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Test Bank Microbiology A Systems Approach 5th Edition

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Test Bank Microbiology A Systems Approach 5th Edition

Test Bank Microbiology A Systems Approach 5th Edition 

CH-01: Test Bank

 

Student: ___________________________________________________________________________

 

  1. Microorganisms are best defined as organisms that

 

 

  1. can only be found growing in laboratories.

 

  1. are too small to be seen with the unaided eye.

 

  1. are infectious particles.

 

  1. lack a cell nucleus.

 

  1. cause human disease.

 

  1. Which of the following are not considered microorganisms?

 

 

  1. Fungi

 

  1. Protozoa

 

  1. Viruses

 

  1. Bacteria

 

  1. Mosquitoes

 

  1. Helminths are ______.

 

 

  1. molds

 

  1. parasitic worms

 

  1. bacteria

 

  1. protozoa

 

  1. infectious particles

 

  1. Among the types of microorganisms, the ______ are noncellular.

 

 

  1. protozoans

 

  1. bacteria

 

  1. viruses

 

  1. helminths

 

  1. Studies of the immune response to an infection caused by microorganisms would be performed by a(n) ______.

 

 

 

  1. hypersensitivity specialist

 

  1. immunologist

 

  1. geomicrobiologist

 

  1. epidemiologist

 

  1. Which of the following pairs of career descriptions and work tasks is not correctly matched?

 

 

  1. Medical microbiologist -- identify the cause of a bladder infection at a hospital lab

 

  1. Industrial microbiologist -- manipulate bacterial strains to be less pathogenic

 

  1. Agricultural microbiologist -- identify bacterial causes of crop disease

 

  1. Public health microbiologist -- track the incidence of AIDS in a population

 

  1. A scientist who studies the influence of microbes in the formation of caves is called a(n) ______.

 

 

  1. astrobiologist

 

  1. epidemiologist

 

  1. geomicrobiologist

 

  1. immunologist

 

  1. Astrobiology is considered a sub-discipline of microbiology because

 

 

  1. life elsewhere in the universe is likely to be microbial.

 

  1. microbes are known to exist on other planets.

 

  1. all extraterrestrials known are microbial.

 

  1. only microbes can reproduce under the extreme conditions in outer space.

 

  1. Which of the following does not indicate microbe involvement in energy and nutrient flow?

 

 

  1. Decomposition of dead matter and wastes

 

  1. Digestion of complex carbohydrates in animal diets
  2. Formation of greenhouse gases, CO2 and methane

 

  1. Thermal hot springs warmed by heat from earth's interior

 

  1. The microorganisms that recycle nutrients by breaking down dead matter and wastes are called ______.

 

 

  1. fermenters

 

  1. eukaryotes

 

  1. decomposers

 

  1. pathogens

 

  1. prokaryotes

 

  1. The majority of oxygen in earth's atmosphere is a product of photosynthesis by ______.

 

 

  1. rain forests

 

  1. microorganisms

 

  1. green plants

 

  1. agricultural lands

 

  1. The three cell types discussed, eukaryotes, archaea, and bacteria, all derived from ______.

 

 

  1. cells with a true nucleus

 

  1. the last universal common ancestor

 

  1. photosynthetic bacteria

 

  1. archaea

 

  1. The first cells appeared about ___ billion years ago.

 

 

  1. 5

 

  1. 4.5

 

  1. 3.5

 

  1. 2

 

  1. 1

 

  1. A hypothesis must be tested many times before it can be considered a theory.

 

True False

 

  1. Which area of biology states that living things undergo gradual structural and functional changes over long periods of time?

 

 

  1. Evolution

 

  1. Morphology

 

  1. Phylogeny

 

  1. Genetics

 

  1. Transformation

 

 

  1. When humans manipulate the genes of microorganisms, the process is called ______.

 

 

  1. epidemiology

 

  1. taxonomy

 

  1. bioremediation

 

  1. genetic engineering

 

  1. immunology

 

  1. Which activity is an example of biotechnology?

 

 

  1. Bacteria in the soil secreting an antibiotic to kill competitors

 

  1. Public health officials monitoring diseases in a community

 

  1. Egyptians using moldy bread on wounds

 

  1. A microbiologist using the microscope to view bacteria

 

  1. Escherichia coli producing human insulin

 

  1. Which of the following is a traditional human use of microorganisms?

 

 

  1. Baking bread

 

  1. Cleaning up oil spills

 

  1. Treating water and sewage

 

  1. Mass-producing antibiotics

 

  1. Using microbes to detoxify a site contaminated with heavy metals is an example of ______.

 

 

  1. biotechnology

 

  1. bioremediation

 

  1. decomposition

 

  1. epidemiology

 

  1. immunology

 

  1. Disease-causing microorganisms are called ______.

 

 

  1. pathogens

 

  1. decomposers

 

  1. fermenters

 

  1. bacteria

 

  1. eukaryotes

 

  1. The number one worldwide infectious diseases are ______.

 

 

  1. AIDS-related diseases

 

  1. malaria and other protozoan diseases

 

