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Test Bank Prescotts Microbiology 10th Edition Willey

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Test Bank Prescotts Microbiology 10th Edition Willey

 Test Bank Prescotts Microbiology 10th Edition Willey

Chapter 01 - The Evolution of Microorganisms and Microbiology

 

Chapter 01

The Evolution of Microorganisms and Microbiology

 

 

True / False Questions

 

 

  1. Extant microorganisms are organisms from the fossil record that are no longer present on Earth today.

 

FALSE

 

 

 

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: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe

 

Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it

Section: 01.02

 

Topic: Taxonomy of Microorganisms

 

 

 

Fill in the Blank Questions

 

 

  1. All cellular organisms can be placed into one of three __________, which include the Bacteria, Archaea, and the Eukarya.

 

domains

 

 

 

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: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered

 

microbe

 

Section: 01.02

Topic: Taxonomy of Microorganisms

 

 

 

 

 

 

 

 

 

 

 

 

 

1-1


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Archaea are cellular organisms that have unique cell membrane __________.lipids

 

 

 

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 Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.

 

ASM Topic: Module 02 Cell Structure and Function

Blooms Level: 1. Remember

 

Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe

Learning Outcome: 01.02.02 Design a set of experiments that could be used to place a newly discovered cellular microbe on a phylogenetic

 

tree based on small subunit (SSU) rRNA sequences

 

Section: 01.01

Topic: Archaea

 

 

 

True / False Questions

 

 

  1. Microbiologists study a variety of organisms, but all are considered either Bacteria or Archaea.

 

FALSE

 

 

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

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 Microbial Systems

Blooms Level: 2. Understand

 

Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists

 

Section: 01.01

Topic: Taxonomy of Microorganisms

 

 

  1. All eukaryotes have a membrane-delimited nucleus.

 

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).

 

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 Cell Structure and Function

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists

 

Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered

microbe

 

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

 

 

1-2


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Viruses are not generally studied by microbiologists because they are not classified as living organisms.

 

FALSE

 

 

 

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 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 Cell Structure and Function

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

 

  1. Viruses constitute the fourth domain of life in current biological classification schemes.

 

FALSE

 

 

 

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: 01.01.02 Explain Carl Woese’s contributions in establishing the three-domain system for classifying cellular life

 

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

 

 

Multiple Choice Questions

 

 

  1. Protists contain all of the following forms of life EXCEPT A. protozoa.

 

B.fungi.

 

C. slime molds. D. algae.

 

 

 

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 02 Cell Structure and Function

 

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 1. Remember

Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists

 

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

 

 

 

 

1-3


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Cells with a relatively complex morphology that have a true membrane-delimited nucleus are called

 

A. prokaryotes.B.eukaryotes.C. urkaryotes. D. nokaryotes.

 

 

 

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

 

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 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 01 Evolution

 

ASM Topic: Module 02 Cell Structure and Function

Blooms Level: 2. Understand

 

Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists

 

Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered

microbe

 

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

 

  1. Cells with a relatively simple cell morphology that do not have a true membrane-delimited nucleus are called

 

A.prokaryotes.B. eukaryotes. C. urkaryotes. D. nokaryotes.

 

 

 

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

 

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 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 01 Evolution

 

ASM Topic: Module 02 Cell Structure and Function

 

Blooms Level: 2. Understand

Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists

 

Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered

 

microbe

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

 

 

 

 

 

 

 

 

 

1-4


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. The ribosomal RNA studies that led to the division of prokaryotic organisms into the Bacteria and the Archaea were begun by

 

A. Pasteur.

 

 

  1. Woese.

 

  1. Needham.

 

  1. Watson.

 

 

 

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

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.

 

ASM Topic: Module 01 Evolution

 

ASM Topic: Module 02 Cell Structure and Function

Blooms Level: 1. Remember

Learning Outcome: 01.01.02 Explain Carl Woese’s contributions in establishing the three-domain system for classifying cellular life

 

Section: 01.01

Topic: Archaea

 

Topic: Bacteria

 

Topic: Taxonomy of Microorganisms

 

 

  1. Proteins function in modern cells as A. catalysts.

 

B. hereditary information. C. structural elements.

 

D.both catalysts and structural elements.

 

 

 

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

 

ASM Topic: Module 02 Cell Structure and Function

 

ASM Topic: Module 03 Metabolic Pathways

Blooms Level: 2. Understand

 

Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it

 

Section: 01.02

Topic: Bacterial Cellular Morphology

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-5


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. RNA serves to convert the information stored in DNA to ________. A. carbohydrates

 

B.proteinC. lipids D. RNA

 

 

 

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

 

ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes.

