotic.4. The three major basic shapes of bacteria are bacillus, coccus, and spiral.5. Most bacteria have a peptidoglycan cell wall; they divide by binary fission, and they may possess

flagella.6. Bacteria can use a wide range of chemical substances for their nutrition.

Archaea (p. 4)

7. Archaea consist of prokaryotic cells; they lack peptidoglycan in their cell walls.8. Archaea include methanogens, extreme halophiles, and extreme thermophiles.

Fungi (p. 4)

9. Fungi (mushrooms, molds, and yeasts) have eukaryotic cells (cells with a true nucleus). Most fungiare multicellular.

10. Fungi obtain nutrients by absorbing organic material from their environment.

Protozoa (pp. 4, 6)

11. Protozoa are unicellular eukaryotes.12. Protozoa obtain nourishment by absorption or ingestion through specialized structures.

Algae (p. 6)

13. Algae are unicellular or multicellular eukaryotes that obtain nourishment by photosynthesis.14. Algae produce oxygen and carbohydrates that are used by other organisms.

IG-2 Instructor’s Guide for Microbiology: An Introduction



Viruses (p. 6)

15. Viruses are noncellular entities that are parasites of cells.16. Viruses consist of a nucleic acid core (DNA or RNA) surrounded by a protein coat. An envelope may

surround the coat.

Multicellular Animal Parasites (p. 6)

17. The principal groups of multicellular animal parasites are flatworms and roundworms, collectivelycalled helminths.

18. The microscopic stages in the life cycle of helminths are identified by traditional microbiological pro-cedures.

Classification of Microorganisms (p. 6)

19. All organisms are classified into Bacteria, Archaea, and Eukarya. Eukarya include protists, fungi,plants, and animals.

A Brief History of Microbiology (pp. 6–16)

The First Observations (p. 7)

1. Robert Hooke observed that cork was composed of “little boxes”; he introduced the term cell (1665).2. Hooke’s observations laid the groundwork for development of the cell theory, the concept that all

living things are composed of cells.3. Anton van Leeuwenhoek, using a simple microscope, was the first to observe microorganisms (1673).

The Debate over Spontaneous Generation (p. 8)

4. Until the mid-1880s, many people believed in spontaneous generation, the idea that living organ-isms could arise from nonliving matter.

5. Francesco Redi demonstrated that maggots appear on decaying meat only when flies are able to layeggs on the meat (1668).

6. John Needham claimed that microorganisms could arise spontaneously from heated nutrient broth(1745).

7. Lazzaro Spallanzani repeated Needham’s experiments and suggested that Needham’s results weredue to microorganisms in the air entering his broth (1765).

8. Rudolf Virchow introduced the concept of biogenesis: living cells can arise only from preexistingcells (1858).

9. Louis Pasteur demonstrated that microorganisms are in the air everywhere and offered proof of bio-genesis (1861).

10. Pasteur’s discoveries led to the development of aseptic techniques used in laboratory and medicalprocedures to prevent contamination by microorganisms.

The Golden Age of Microbiology (pp. 9–11)

11. The science of microbiology advanced rapidly between 1857 and 1914.

Fermentation and Pasteurization (p. 9)

12. Pasteur found that yeast ferment sugars to alcohol and that bacteria can oxidize the alcohol to aceticacid.

13. A heating process called pasteurization is used to kill bacteria in some alcoholic beverages and milk.

CHAPTER 1 The Microbial World and You IG-3



The Germ Theory of Disease (pp. 9, 11)

14. Agostino Bassi (1835) and Pasteur (1865) showed a causal relationship between microorganisms anddisease.

15. Joseph Lister introduced the use of a disinfectant to clean surgical wounds in order to control infec-tions in humans (1860s).

16. Robert Koch proved that microorganisms cause disease. He used a sequence of procedures, nowcalled Koch’s postulates (1876), that are used today to prove that a particular microorganism causesa particular disease.

Vaccination (p. 11)

17. In a vaccination, immunity (resistance to a particular disease) is conferred by inoculation with a vaccine.18. In 1798, Edward Jenner demonstrated that inoculation with cowpox material provides humans with

immunity to smallpox.19. About 1880, Pasteur discovered that avirulent bacteria could be used as a vaccine for fowl cholera;

he coined the word vaccine.

20. Modern vaccines are prepared from living avirulent microorganisms or killed pathogens, from iso-lated components of pathogens, and by recombinant DNA techniques.

The Birth of Modern Chemotherapy: Dreams of a “Magic Bullet” (pp. 12–13)

21. Chemotherapy is the chemical treatment of a disease.22. Two types of chemotherapeutic agents are synthetic drugs (chemically prepared in the laboratory)

and antibiotics (substances produced naturally by bacteria and fungi to inhibit the growth of othermicroorganisms).

23. Paul Ehrlich introduced an arsenic-containing chemical called salvarsan to treat syphilis (1910).24. Alexander Fleming observed that the Penicillium fungus inhibited the growth of a bacterial culture.

He named the active ingredient penicillin (1928).25. Penicillin has been used clinically as an antibiotic since the 1940s.26. Researchers are tackling the problem of drug-resistant microbes.