  1. respiratory diseases

 

  1. measles and other rash diseases

 

  1. diarrheal diseases

 

  1. Many chronic medical conditions have been found to be associated with microbial agents.

 

True False

 

  1. The incidence of deaths from communicable disease is ______ in the United States compared to the entire world.

 

 

  1. less

 

  1. greater

 

  1. about the same

 

  1. In which way are bacteria and eukaryotes the same?

 

 

  1. Contain a nucleus to hold DNA

 

  1. Contain ribosomes for protein synthesis

 

  1. Contain membrane-bound organelles

 

  1. Have a cell wall for rigidity

 

  1. In which way are archaea and eukaryotes the same?

 

 

  1. Have a cell wall for rigidity

 

  1. Can use flagella for movement

 

  1. Contain mitochondria for energy production

 

  1. Contain membrane-bound organelles

 

  1. All bacteria and archaea are microorganisms, but only some eukaryotes are microorganisms.

 

True False

 

  1. Which of the following is a unique characteristic of viruses that distinguishes them from the other major groups of microorganisms?

 

 

  1. Cannot be seen without a microscope

 

  1. Contain genetic material

 

  1. Cause human disease

 

  1. Lack a nucleus

 

  1. Lack cell structure

 

  1. Organisms called parasites are ______.

 

 

  1. the decomposers in ecosystems

 

  1. always viruses

 

  1. always harmful to their host

 

  1. free-living

 

  1. Which group of microorganisms is composed only of hereditary material wrapped in a protein covering?

 

 

  1. Yeasts

 

  1. Parasites

 

  1. Viruses

 

  1. Fungi

 

  1. Bacteria

 

  1. Eukaryotic cells are larger than bacterial or archaeal cells; all cells are larger than macromolecules. Where do viruses fit on this scale?

 

 

  1. Viruses are smaller than eukaryotic cells, but larger than bacterial or archaeal cells.

 

  1. Viruses are smaller than macromolecules.

 

  1. Viruses are larger than eukaryotic cells.

 

  1. Viruses are smaller than bacterial or archaeal cells, but larger than macromolecules.

 

  1. In general, eukaryotic cells are about ______ times larger than bacterial or archaeal cells.

 

 

  1. 2

 

  1. 10

 

  1. 50

 

  1. 1000

 

  1. Archaeal cells are about ______ bacterial cells.

 

 

  1. ten times smaller than

 

  1. the same size as

 

  1. ten times larger than

 

  1. Many chronic infections are caused by microbes that associate in communities termed ______.

 

 

  1. biofilms

 

  1. virions

 

  1. microbiota

 

  1. sediments

 

  1. Which of the following historical microbiologists is incorrectly paired with his contribution to the science?

 

 

  1. Francesco Redi: tested spontaneous generation with meat exposed to the air or covered with cloth

 

  1. Louis Pasteur: demonstrated that anthrax was caused by a bacterium

 

  1. Joseph Lister: promoted disinfecting hands and air prior to surgery

 

  1. Antonie van Leeuwenhoek: made and used quality magnifying lenses to observe and record microorganisms

 

  1. In the experiments constructed by Pasteur to disprove spontaneous generation, swan-necked flasks were used. Why was this shape of flask used in this experiment?

 

  1. The shape of the glass neck allowed the bacteria into the flask and then into the media, but air could not enter.

 

  1. The glass necks needed to be open to the air, yet constructed so that bacteria would settle in the lowest part of the neck.

 

  1. These flask shapes were the easiest and cheapest to produce.

 

  1. Because the glass necks were stretched out, the heat used to sterilize the medium inside of the flask could not kill the bacteria in the neck.

 

 

  1. Koch's postulates are criteria used to establish that

 

 

  1. microbes are found on dust particles.

 

  1. a specific microbe should be classified in a specific kingdom.

 

  1. microbes can be used to clean up toxic spills.

 

  1. a specific microbe is the cause of a specific disease.

 

  1. life forms can only arise from preexisting life forms.

 

  1. Which of the following is NOT a recent discovery that has had a huge impact on the understanding of microbiology?

 

  1. Restriction enzymes
  2. PCR technique
  3. Biofilms
  4. Small RNAs
  5. All are significant discoveries.

 

 

  1. The sum total of all the microbes in a certain environment is termed the ______.

 

 

  1. microbiome

 

  1. microbial niche

 

  1. domain

 

  1. biofilm

 

  1. phylogeny

 

  1. Which of the following is not a process in the scientific method?

 

 

  1. Systematic observation

 

  1. Development of a theory

 

  1. Laboratory experimentation

 

  1. Formulation of a hypothesis

 

  1. Belief in a preconceived idea

 

  1. Experimentation

 

 

  1. is the first step in the scientific method.

 

  1. is designed to support an hypothesis.

 

  1. provides a means to gather objective data.

 

  1. is designed to refute an hypothesis.

 

  1. provides a means to gather subjective data.