 

ASM Topic: Module 02 Cell Structure and Function

 

ASM Topic: Module 03 Metabolic Pathways

ASM Topic: Module 04 Information Flow and Genetics

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it

Section: 01.02

 

Topic: Taxonomy of Microorganisms

 

 

 

True / False Questions

 

 

  1. The earliest microbial fossils that have been found are dated from approximately 4.5 million years ago.

 

FALSE

 

 

 

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 01 Evolution

ASM Topic: Module 02 Cell Structure and Function

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it

Section: 01.02

 

Topic: Bacteria

 

 

 

Multiple Choice Questions

 

 

 

 

 

 

 

 

 

 

 

 

 

1-6


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Which of the following distinguish the field of microbiology from other fields of biology?

 

A. The size of the organism studied.

 

 

  1. The techniques used to study organisms regardless of their size.

 

  1. Both the size of the organism studied and the techniques employed in the study of organisms.

 

  1. Neither the size of the organism studied nor the techniques employed in the study of organisms regardless of their size.

 

 

 

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

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).

 

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 microbiota).

 

ASM Topic: Module 02 Cell Structure and Function

 

ASM Topic: Module 03 Metabolic Pathways

ASM Topic: Module 04 Information Flow and Genetics

 

ASM Topic: Module 05 Microbial Systems

 

ASM Topic: Module 06 Impact of Microorganisms

Blooms Level: 2. Understand

 

Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has

 

improved human conditions

Section: 01.02

 

Section: 01.03

Section: 01.04

 

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-7


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Who of the following developed a set of criteria that could be used to establish a causative link between a particular microorganism and a particular disease?

 

A. FracastoroB.Koch

 

C. Pasteur D. Lister

 

 

 

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 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky

 

Learning Outcome: 01.03.02 Outline a set of experiments that might be used to decide if a particular microbe is the causative agent of a

 

disease

Section: 01.03

 

Topic: Bacteria

 

Topic: History of Microbiology

 

 

  1. Who of the following was the first to observe and accurately describe microorganisms? A. Pasteur

 

B. Lister

C.van LeeuwenhoekD. Tyndall

 

 

 

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 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 Cell Structure and Function

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-8


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Who of the following provided the evidence needed to discredit the concept of spontaneous generation?

 

A.PasteurB. Koch

 

C. Semmelweiss D. Lister

 

 

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

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 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. The concept that living organisms arise from nonliving material is called A. biogenesis.

 

B. cell theory.

C.spontaneous generation.D. germ theory.

 

 

 

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

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-9


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. The concept that human and animal diseases are caused by microorganisms is called the A. cell theory.

 

B.germ theory.

 

C. causative theory. D. disease theory.

 

 

 

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 Microbial Systems

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky

 

Learning Outcome: 01.03.02 Outline a set of experiments that might be used to decide if a particular microbe is the causative agent of a

 

disease

Section: 01.03

 

Topic: History of Microbiology

 

 

  1. Whose work on spontaneous generation first demonstrated the existence of a very heat-resistant form of bacteria that are called endospores?

 

A. Schwann B. Redi

 

C.TyndallD. Pasteur

 

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.

 

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

 

ASM Topic: Module 02 Cell Structure and Function

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-10


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Antiseptic surgery was pioneered by A. Pasteur.

 

B.Lister.C. Jenner. D. Kitasato.

 

 

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods. 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 03 Metabolic Pathways

 

ASM Topic: Module 05 Microbial Systems

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. Studies by Emil von Behring and Shibasaburo Kitasato demonstrated that inactivated toxins can induce the synthesis of antitoxins in the blood of rabbits. These antitoxins (antibodies) are the basis of

A.humoral immunity.

 

B. cell-mediated immunity. C. antibiotic immunity.

D. phagocyte-mediated immunity.

 

 

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

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 Microbial Systems

Blooms Level: 1. Remember

 

Section: 01.03

 

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-11


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. The first surgical antiseptic to be used was A. iodine.

 

B. ethanol.C.phenol.

 

D. None of the choices are correct.

 

 

 

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods. 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 03 Metabolic Pathways

 

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. Old cultures of bacteria that have lost their ability to cause disease are said to be A. impotent.

 

B. virulent. C. pathogenic.D.attenuated.

 

 

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

ASM Topic: Module 03 Metabolic Pathways

 

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-12


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Who is credited with developing and documenting the first vaccination procedure against smallpox?

 

A. Koch B. PasteurC.JennerD. Lister

 

 

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

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 03 Metabolic Pathways

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. Who is credited with developing a vaccine against chicken cholera? A. Koch

 

B.PasteurC. Jenner D. Lister

 

 

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods. 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 03 Metabolic Pathways

 

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-13


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Who of the following first discovered that some blood leukocytes could engulf disease-causing bacteria?