Modern Developments in Microbiology (pp. 13–16)

27. Bacteriology is the study of bacteria, mycology is the study of fungi, and parasitology is the studyof parasitic protozoa and worms.

28. Microbiologists are using genomics, the study of all of an organism’s genes, to classify bacteria, fungi,and protozoa.

29. The study of AIDS, analysis of the action of interferons, and the development of new vaccines areamong the current research interests in immunology.

30. New techniques in molecular biology and electron microscopy have provided tools for advancingour knowledge of virology.

31. The development of recombinant DNA technology has helped advance all areas of microbiology.

Microbes and Human Welfare (pp. 16–18)1. Microorganisms degrade dead plants and animals and recycle chemical elements to be used by liv-

ing plants and animals.2. Bacteria are used to decompose organic matter in sewage.3. Bioremediation processes use bacteria to clean up toxic wastes.4. Bacteria that cause diseases in insects are being used as biological controls of insect pests. Biological

controls are specific for the pest and do not harm the environment.




5. Using microbes to make products such as foods and chemicals is called biotechnology.6. Using recombinant DNA, bacteria can produce important substances such as proteins, vaccines, and

enzymes.7. In gene therapy, viruses are used to carry replacements for defective or missing genes into human

cells.8. Genetically modified bacteria are used in agriculture to protect plants from frost and insects and to

improve the shelf life of produce.

Microbes and Human Disease (pp. 18–21)1. Everyone has microorganisms in and on the body; these make up the normal microbiota, or flora.2. The disease-producing properties of a species of microbe and the host’s resistance are important fac-

tors in determining whether a person will contract a disease.3. Bacterial communities that form slimy layers on surfaces are called biofilms.4. An infectious disease is one in which pathogens invade a susceptible host.5. An emerging infectious disease (EID) is a new or changing disease showing an increase in incidence

in the recent past or a potential to increase in the near future.

Contributions to the field of microbiology by the following individuals are noted in this chapter.

THE LOOPThe chapter defines organisms studied in microbiology. Topics introduced in the overview of microbiol-ogy can be covered in more depth by reading the following sections:Bioremediation pp. 33, 775Classification Chapter 10Emerging infectious diseases pp. 416–418Industrial microbiology/biotechnology Chapters 9 and 28Koch’s postulates pp. 404–406Vaccines pp. 501–506Biofilms pp. 162–163

ANSWERS

Review

1. People came to believe that living organisms arose from nonliving matter because they would seeflies coming out of manure and maggots coming out of dead animals, and see microorganisms appearin liquids after a day or two.

Oswald AveryAgostino BassiGeorge BeadleMartinus BeijerinkFrancis CrickPaul EhrlichAlexander FlemingRobert HookeDmitri IwanowskyFrançois JacobEdward JennerRobert Koch

Rebecca LancefieldLaurent LavoisierJoshua LederbergAntoni van LeeuwenhoekCarolus LinnaeusJoseph ListerColin MacLeodMaclyn McCartyJacques MonodJohn NeedhamLouis PasteurFrancesco Redi

Ignaz SemmelweisLazzaro SpallanzaniWendell StanleyEdward TatumRudolf VirchowJames WatsonChaim WeizmannSergei WinogradskyCarl Woese




2. a. Certain microorganisms cause diseases in insects. Microorganisms that kill insects can be effec-tive biological control agents because they are specific for the pest and do not persist in the environment.

b. Carbon, oxygen, nitrogen, sulfur, and phosphorus are required for all living organisms. Micro-organisms convert these elements into forms that are useful for other organisms. Many bacteriadecompose material and release carbon dioxide into the atmosphere that plants use. Some bac-teria can take nitrogen from the atmosphere and convert it into a form that can be used by plantsand other microorganisms.

c. Normal microbiota are microorganisms that are found in and on the human body. They do notusually cause disease and can be beneficial.

d. Organic matter in sewage is decomposed by bacteria into carbon dioxide, nitrates, phosphates,sulfate, and other inorganic compounds in a wastewater treatment plant.

e. Recombinant DNA techniques have resulted in insertion of the gene for insulin production intobacteria. These bacteria can produce human insulin inexpensively.

f. Microorganisms can be used as vaccines. Some microbes can be genetically engineered to pro-duce components of vaccines.

g. Biofilms are aggregated bacteria adhering to each other and to a s solid surface.3. a. 1, 3 d. 2 g. 4

b. 8 e. 5 h. 7c. 1, 4, 5 f. 3

4. a. 7 d. 2 g. 1b. 4 e. 6c. 3 f. 5

5. a. 11 g. 10 m. 7b. 14 h. 2 n. 5c. 15 i. 1 o. 6d. 17 j. 12 p. 8e. 3 k. 18 q. 13f. 9 l. 4 r. 16

6. Erwinia amylovora is the correct way to write this scientific name. Scientific names can be derivedfrom the names of scientists. In this case, Erwinia is derived from Erwin F. Smith, an American plantpathologist. Scientific names also can describe the organism, its habitat, or its niche. E. amylovora isa pathogen of plants (amylo � starch, vora � eat).