 

  1. The scientific method includes all of the following except ______.

 

 

  1. experimentation

 

  1. hypothesis

 

  1. publication

 

  1. observation

 

  1. The scientific method involves formulating a tentative explanation, called the hypothesis, to account for what has been observed or measured.

 

 

True   False

 

  1. Caring for patients infected with a new virus requires safety precautions for medical personnel. Choosing appropriate procedures is an example of a(n) ______ process.

 

 

  1. pathogenic

 

  1. deductive

 

  1. hypothetical

 

  1. inductive

 

  1. Sterile refers to ______.

 

 

  1. homogenized

 

  1. absence of any life forms and viral particles

 

  1. pathogen-free

 

  1. pasteurized

 

  1. absence of spores

 

  1. Taxonomy does not involve ______.

 

 

  1. classification

 

  1. a common name

 

  1. nomenclature

 

  1. identification

 

  1. Which scientific field is involved in the identification, classification, and naming of organisms?

 

 

  1. Nomenclature

 

  1. Epidemiology

 

  1. Taxonomy

 

  1. Phylogeny

 

  1. Pathology

 

  1. The orderly arrangement of organisms into a hierarchy of taxa is called ______.

 

 

  1. experimentation

 

  1. biotechnology

 

  1. classification

 

  1. identification

 

  1. nomenclature

 

  1. Members of the same species share many more characteristics compared to those shared by members of the same kingdom.

 

 

True   False

 

  1. Which of the following is a taxon that contains all the other taxa listed?

 

 

  1. Family

 

  1. Genus

 

  1. Kingdom

 

  1. Species

 

  1. Phylum

 

  1. The smallest and most significant taxon is a ______.

 

 

  1. kingdom

 

  1. phylum

 

  1. species

 

  1. family

 

  1. genus

 

  1. Select the correct descending taxonomic hierarchy (left to right).

 

 

  1. Class, phylum, order

 

  1. Family, genus, species

 

  1. Kingdom, domain, phylum

 

  1. Family, order, class

 

  1. Genus, species, family

 

  1. A recently-developed mnemonic for remembering the taxonomic levels from Domain to Species is "Dumb Kids Prefer Candy Over Fancy Green Salad." The word "candy" here is a reminder of the taxonomic level of _______.

 

 

 

  1. chain

 

  1. culture

 

  1. category

 

  1. colony

 

  1. class

 

  1. Which of the following is a scientific name?

 

 

  1. Streptobacilli

 

  1. Gram-positive streptococcus

 

  1. Anthrax

 

  1. Streptococcus pyogenes

 

 

  1. When assigning a scientific name to an organism,

 

 

  1. the species name is placed first.

 

  1. the species name can be abbreviated.

 

  1. both genus and species names are italicized or underlined.

 

  1. both genus and species names are capitalized.

 

  1. the species name is capitalized.

 

  1. Which scientific name is written correctly?

 

 

  1. S. aureus

 

  1. Staphylococcus aureus

 

  1. Staphylococcus Aureus

 

  1. staphylococcus aureus

 

  1. Staphylococcus aureus

 

  1. The names of the three proposed domains are: Bacteria, Protista, and Eukarya.

 

True False

 

  1. A diagram of the three domains (Bacteria, Archaea, Eukarya) proceeding from the Last Universal Common Ancestor would show Archaea

 

 

  1. branching off the Domain Bacteria.

 

  1. branching off the Domain Eukarya.

 

  1. as the original cells from which the others derived.

 

  1. Analysis of the small subunit rRNAs from all organisms in the three current domains suggests that

 

  1. the prokarytoes, archaea, and eukaryotes are not related.

 

  1. the eukaryotes arose from prokaryotes.

 

  1. the Archaea are more closely related to bacteria than eukaryotes.

 

  1. all modern and extinct organisms on earth arose from a common ancestor.

 

 

  1. The study of evolutionary relationships among organisms is called ______.

 

 

  1. genetics

 

  1. biotechnology

 

  1. phylogeny

 

  1. taxonomy

 

  1. recombinant DNA

 

  1. A scientist studying the sequence of nucleotides in the rRNA of a bacterial species is working on

 

 

  1. recombinant DNA.

 

  1. nomenclature.

 

  1. determining evolutionary relatedness.

 

  1. bioremediation.

 

  1. determining if that species is the cause of a new disease.

 

  1. Trees of life that illustrate the phylogenetic relationships of all organisms were traditionally based on ______; newer methods for determining phylogeny rely on ______.

 

 

  1. morphology; virology

 

  1. nucleic acid sequences; morphology

 

  1. morphology; nucleic acid sequences

 

  1. nucleic acid sequences; microbiomes

 

  1. morphology; nutritional requirements


CH-01: Test Bank Key

 

 

  1. Microorganisms are best defined as organisms that

 

 

  1. can only be found growing in laboratories.

 

  1. are too small to be seen with the unaided eye.

 

  1. are infectious particles.

 

  1. lack a cell nucleus.

 

  1. cause human disease.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).

 

ASM Topic: Module 02 Structure and Function

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.01 List the various types of microorganisms.

 

Learning Outcome: 01.09 Compare and contrast the relative sizes of the different microbes.