 

A. von Behring B. Meister

 

C.MetchnikoffD. Ivanowski

 

 

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

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 03 Metabolic Pathways

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. The use of enrichment cultures and selective media was pioneered by A. Beijerinck.

 

B. Jenner. C. Pasteur.

 

D. von Behring.

 

 

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.

 

ASM Topic: Module 03 Metabolic Pathways

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

 

True / False Questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-14


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Fanny Hesse first suggested that agar be used to solidify microbiological media.

 

TRUE

 

 

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.

 

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

ASM Topic: Module 03 Metabolic Pathways

 

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. M. J. Berkeley demonstrated that the great potato blight of Ireland was caused by a fungus.

 

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 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. Invisible living creatures were thought to exist and cause disease long before they were ever observed.

 

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 Microbial Systems

Blooms Level: 2. Understand

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

 

1-15


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Koch's postulates were instrumental in establishing that Mycobacterium leprae is the cause of leprosy.

 

FALSE

 

 

 

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 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky

 

Learning Outcome: 01.03.03 Predict the difficulties that might arise when using Koch’s postulates to determine if a microbe causes a

 

disease unique to humans

Section: 01.03

 

Topic: History of Microbiology

 

 

  1. Edward Jenner's work in preventing rabies led to the use of the term vaccination to describe a type of procedure used in the prevention of disease.

 

FALSE

 

 

 

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

 

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

 

ASM Topic: Module 05 Microbial Systems

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. Although developed over 100 years ago, Koch's postulates continue to be used successfully in all known human infectious diseases.

 

FALSE

 

 

 

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 Microbial Systems

Blooms Level: 2. Understand

Learning Outcome: 01.03.03 Predict the difficulties that might arise when using Koch’s postulates to determine if a microbe causes a

 

disease unique to humans

 

Section: 01.03

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

1-16


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Viruses and bacteria were first cultured in the laboratory at about the same time.

 

FALSE

 

 

 

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 Microbial Systems

 

Blooms Level: 2. Understand

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. Charles Chamberland developed porcelain filters that allowed other scientists to demonstrate that viruses are smaller than bacteria.

 

TRUE

 

 

 

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. The first disease to be identified as being caused by a virus was tobacco mosaic disease.

 

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 Microbial Systems

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky

Learning Outcome: 01.03.02 Outline a set of experiments that might be used to decide if a particular microbe is the causative agent of a

 

disease

 

Section: 01.03

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-17


 

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Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. John Tyndall demonstrated that microorganisms present in the air are carried on dust particles.

 

TRUE

 

 

 

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

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. Agastino Bassi demonstrated that a type of silkworm disease was caused by a fungus and proposed that many diseases are caused by microorganisms.

 

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 Microbial Systems

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. The usefulness of agar in solidifying microbiological growth media is limited because it does not remain solid at temperatures above 28oC.

 

FALSE

 

 

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.

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

 

ASM Topic: Module 03 Metabolic Pathways

 

ASM Topic: Module 06 Impact of Microorganisms

Blooms Level: 2. Understand

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

1-18


 

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Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Robert Koch developed a vaccine that could be used to prevent anthrax.

 

FALSE

 

 

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods. 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 03 Metabolic Pathways

 

ASM Topic: Module 05 Microbial Systems

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

 

Fill in the Blank Questions

 

 

  1. Elie Metchnikoff discovered __________, which is a major feature of the host immune response.

 

phagocytosis

 

 

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

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 03 Metabolic Pathways

 

ASM Topic: Module 05 Microbial Systems

Blooms Level: 1. Remember

 

Section: 01.03

 

Topic: History of Microbiology

 

 

  1. An Italian physician, __________, challenged the concept of spontaneous generation by demonstrating that maggots do not arise from decaying meat but rather from developing fly eggs.

 

Redi

 

 

 

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

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

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 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

1-19


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. __________ discovered that soil bacteria could oxidize iron, sulfur, and ammonia to obtain energy.

 

Winogradsky

 

 

 

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

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

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 microbiota).

 

ASM Topic: Module 05 Microbial Systems

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. __________ was the first to isolate a root nodule bacterium capable of nitrogen fixation.

 

Beijerinck

 

 

 

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

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

ASM Topic: Module 05 Microbial Systems

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

 

True / False Questions

 

 

  1. The endosymbiotic hypothesis is generally accepted as the origin of two eukaryotic organelles: mitochondria and chloroplasts.

 

TRUE

 

 

 

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: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it

 

Section: 01.02

Topic: Taxonomy of Microorganisms

 

 

 

 

 

 

 

1-20


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. The relationship between specific bacteria and specific diseases was first demonstrated by Koch.