7. a. B. thuringiensis is sold as a biological insecticide.b. Saccharomyces is the yeast sold for making bread, wine, and beer.

8.




Critical Thinking

1. Pasteur showed that life comes from preexisting life. The microorganisms that produced chemicaland physical changes in beef broth and wine came from a few cells that entered the liquids fromdust, containers, or the air. After showing that microorganisms could both grow on and changeorganic matter, Pasteur and others began to suspect that diseases were the result of microorganismsgrowing on living organic matter.

2. Semmelweis had observed an increased incidence of fever when medical students worked in obstet-rics, as compared to the incidence during the students’ summer break. The medical students werecarrying bacteria from the autopsy room. Lister observed that compound bone fractures could resultin death, whereas recovery from simple fractures occurred without incident.

3. There are many! Check the dairy section for fermented products, such as sour cream, yogurt, andcheese. Protein supplements often are yeasts. Bread, wine, and beer are products of yeasts and somebacteria. Sauerkraut is cabbage that has been fermented by lactobacilli. Vinegar is produced by bacte-rial growth on ethyl alcohol (wine). Xanthan, a thickener in many foods, is made by Xanthomonas bac-teria.

4. Factors contributing to infectious disease include mutations in existing organisms, spread of diseasesto new areas, ecological disturbances such as deforestation, lack of immunization, pesticide resist-ance, and antibiotic resistance.

Clinical Applications

1. a. Treatment with penicillin suggests a bacterial cause, because only bacterial diseases are treatablewith this drug. The summer onset also suggested an infectious disease, perhaps related to anoutdoor activity such as swimming or contact with mosquitoes or ticks.

b. Lyme disease.c. The tick vector is more active during these months. Additionally, people spend more time out-

doors and potentially in contact with ticks during these months.2. Pasteur showed that microbes were omnipresent and were responsible for “diseases” (i.e., spoilage)

of food; Lister reasoned that these microbes might be responsible for diseases of people. Neither Lis-ter nor Pasteur proved that microbes caused diseases. Koch provided a repeatable proof to demon-strate that a microbe causes a disease.

CASE STUDY: ARE ULCERS AN INFECTIOUS DISEASE?

Background

In 1981, the following information came to the attention of Barry Marshall, a gastroenterologist at theRoyal Perth Hospital in Australia. Household members of ulcer patients do not develop antibodiesagainst Helicobacter. However, clinical staff involved in obtaining biopsy samples from ulcer patientsdevelop antibodies against Helicobacter. If acid-suppressive therapy is combined with antibiotics, ulcersusually do not recur. Marshall concluded that ulcers are an infectious disease.

Questions

What caused Marshall to reach his conclusion? What additional proof would be needed?

The Solution

The presence of antibodies against Helicobacter is evidence of current or prior infection by the organism.Exchange of bacteria of the intestinal and skin microbiota, which is normal among household members,does not transmit Helicobacter, but direct contact with stomach contents does. Marshall collected the addi-tional proof by demonstrating Koch’s postulates. Healthy volunteers were inoculated with Helicobacter;they developed symptoms of the disease; and the Helicobacter was recovered from them.




IG-9


Chemical Principles2LEARNING OBJECTIVES

2-1 Describe the structure of an atom and its rela-tion to the physical properties of elements.

2-2 Define ionic bond, covalent bond, hydrogen bond,molecular weight, and mole.

2-3 Diagram three basic types of chemical reactions.

2-4 List several properties of water that are impor-tant to living systems.

2-5 Define acid, base, salt, and pH.

2-6 Distinguish organic and inorganic compounds.

2-7 Define functional group.

2-8 Identify the building blocks of carbohydrates.

2-9 Differentiate simple lipids, complex lipids, andsteroids.

2-10 Identify the building blocks and structure ofproteins.

2-11 Identify the building blocks of nucleic acids.

2-12 Describe the role of ATP in cellular activities.

CHECK YOUR UNDERSTANDING

How does 146C differ from 12

6 C? What is the atomicnumber of each carbon atom? The atomic weight?

Differentiate an ionic bond from a covalent bond.

The chemical reaction below is used to removechlorine from water. What type of reaction is it?

HClO + Na2SO3 → Na2SO4 + HCl

Why is the polarity of a water molecular important?

Antacids neutralize acid by the following reaction.

Mg(OH)2 + HCl → MgCl2 + H2O

Identify the acid, base, and salt.

Define organic.

Add the appropriate functional group(s) to thisethyl group to produce each of the following com-pounds: ethanol, acetic acid, acetaldehyde,ethanolamine, diethyl ether.

Give an example of a monosaccharide, a disaccha-ride, and a polysaccharide.

How do simple lipids differ from complex lipids?

What two functional groups are in all amino acids?

What is the structure of DNA? Of RNA?

Which can provide more energy for a cell and why:ATP or ADP?

H H| |

H —– C —– C —–| |

H H

NEW IN THIS EDITION• Expanded definitions of atoms, charges, and cis and trans fatty acids.



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