 

Section: 01.01

 

Topic: Cellular Organization

  1. Which of the following are not considered microorganisms?

 

 

  1. Fungi

 

  1. Protozoa

 

  1. Viruses

 

  1. Bacteria

 

  1. Mosquitoes

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.

 

ASM Topic: Module 05 Systems

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.01 List the various types of microorganisms.

Section: 01.01

 

Topic: Taxonomy of Microorganisms

  1. Helminths are ______.

 

 

  1. molds

 

  1. parasitic worms

 

  1. bacteria

 

  1. protozoa

 

  1. infectious particles

 

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria,

 

many of the cellular properties are fundamentally different.

 

ASM Topic: Module 02 Structure and Function

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.01 List the various types of microorganisms.

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

  1. Among the types of microorganisms, the ______ are noncellular.

 

 

  1. protozoans

 

  1. bacteria

 

  1. viruses

 

  1. helminths

 

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes.

ASM Topic: Module 02 Structure and Function

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.01 List the various types of microorganisms.

Learning Outcome: 01.08 Identify a fourth type of microorganism.

 

Section: 01.01

 

Topic: Cellular Organization

 

  1. Studies of the immune response to an infection caused by microorganisms would be performed by a(n) ______.

 

 

 

  1. hypersensitivity specialist

 

  1. immunologist

 

  1. geomicrobiologist

 

  1. epidemiologist

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.

 

ASM Topic: Module 05 Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.02 Identify multiple professions using microbiology.

 

Section: 01.01

 

Topic: Microbial Roles

 

  1. Which of the following pairs of career descriptions and work tasks is not correctly matched?

 

 

  1. Medical microbiologist -- identify the cause of a bladder infection at a hospital lab

 

  1. Industrial microbiologist -- manipulate bacterial strains to be less pathogenic

 

  1. Agricultural microbiologist -- identify bacterial causes of crop disease

 

  1. Public health microbiologist -- track the incidence of AIDS in a population

 

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.

 

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.02 Identify multiple professions using microbiology.

 

Section: 01.01

 

Topic: Microbial Roles

 

  1. A scientist who studies the influence of microbes in the formation of caves is called a(n) ______.

 

 

  1. astrobiologist

 

  1. epidemiologist

 

  1. geomicrobiologist

 

  1. immunologist

 

ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora).

 

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.02 Identify multiple professions using microbiology.

 

Section: 01.01

 

Topic: Microbial Roles

 

  1. Astrobiology is considered a sub-discipline of microbiology because

 

 

  1. life elsewhere in the universe is likely to be microbial.

 

  1. microbes are known to exist on other planets.

 

  1. all extraterrestrials known are microbial.

 

  1. only microbes can reproduce under the extreme conditions in outer space.

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.

 

ASM Topic: Module 01 Evolution

 

ASM Topic: Module 05 Systems

 

Blooms Level: 3. Apply

 

Learning Outcome: 01.02 Identify multiple professions using microbiology.

 

Section: 01.02

Topic: Microbial Roles

 

  1. Which of the following does not indicate microbe involvement in energy and nutrient flow?

 

 

  1. Decomposition of dead matter and wastes

 

  1. Digestion of complex carbohydrates in animal diets
  2. Formation of greenhouse gases, CO2 and methane

 

  1. Thermal hot springs warmed by heat from earth's interior

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.

 

ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora).

ASM Topic: Module 05 Systems

 

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 2. Understand

Learning Outcome: 01.03 Describe the role and impact of microbes on the earth.

 

Section: 01.02

 

Topic: Microbial Roles

 

  1. The microorganisms that recycle nutrients by breaking down dead matter and wastes are called ______.

 

 

  1. fermenters

 

  1. eukaryotes

 

  1. decomposers

 

  1. pathogens

 

  1. prokaryotes

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g., nitrogen fixation, methane production, anoxygenic photosynthesis).

ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora).

ASM Topic: Module 03 Metabolic Pathways

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03 Describe the role and impact of microbes on the earth.

 

Section: 01.02

 

Topic: Microbial Roles

 

  1. The majority of oxygen in earth's atmosphere is a product of photosynthesis by ______.

 

 

  1. rain forests

 

  1. microorganisms

 

  1. green plants

 

  1. agricultural lands

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.

 

ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora).

 

ASM Topic: Module 05 Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03 Describe the role and impact of microbes on the earth.

 

Section: 01.02

 

Topic: Microbial Roles

 

  1. The three cell types discussed, eukaryotes, archaea, and bacteria, all derived from ______.

 

 

  1. cells with a true nucleus

 

  1. the last universal common ancestor

 

  1. photosynthetic bacteria

 

  1. archaea

 

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.04 Explain the theory of evolution and why it is called a theory.

 

Section: 01.02

 

Topic: Cellular Organization

  1. The first cells appeared about ___ billion years ago.

 

 

  1. 5

 

B. 4.5

C.3.5

 

  1. 2

 

  1. 1

 

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.04 Explain the theory of evolution and why it is called a theory.