 

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 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

  1. Some microorganisms are useful in bioremediation processes that reduce the effects of pollution.

 

TRUE

 

 

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

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 microbiota).

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

 

ASM Topic: Module 05 Microbial Systems

 

ASM Topic: Module 06 Impact of Microorganisms

Blooms Level: 2. Understand

 

Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has improved human conditions

Learning Outcome: 01.04.02 Support the belief held by many microbiologists that microbiology is experiencing its second golden age

 

Section: 01.04

 

Topic: History of Microbiology

 

 

Fill in the Blank Questions

 

 

  1. The branch of microbiology that deals with diseases of humans and animals is called

 

__________ microbiology. medical

 

 

 

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 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has

improved human conditions

 

Section: 01.04

 

Topic: History of Microbiology

 

 

 

1-21


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. The branch of microbiology that deals with the mechanisms by which the human body protects itself from disease-causing organisms is called __________.

 

immunology

 

 

 

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 Microbial Systems

 

Blooms Level: 1. Remember

 

Learning Outcome: 01.04.02 Support the belief held by many microbiologists that microbiology is experiencing its second golden age

Section: 01.04

 

Topic: History of Microbiology

 

 

  1. __________ _____________microbiologists monitor community food establishments and water supplies in order to control the spread of communicable diseases.

Public health

 

 

 

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 Microbial Systems

 

Blooms Level: 1. Remember

Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has

 

improved human conditions

 

Section: 01.04

Topic: History of Microbiology

 

 

  1. The branch of microbiology that studies the relationship between microorganisms and their habitats is called __________ ______________.

 

microbial ecology

 

 

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.

 

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

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

ASM Topic: Module 03 Metabolic Pathways

 

ASM Topic: Module 05 Microbial Systems

Blooms Level: 1. Remember

 

Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has

 

improved human conditions

Section: 01.04

 

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

1-22


 

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Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. __________ and __________ microbiology investigates the spoilage of products for human consumption and the use of microorganisms in the production of cheese, yogurt, pickles, beer, and the like.

 

Food, dairy

 

 

 

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

 

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 Microbial Systems

 

Blooms Level: 1. Remember

Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has

 

improved human conditions

 

Section: 01.04

Topic: History of Microbiology

 

 

  1. __________ microbiology involves the use of microorganisms to make products such as antibiotics, vaccines, steroids, alcohols, vitamins, amino acids, and enzymes.

 

Industrial

 

 

 

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: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has

 

improved human conditions

Section: 01.04

 

Topic: History of Microbiology

 

 

  1. Microbial __________ are scientists who investigate the synthesis of antibiotics and toxins, the production of energy with microorganisms, and the ways in which microorganisms survive harsh environmental conditions.

 

physiologists

 

 

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.

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

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

ASM Topic: Module 03 Metabolic Pathways

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 1. Remember

Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has

 

improved human conditions

 

Section: 01.04

Topic: History of Microbiology

 

 

 

 

1-23


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Microbial __________ focuses on the nature of heredity and how it regulates the development and function of cells and organisms.

 

genetics

 

 

 

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes.

 

ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.

 

ASM Topic: Module 04 Information Flow and Genetics

Blooms Level: 1. Remember

 

Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has

 

improved human conditions

Section: 01.04

 

Topic: History of Microbiology

 

 

 

Multiple Choice Questions

 

 

  1. Which of the following provides the best explanation for why viruses are not included in the three domain system?

 

A. Viruses are too small.

 

B. Viruses have either DNA or RNA, not both.C.Viruses are not a cellular life form.

 

D. Viruses show no evidence of evolution.

 

 

 

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

 

ASM Topic: Module 01 Evolution

Blooms Level: 5. Evaluate

Learning Outcome: 01.01.02 Explain Carl Woese’s contributions in establishing the three-domain system for classifying cellular life

 

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-24


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. A new microbe has been discovered in the rumen of sheep. Microscopy shows no evidence of a nuclear membrane and biochemical studies of the cell wall demonstrate the lack of peptidoglycan. Metabolic studies show that this microbe generates methane. This microbe would most likely be classified in the:

 

A. Domain BacteriaB.Domain Archaea

 

C. Domain Eukarya, Kingdom Fungi D. Domain Eukarya, Protists

 

 

 

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

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.

 

ASM Topic: Module 03 Metabolic Pathways

Blooms Level: 4. Analyze

Learning Outcome: 01.01.02 Explain Carl Woese’s contributions in establishing the three-domain system for classifying cellular life

 

Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered

 

microbe

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

 

  1. What is the most compelling reason why “protists” are not considered to be a taxonomic group?

A. They are not cellular life forms.

B. They are too small to be included among the eukaryotes.

  1. The group includes both prokaryotic and eukaryotic cell types.

 

  1. The organisms often included in this group are very diverse and don’t form a cohesive

 

taxon.