 

Section: 01.02

 

Topic: Cellular Organization

 

  1. A hypothesis must be tested many times before it can be considered a theory.

 

TRUE

 

ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method.

 

ASM Topic: Module 07 Scientific Thinking

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.04 Explain the theory of evolution and why it is called a theory.

 

Learning Outcome: 01.12 Explain what is important about the scientific method.

 

Section: 01.02

 

Topic: History of Microbiology

 

 

  1. Which area of biology states that living things undergo gradual structural and functional changes over long periods of time?

 

 

  1. Evolution

 

  1. Morphology

 

  1. Phylogeny

 

  1. Genetics

 

  1. Transformation

 

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.04 Explain the theory of evolution and why it is called a theory.

 

Section: 01.07

 

Topic: History of Microbiology

 

  1. When humans manipulate the genes of microorganisms, the process is called ______.

 

 

  1. epidemiology

 

  1. taxonomy

 

  1. bioremediation

 

  1. genetic engineering

 

  1. immunology

 

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function.

 

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.

 

ASM Topic: Module 04 Information Flow

 

ASM Topic: Module 05 Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.05 Explain one old way and one new way that humans manipulate organisms for their own uses.

 

Section: 01.03

 

Topic: Microbial Roles

 

  1. Which activity is an example of biotechnology?

 

 

  1. Bacteria in the soil secreting an antibiotic to kill competitors

 

  1. Public health officials monitoring diseases in a community

 

  1. Egyptians using moldy bread on wounds

 

  1. A microbiologist using the microscope to view bacteria

 

  1. Escherichia coli producing human insulin

 

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.

 

ASM Topic: Module 04 Information Flow

 

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.05 Explain one old way and one new way that humans manipulate organisms for their own uses.

 

Section: 01.03

 

Topic: Microbial Roles

 

  1. Which of the following is a traditional human use of microorganisms?

 

 

  1. Baking bread

 

  1. Cleaning up oil spills

 

  1. Treating water and sewage

 

  1. Mass-producing antibiotics

 

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.

 

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.05 Explain one old way and one new way that humans manipulate organisms for their own uses.

 

Section: 01.03

 

Topic: Microbial Roles

 

  1. Using microbes to detoxify a site contaminated with heavy metals is an example of ______.

 

 

  1. biotechnology

 

  1. bioremediation

 

  1. decomposition

 

  1. epidemiology

 

  1. immunology

 

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.

 

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.05 Explain one old way and one new way that humans manipulate organisms for their own uses.

 

Section: 01.03

 

Topic: Microbial Roles

 

  1. Disease-causing microorganisms are called ______.

 

 

  1. pathogens

 

  1. decomposers

 

  1. fermenters

 

  1. bacteria

 

  1. eukaryotes

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.

 

ASM Topic: Module 05 Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.06 Summarize the relative burden of human disease caused by microbes, emphasizing the differences between developed

countries and developing countries.

 

Section: 01.04

 

Topic: Microbial Roles

 

  1. The number one worldwide infectious diseases are ______.

 

 

  1. AIDS-related diseases

 

  1. malaria and other protozoan diseases

 

  1. respiratory diseases

 

  1. measles and other rash diseases

 

  1. diarrheal diseases

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.

 

ASM Topic: Module 05 Systems

 

Blooms Level: 3. Apply

 

Learning Outcome: 01.06 Summarize the relative burden of human disease caused by microbes, emphasizing the differences between developed

 

countries and developing countries.

 

Section: 01.04

 

Topic: Microbial Roles

 

  1. Many chronic medical conditions have been found to be associated with microbial agents.

 

TRUE

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.

 

ASM Topic: Module 05 Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.06 Summarize the relative burden of human disease caused by microbes, emphasizing the differences between developed

 

countries and developing countries.

 

Section: 01.04

 

Topic: History of Microbiology

 

Topic: Microbial Roles

 

  1. The incidence of deaths from communicable disease is ______ in the United States compared to the entire world.

 

 

  1. less

 

  1. greater

 

  1. about the same

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.

 

ASM Topic: Module 05 Systems

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.06 Summarize the relative burden of human disease caused by microbes, emphasizing the differences between developed

 

countries and developing countries.

 

Section: 01.04

 

Topic: Microbial Roles

 

  1. In which way are bacteria and eukaryotes the same?

 

 

  1. Contain a nucleus to hold DNA

 

  1. Contain ribosomes for protein synthesis

 

  1. Contain membrane-bound organelles

 

  1. Have a cell wall for rigidity

 

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection.

 

ASM Topic: Module 02 Structure and Function

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.07 Differentiate among bacteria, archaea, and eukaryotic microorganisms.

 

Section: 01.05

 

Topic: Cellular Organization

 

  1. In which way are archaea and eukaryotes the same?

 

 

  1. Have a cell wall for rigidity

 

  1. Can use flagella for movement

 

  1. Contain mitochondria for energy production

 

  1. Contain membrane-bound organelles

 

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection.

 

ASM Topic: Module 02 Structure and Function

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.07 Differentiate among bacteria, archaea, and eukaryotic microorganisms.

 

Section: 01.05

 

Topic: Cellular Organization

 

  1. All bacteria and archaea are microorganisms, but only some eukaryotes are microorganisms.

 

TRUE

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase

 

contrast, fluorescent, and electron).

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.07 Differentiate among bacteria, archaea, and eukaryotic microorganisms.

 

Section: 01.05

 

Topic: Cellular Organization

 

  1. Which of the following is a unique characteristic of viruses that distinguishes them from the other major groups of microorganisms?

 

 

  1. Cannot be seen without a microscope

 

  1. Contain genetic material

 

  1. Cause human disease

 

  1. Lack a nucleus

 

  1. Lack cell structure

 

ASM Objective: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells.

 

ASM Topic: Module 02 Structure and Function

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.08 Identify a fourth type of microorganism.

 

Section: 01.05

 

Topic: Cellular Organization

 

  1. Organisms called parasites are ______.

 

 

  1. the decomposers in ecosystems

 

  1. always viruses

 

  1. always harmful to their host

 

  1. free-living

 

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.

 

ASM Topic: Module 05 Systems

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.08 Identify a fourth type of microorganism.

 

Section: 01.05

 

Topic: Microbial Roles

 

  1. Which group of microorganisms is composed only of hereditary material wrapped in a protein covering?

 

 

  1. Yeasts

 

  1. Parasites

 

  1. Viruses

 

  1. Fungi

 

  1. Bacteria

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.

 

ASM Topic: Module 02 Structure and Function

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.08 Identify a fourth type of microorganism.

 

Section: 01.05

 

Topic: Cellular Organization

 

  1. Eukaryotic cells are larger than bacterial or archaeal cells; all cells are larger than macromolecules. Where do viruses fit on this scale?

 

 

  1. Viruses are smaller than eukaryotic cells, but larger than bacterial or archaeal cells.

 

  1. Viruses are smaller than macromolecules.

 

  1. Viruses are larger than eukaryotic cells.

 

  1. Viruses are smaller than bacterial or archaeal cells, but larger than macromolecules.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).

 

ASM Topic: Module 02 Structure and Function

 

Blooms Level: 3. Apply

 

Learning Outcome: 01.08 Identify a fourth type of microorganism.

 

Learning Outcome: 01.09 Compare and contrast the relative sizes of the different microbes.

 

Section: 01.05

 

Topic: Cellular Organization

 

  1. In general, eukaryotic cells are about ______ times larger than bacterial or archaeal cells.

 

 

  1. 2

 

  1. 10

 

  1. 50

 

  1. 1000

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).

ASM Topic: Module 02 Structure and Function

Blooms Level: 1. Remember

 

Learning Outcome: 01.09 Compare and contrast the relative sizes of the different microbes.

 

Section: 01.05

 

Topic: Cellular Organization

 

  1. Archaeal cells are about ______ bacterial cells.

 

 

  1. ten times smaller than

 

  1. the same size as

 

  1. ten times larger than

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).

 

ASM Topic: Module 02 Structure and Function

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.09 Compare and contrast the relative sizes of the different microbes.

 

Section: 01.05

 

Topic: Cellular Organization

 

  1. Many chronic infections are caused by microbes that associate in communities termed ______.

 

 

  1. biofilms

 

  1. virions

 

  1. microbiota

 

  1. sediments

 

ASM Objective: 05.02 Most bacteria in nature live in biofilm communities.

 

ASM Topic: Module 05 Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.09 Compare and contrast the relative sizes of the different microbes.

 

Section: 01.05

 

Topic: Cellular Organization

 

  1. Which of the following historical microbiologists is incorrectly paired with his contribution to the science?

 

 

  1. Francesco Redi: tested spontaneous generation with meat exposed to the air or covered with cloth

 

  1. Louis Pasteur: demonstrated that anthrax was caused by a bacterium

 

  1. Joseph Lister: promoted disinfecting hands and air prior to surgery

 

  1. Antonie van Leeuwenhoek: made and used quality magnifying lenses to observe and record microorganisms

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).

ASM Topic: Module 02 Structure and Function

 

Blooms Level: 3. Apply

 

Learning Outcome: 01.10 Make a time line of the development of microbiology from the 1600s to today.

 

Section: 01.06

Topic: History of Microbiology

 

  1. In the experiments constructed by Pasteur to disprove spontaneous generation, swan-necked flasks were used. Why was this shape of flask used in this experiment?

 

  1. The shape of the glass neck allowed the bacteria into the flask and then into the media, but air could not enter.

 

B.The glass necks needed to be open to the air, yet constructed so that bacteria would settle in the lowest part of the neck.

 

C. These flask shapes were the easiest and cheapest to produce.

 

D. Because the glass necks were stretched out, the heat used to sterilize the medium inside of the flask could not kill the bacteria in the neck.

 

 

ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method.

ASM Topic: Module 07 Scientific Thinking

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.10 Make a time line of the development of microbiology from the 1600s to today.

 

Section: 01.06

Topic: History of Microbiology

 

 

  1. Koch's postulates are criteria used to establish that

 

 

  1. microbes are found on dust particles.