 

 

 

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

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

 

ASM Topic: Module 01 Evolution

 

ASM Topic: Module 05 Microbial Systems

Blooms Level: 5. Evaluate

Learning Outcome: 01.01.02 Explain Carl Woese’s contributions in establishing the three-domain system for classifying cellular life

 

Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered

microbe

 

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

 

 

 

 

 

 

 

 

 

 

 

 

1-25


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Scientists study microorganisms on Earth today to search for life forms elsewhere, as well as to explore the origins of life on Earth. These microorganisms that are studied are referred to as:

 

A. existing.B.extant.C. extinct. D. extirpated.

 

 

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes.

ASM Topic: Module 05 Microbial Systems

 

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 3. Apply

Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists

 

Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it

 

Section: 01.01

Section: 01.02

 

Topic: Taxonomy of Microorganisms

 

 

  1. The most important aspect of agar that makes it a useful ingredient for solidifying media for bacterial culture is

 

A. It provides an excellent nitrogen source for bacteria.

B.Bacteria are unable to break it down so it stays solidified.C. It melts at 100oC and solidifies at temperatures below 50oC. D. It provides an excellent carbon and energy source for bacteria.

 

 

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.

 

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

 

ASM Topic: Module 03 Metabolic Pathways

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 5. Evaluate

 

Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky Section: 01.03

 

Topic: History of Microbiology

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-26


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

63. Which molecule is believed to have preceded the other three during the evolution of life?

 

  1. ATP
  2. Proteins
  3. DNA
    1. RNA

 

 

 

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

 

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).

ASM Topic: Module 01 Evolution

 

ASM Topic: Module 04 Information Flow and Genetics

 

Blooms Level: 3. Apply

Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it

 

Section: 01.02

 

Topic: Taxonomy of Microorganisms

 

 

  1. What is the most compelling reason why DNA, rather than RNA, evolved to be the storage repository for genetic information in cellular life forms?

 

A. DNA has deoxyribose rather than ribose.

B.DNA molecules are more chemically stable than RNA molecules.C. DNA is double-stranded rather than single-stranded.

 

 

 

ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes.

 

ASM Topic: Module 04 Information Flow and Genetics

Blooms Level: 5. Evaluate

 

Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it

 

Section: 01.02

Topic: Taxonomy of Microorganisms

 

 

  1. Each of the following provides evidence in support of the primary role of RNA in the evolution of life EXCEPT:

 

A. Some RNA molecules are catalytic.

 

B. RNA catalyzes peptide bond formation during protein synthesis. C. ATP (energy currency of the cell) is a ribonucleotide.

 

D.RNA is less chemically stable than DNA.E. RNA can regulate gene expression.

 

 

 

ASM Topic: Module 01 Evolution

ASM Topic: Module 04 Information Flow and Genetics

 

Blooms Level: 4. Analyze

 

Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it

Section: 01.02

 

Topic: Taxonomy of Microorganisms

 

 

1-27


 

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Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. While each of these processes are believed to have evolved prior to aerobic respiration, which one is the most critical process, without which aerobic respiration could never have developed?

A.Oxygenic photosynthesisB. Anoxygenic photosynthesis C. Alcohol fermentation

 

D. Lactic acid fermentation

 

 

 

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

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

ASM Topic: Module 03 Metabolic Pathways

 

ASM Topic: Module 05 Microbial Systems

Blooms Level: 4. Analyze

 

Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it

 

Section: 01.02

Topic: History of Microbiology

 

 

  1. Which term is most inclusive? In other words, which term includes all the others? A. Microbial species

 

B. Microbial strain C. Biovars

 

D. Serovars

 

 

 

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: 4. Analyze

Learning Outcome: 01.02.03 Compare and contrast the definitions of plant and animal species, microbial species, and microbial strains

 

Section: 01.02

 

Topic: Bacteria

Topic: Taxonomy of Microorganisms

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-28


 

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Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Which of the processes named here is the least likely to contribute to the evolution of genetic diversity of bacteria and archaea?

 

A. Mutation

B.Sexual reproductionC. Binary fission

 

D. Horizontal gene transfer

 

 

 

ASM Objective: 01.02 Mutations and horizontal gene transfer, with the immense variety of microenvironments, have selected for a huge diversity of microorganisms.