 

  1. a specific microbe should be classified in a specific kingdom.

 

  1. microbes can be used to clean up toxic spills.

 

  1. a specific microbe is the cause of a specific disease.

 

  1. life forms can only arise from preexisting life forms.

 

ASM Objective: 07.01b Ability to apply the process of science: Analyze and interpret results from a variety of microbiological methods and apply these methods to analogous situations.

 

ASM Topic: Module 07 Scientific Thinking

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.10 Make a time line of the development of microbiology from the 1600s to today.

 

Section: 01.06

 

Topic: History of Microbiology

 

  1. Which of the following is NOT a recent discovery that has had a huge impact on the understanding of microbiology?

 

A.  Restriction enzymes

 

  1. PCR technique

 

  1. Biofilms

 

  1. Small RNAs

 

E.  All are significant discoveries.

 

 

Refer to the text and read about the recent discoveries that have had a huge impact on the understanding of microbiology.

 

 

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.

 

ASM Objective: 06.04 Because the true diversity of microbial life is largely unknown, its effects and potential benefits have not been fully explored.

 

ASM Topic: Module 05 Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.11 List some recent microbiological discoveries of great impact.

 

Section: 01.06

 

Topic: History of Microbiology

 

  1. The sum total of all the microbes in a certain environment is termed the ______.

 

 

  1. microbiome

 

  1. microbial niche

 

  1. domain

 

  1. biofilm

 

  1. phylogeny

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.

 

ASM Topic: Module 05 Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.11 List some recent microbiological discoveries of great impact.

 

Section: 01.06

 

Topic: History of Microbiology

 

  1. Which of the following is not a process in the scientific method?

 

 

  1. Systematic observation

 

  1. Development of a theory

 

  1. Laboratory experimentation

 

  1. Formulation of a hypothesis

 

  1. Belief in a preconceived idea

 

ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method.

 

ASM Topic: Module 07 Scientific Thinking

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.12 Explain what is important about the scientific method.

 

Section: 01.06

 

Topic: History of Microbiology

 

  1. Experimentation

 

 

  1. is the first step in the scientific method.

 

  1. is designed to support an hypothesis.

 

  1. provides a means to gather objective data.

 

  1. is designed to refute an hypothesis.

 

  1. provides a means to gather subjective data.

 

ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method.

 

ASM Topic: Module 07 Scientific Thinking

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.12 Explain what is important about the scientific method.

 

Section: 01.06

 

Topic: History of Microbiology

 

  1. The scientific method includes all of the following except ______.

 

 

  1. experimentation

 

  1. hypothesis

C.  publication

 

  1. observation

 

ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method.

ASM Topic: Module 07 Scientific Thinking

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.12 Explain what is important about the scientific method.

 

Section: 01.06

 

Topic: History of Microbiology

 

 

  1. The scientific method involves formulating a tentative explanation, called the hypothesis, to account for what has been observed or measured.

 

 

TRUE

 

ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method.

 

ASM Topic: Module 07 Scientific Thinking

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.12 Explain what is important about the scientific method.

 

Section: 01.06

Topic: History of Microbiology

 

  1. Caring for patients infected with a new virus requires safety precautions for medical personnel. Choosing appropriate procedures is an example of a(n) ______ process.

 

 

  1. pathogenic

 

  1. deductive

 

  1. hypothetical

 

  1. inductive

 

ASM Objective: 07.01b Ability to apply the process of science: Analyze and interpret results from a variety of microbiological methods and apply these methods to analogous situations.

ASM Topic: Module 07 Scientific Thinking

 

Blooms Level: 3. Apply

 

Learning Outcome: 01.12 Explain what is important about the scientific method.

Section: 01.06

 

Topic: History of Microbiology

 

  1. Sterile refers to ______.

 

 

  1. homogenized

 

  1. absence of any life forms and viral particles

 

  1. pathogen-free

 

  1. pasteurized

 

  1. absence of spores

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.

 

ASM Topic: Module 05 Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.10 Make a time line of the development of microbiology from the 1600s to today.

 

Section: 01.06

 

Topic: History of Microbiology

 

  1. Taxonomy does not involve ______.

 

 

  1. classification

 

  1. a common name

 

  1. nomenclature

 

  1. identification

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.13 Differentiate among the terms nomenclature, taxonomy, and classification.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. Which scientific field is involved in the identification, classification, and naming of organisms?

 

 

  1. Nomenclature

 

  1. Epidemiology

 

  1. Taxonomy

 

  1. Phylogeny

 

  1. Pathology

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.13 Differentiate among the terms nomenclature, taxonomy, and classification.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. The orderly arrangement of organisms into a hierarchy of taxa is called ______.

 

 

  1. experimentation

 

  1. biotechnology

 

  1. classification

 

  1. identification

 

  1. nomenclature

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.13 Differentiate among the terms nomenclature, taxonomy, and classification.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. Members of the same species share many more characteristics compared to those shared by members of the same kingdom.