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 Topic: Module 01 Evolution

Blooms Level: 4. Analyze

 

Learning Outcome: 01.02.03 Compare and contrast the definitions of plant and animal species, microbial species, and microbial strains

 

Section: 01.02

Topic: Archaea

 

Topic: Bacteria

 

Topic: Taxonomy of Microorganisms

 

 

  1. A student is observing microorganisms in a sample of pond water. One organism of interest has an obvious nucleus, small oval structures containing a green pigment, and does not appear to be motile. In which of the following groups would this microbe most likely be classified?

 

A. Eukaryotes (Fungi)B.Eukaryotes (Algae)C. Bacteria

D. Archaea

E. Eukaryotes (Protozoa)

 

 

 

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 02 Cell Structure and Function

 

ASM Topic: Module 05 Microbial Systems

 

Blooms Level: 4. Analyze

Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered

 

microbe

 

Section: 01.01

Topic: Taxonomy of Microorganisms

 

 

 

 

 

 

 

 

 

 

 

 

1-29


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. A student is observing microorganisms in a sample of pond water. One organism of

 

interest has an obvious nucleus and has been moving rapidly during observation and appears to have rows of cilia along its surface. In which of the following groups would this microbe most likely be classified?

 

A. Eukaryotes (Fungi) B. Eukaryotes (Algae) C. Bacteria

D.Eukaryotes (Protozoa)

 

 

 

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 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 Cell Structure and Function

 

Blooms Level: 4. Analyze

 

Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered

 

microbe

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

 

 

Fill in the Blank Questions

 

 

  1. A microbial __________ is a collection of strains that share many stable properties and differ significantly from other groups of strains.

 

species

 

 

 

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: 2. Understand

 

Learning Outcome: 01.02.03 Compare and contrast the definitions of plant and animal species, microbial species, and microbial strains

Section: 01.02

 

Topic: Taxonomy of Microorganisms

 

 

 

Multiple Choice Questions

 

 

 

 

 

 

 

 

 

 

 

 

1-30


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Morphovars, serovars, biovars, and pathovars are examples of terms that refer to microbial _______________.

 

A. speciesB.strainsC. types D. Archaea

 

 

 

ASM Objective: 01.02 Mutations and horizontal gene transfer, with the immense variety of microenvironments, have selected for a huge diversity of microorganisms.

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 Topic: Module 01 Evolution

Blooms Level: 2. Understand

 

Learning Outcome: 01.02.03 Compare and contrast the definitions of plant and animal species, microbial species, and microbial strains

 

Section: 01.02

Topic: Taxonomy of Microorganisms

 

 

  1. In a search for new antibiotics, a previously unknown organism has been recovered from the soil. It is nonmotile and is composed of long threadlike structures formed from nucleated cells. It is not-photosynthetic and absorbs its nutrients. This organism will most likely be classified among the

 

A. Bacteria B. Archaea

 

C.Eukaryotes (Fungi)D. Eukaryotes (Protozoa) E. Eukaryotes (Algae)

 

 

 

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

 

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 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 01 Evolution

 

ASM Topic: Module 02 Cell Structure and Function

ASM Topic: Module 05 Microbial Systems

 

ASM Topic: Module 06 Impact of Microorganisms

 

Blooms Level: 3. Apply

Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists

 

Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered

microbe

 

Section: 01.01

 

Topic: Taxonomy of Microorganisms

 

 

 

Matching Questions

 

 

 

 

1-31


 

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Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

74. Match the microbe with an example of its importance to humans.

 

1.

Members of this group have caused "mad cow diseaese" and

 

 

Creutzfeld Jacob disease.

Viruses

5

2.

Members of this group are photosynthetic, include unicellular and

Prions

 

multicellular forms, and are the foundation of aquatic food chains.

 

1

3.

This group includes beneficial microorganisms that fix nitrogen,

 

 

make antibiotics, vitamins and enzymes, as well as harmful

Fungi

 

microorganisms that cause disease such as plague and strep throat.

 

4

4.

Members of this group include decomposers, associate with plant

 

 

roots and help plants grow, produce antibiotics, help bread rise, and

Algae

 

help make wine.

 

2

5.

Members of this microbial group cause serious diseases such as

 

 

smallpox, AIDS, and Ebola fever.

Bacteria

3

 

 

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 Objective: 05.03 Microorganisms and their environment interact with and modify each other.

 

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

 

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 microbiota).

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

 

ASM Topic: Module 05 Microbial Systems

 

ASM Topic: Module 06 Impact of Microorganisms

Blooms Level: 3. Apply

 

Learning Outcome: 01.01.03 Provide an example of the importance to humans of each of the major types of microbes

 

Section: 01.01

Topic: Taxonomy of Microorganisms

 

 

 

Multiple Choice Questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-32


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Three the SSU rRNA sequences of 3 organisms have been compared. For organisms 1 and 2, two of the twelve nucleotides in the sequence are different. For organisms 1 and 3, six of the twelve nucleotides are different. Which organism has greater evolutionary distance from organism 1?

 

A. Organism 2B.Organism 3

 

C. The evolutionary distance is the same.

D. Evolutionary distance cannot be predicted from this data.

 

 

 

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: 01.02.02 Design a set of experiments that could be used to place a newly discovered cellular microbe on a phylogenetic

 

tree based on small subunit (SSU) rRNA sequences

Section: 01.02

 

Topic: Taxonomy of Microorganisms

 

 

 

Ranking Questions

 

 

  1. The following are steps in using SSU rRNA molecules to develop phylogenetic trees. Place these steps in the correct order.

 

5      Count the number of nucleotide differences between each pair of sequences and calculate the evolutionary distance.

 

6       Input data into computer and use appropriate software to construct a phylogenetic tree.

4      Align nucleotide sequences to compare.

1       Isolate DNA from cells of each organism being tested.

 

2      Amplify the DNA of the SSU rRNA genes of each organism using polymerase chain reaction.

 

3      Determine the nucleotide sequence of the SSU rRNA genes of each organism.

 

 

 

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: 01.02.02 Design a set of experiments that could be used to place a newly discovered cellular microbe on a phylogenetic

 

tree based on small subunit (SSU) rRNA sequences

 

Section: 01.02

Topic: Taxonomy of Microorganisms

 

 

 

Multiple Choice Questions

 

 

 

 

 

 

1-33


 

Copyright © 2017 McGraw -Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 01 - The Evolution of Microorganisms and Microbiology

 

 

 

  1. Which group of microbes contains organisms necessary for production of wine and bread?

 

A. Bacteria B. ArchaeaC.FungiD. Algae

 

 

 

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: 01.01.03 Provide an example of the importance to humans of each of the major types of microbes

 

Section: 01.01

Topic: Taxonomy of Microorganisms

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1-34


 

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Chapter 02 - Microscopy

 

Chapter 02

Microscopy

 

 

 

 

 

 

 

Fill in the Blank Questions

 

 

  1. The __________ is the point at which a lens focuses parallel beams of light. focal point

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 1. Remember

Learning Outcome: 02.01.02 Correlate lens strength and focal length

 

Section: 02.01

 

Topic: Microscopy

 

 

  1. The __________ is the distance between the center of a lens and the point at which it focuses parallel beams of light.

 

focal length

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 1. Remember

Learning Outcome: 02.01.02 Correlate lens strength and focal length

 

Section: 02.01

 

Topic: Microscopy

 

 

True / False Questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-1


 

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Chapter 02 - Microscopy

 

 

 

  1. Light rays are refracted (bent) when they cross the interface between materials with different refractive indices.

 

TRUE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 1. Remember

 

Learning Outcome: 02.01.01 Relate the refractive indices of glass and air to the path light takes when it passes through a prism or convex lens

Section: 02.01

 

Topic: Microscopy

 

 

 

Multiple Choice Questions

 

 

  1. Confocal microscopes exhibit improved contrast and resolution by A. illumination of a large area of the specimen.

 

B.blocking out stray light with an aperture located above the objective lens.C. use of light at longer wavelengths.

 

D. use of ultraviolet light to illuminate the specimen.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.02.01 Evaluate the parts of a light microscope in terms of their contributions to image production and use of the

microscope

 

Section: 02.02

 

Topic: Microscopy

 

 

  1. A 30´ objective and a 20´ ocular produce a total magnification of A. 230´.

 

B. 320´. C. 50´.D.600´.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 3. Apply

 

Learning Outcome: 02.02.01 Evaluate the parts of a light microscope in terms of their contributions to image production and use of the microscope

 

Learning Outcome: 02.02.02 Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to

 

examine a specimen

Section: 02.02

 

Topic: Microscopy

 

 

 

2-2


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. A 45´ objective and a 10´ ocular produce a total magnification of A. 900´.

 

B. 55´.C.450´.D. 145´.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 3. Apply

 

Learning Outcome: 02.02.01 Evaluate the parts of a light microscope in terms of their contributions to image production and use of the

microscope

 

Section: 02.02

 

Topic: Microscopy

 

 

  1. A microscope that exposes specimens to ultraviolet, violet, or blue light and forms an image with the light emitted at a different wavelength is called a __________ microscope. A. phase-contrast

B. dark-field

 

C. scanning electronD.fluorescence

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 1. Remember

Learning Outcome: 02.02.03 Create a table that compares and contrasts the various types of light microscopes in terms of their uses, how

 

images are created, and the quality of images produced

Section: 02.02

 

Topic: Microscopy

 

 

  1. Immersion oil can be used to increase the resolution achieved with some microscope lenses because it increases the __________ between the specimen and the objective lens.