 

 

TRUE

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.13 Differentiate among the terms nomenclature, taxonomy, and classification.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. Which of the following is a taxon that contains all the other taxa listed?

 

 

  1. Family

 

  1. Genus

 

  1. Kingdom

 

  1. Species

 

  1. Phylum

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 1. Remember

Learning Outcome: 01.14 Create a mnemonic device for remembering the taxonomic categories.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. The smallest and most significant taxon is a ______.

 

 

  1. kingdom

 

  1. phylum

 

  1. species

 

  1. family

 

  1. genus

 

ASM Objective: 01.04 The traditional concept of species is not readily applicable to microbes due to asexual reproduction and the frequent occurrence of horizontal gene transfer.

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.14 Create a mnemonic device for remembering the taxonomic categories.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. Select the correct descending taxonomic hierarchy (left to right).

 

 

  1. Class, phylum, order

 

  1. Family, genus, species

 

  1. Kingdom, domain, phylum

 

  1. Family, order, class

 

  1. Genus, species, family

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.14 Create a mnemonic device for remembering the taxonomic categories.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

 

  1. A recently-developed mnemonic for remembering the taxonomic levels from Domain to Species is "Dumb Kids Prefer Candy Over Fancy Green Salad." The word "candy" here is a reminder of the taxonomic level of _______.

 

 

 

  1. chain

 

  1. culture

 

  1. category

 

  1. colony

 

  1. class

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 3. Apply

 

Learning Outcome: 01.14 Create a mnemonic device for remembering the taxonomic categories.

 

Section: 01.06

 

Topic: Taxonomy of Microorganisms

 

  1. Which of the following is a scientific name?

 

 

  1. Streptobacilli

 

  1. Gram-positive streptococcus

 

  1. Anthrax

D.  Streptococcus pyogenes

 

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.15 Correctly write the binomial name for a microorganism.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. When assigning a scientific name to an organism,

 

 

  1. the species name is placed first.

 

  1. the species name can be abbreviated.

 

  1. both genus and species names are italicized or underlined.

 

  1. both genus and species names are capitalized.

 

  1. the species name is capitalized.

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.15 Correctly write the binomial name for a microorganism.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. Which scientific name is written correctly?

 

 

  1. S. aureus

 

  1. Staphylococcus aureus

 

  1. Staphylococcus Aureus

 

  1. staphylococcus aureus

 

  1. Staphylococcus aureus

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.15 Correctly write the binomial name for a microorganism.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. The names of the three proposed domains are: Bacteria, Protista, and Eukarya.

 

FALSE

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.16 Draw a diagram of the three major domains.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. A diagram of the three domains (Bacteria, Archaea, Eukarya) proceeding from the Last Universal Common Ancestor would show Archaea

 

 

  1. branching off the Domain Bacteria.

 

  1. branching off the Domain Eukarya.

 

  1. as the original cells from which the others derived.

 

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 3. Apply

 

Learning Outcome: 01.16 Draw a diagram of the three major domains.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. Analysis of the small subunit rRNAs from all organisms in the three current domains suggests that

 

  1. the prokarytoes, archaea, and eukaryotes are not related.

 

  1. the eukaryotes arose from prokaryotes.

 

  1. the Archaea are more closely related to bacteria than eukaryotes.

 

D.all modern and extinct organisms on earth arose from a common ancestor.

 

 

Refer to "Systems of Presenting a Universal Tree of Life" for a discussion of the ssu rRNAs and their role in taxonomy.

 

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.16 Draw a diagram of the three major domains.

 

Learning Outcome: 01.17 Explain the difference between traditional and molecular approaches to taxonomy.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

  1. The study of evolutionary relationships among organisms is called ______.

 

 

  1. genetics

 

  1. biotechnology

 

  1. phylogeny

 

D.taxonomy

 

  1. recombinant DNA

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.04 Explain the theory of evolution and why it is called a theory.

 

Learning Outcome: 01.17 Explain the difference between traditional and molecular approaches to taxonomy.

 

Section: 01.07

 

Topic: History of Microbiology

 

Topic: Taxonomy of Microorganisms

 

  1. A scientist studying the sequence of nucleotides in the rRNA of a bacterial species is working on

 

 

  1. recombinant DNA.

 

  1. nomenclature.

 

  1. determining evolutionary relatedness.

 

  1. bioremediation.

 

  1. determining if that species is the cause of a new disease.

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 3. Apply

 

Learning Outcome: 01.17 Explain the difference between traditional and molecular approaches to taxonomy.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms

 

 

  1. Trees of life that illustrate the phylogenetic relationships of all organisms were traditionally based on ______; newer methods for determining phylogeny rely on ______.

 

 

  1. morphology; virology

 

  1. nucleic acid sequences; morphology

 

  1. morphology; nucleic acid sequences

 

  1. nucleic acid sequences; microbiomes

 

  1. morphology; nutritional requirements

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.

 

ASM Topic: Module 01 Evolution

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.17 Explain the difference between traditional and molecular approaches to taxonomy.

 

Section: 01.07

 

Topic: Taxonomy of Microorganisms