 

A. optical densityB.refractive index

 

C. optical density and refractive index

D. neither optical density nor refractive index

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.01.01 Relate the refractive indices of glass and air to the path light takes when it passes through a prism or convex lens

 

Section: 02.01

 

Topic: Microscopy

 

 

 

2-3


 

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Chapter 02 - Microscopy

 

 

True / False Questions

 

 

  1. A substage condenser is used to focus light onto the specimen, which increases the resolution of a light microscope.

 

TRUE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.02.01 Evaluate the parts of a light microscope in terms of their contributions to image production and use of the

microscope

 

Section: 02.02

 

Topic: Microscopy

 

 

Fill in the Blank Questions

 

 

  1. The __________ is the distance between the specimen and the objective lens when the specimen is in focus.

 

working distance

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 1. Remember

 

Learning Outcome: 02.02.01 Evaluate the parts of a light microscope in terms of their contributions to image production and use of the

 

microscope

Section: 02.02

 

Topic: Microscopy

 

 

  1. The useful magnification of a light microscope is limited by the ___________ of the light source being utilized.

 

wavelength

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

Learning Outcome: 02.02.02 Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to

 

examine a specimen

 

Section: 02.02

Topic: Microscopy

 

 

 

 

 

 

2-4


 

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Chapter 02 - Microscopy

 

 

 

  1. The special dyes used in fluorescence microscopy that absorb light at one wavelength and emit light at a different wavelength are called __________.

 

fluorochromes

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

Blooms Level: 1. Remember

Learning Outcome: 02.02.03 Create a table that compares and contrasts the various types of light microscopes in terms of their uses, how

 

images are created, and the quality of images produced

 

Section: 02.02

Topic: Microscopy

 

 

13. In order to view a specimen with a total magnification of 400´, a __________ objective must be used if the ocular is 10´.

 

40´

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 3. Apply

 

Learning Outcome: 02.02.01 Evaluate the parts of a light microscope in terms of their contributions to image production and use of the

microscope

 

Section: 02.02

 

Topic: Microscopy

 

 

True / False Questions

 

 

  1. Confocal microscopes, in combination with specialized computer software, can be used to create three-dimensional images of cell structures.

 

TRUE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.02.03 Create a table that compares and contrasts the various types of light microscopes in terms of their uses, how

images are created, and the quality of images produced

 

Section: 02.02

 

Topic: Microscopy

 

 

 

 

 

 

 

 

 

 

2-5


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. A light microscope with an objective lens numerical aperture of 0.65 is capable of allowing two objects 400 nm apart to be distinguished when using light with a wavelength of

420  nm.

 

TRUE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 4. Analyze

 

Learning Outcome: 02.02.02 Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to

 

examine a specimen

Section: 02.02

 

Topic: Microscopy

 

 

  1. Resolution improves when the wavelength of the illuminating light decreases.

 

TRUE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 4. Analyze

 

Learning Outcome: 02.02.02 Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to

examine a specimen

 

Section: 02.02

 

Topic: Microscopy

 

 

  1. Immersion oil is used to prevent a specimen from drying out.

 

FALSE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

Learning Outcome: 02.02.01 Evaluate the parts of a light microscope in terms of their contributions to image production and use of the

 

microscope

 

Section: 02.02

Topic: Microscopy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-6


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. It is possible to build a light microscope capable of 10,000´ magnification, but the image would not be sharp because resolution is independent of magnification.

 

TRUE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.02.02 Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to

examine a specimen

 

Section: 02.02

 

Topic: Microscopy

 

 

  1. Immersion oil increases the amount of light entering the objective lens.

 

TRUE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

Learning Outcome: 02.02.02 Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to

 

examine a specimen

 

Section: 02.02

Topic: Microscopy

 

 

 

Multiple Choice Questions

 

 

  1. If the objective lenses of a microscope can be changed without losing focus on the specimen, they are said to be

 

A. equifocal. B. totifocal.C.parfocal.D. optifocal.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

Learning Outcome: 02.02.01 Evaluate the parts of a light microscope in terms of their contributions to image production and use of the

 

microscope

 

Section: 02.02

Topic: Microscopy

 

 

 

 

 

 

 

2-7


 

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Chapter 02 - Microscopy

 

 

 

  1. An instrument that magnifies slight differences in the refractive index of cell structures is called a (n) __________ microscope.

 

A.phase-contrastB. electron

 

C. fluorescence D. densitometric

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.02.03 Create a table that compares and contrasts the various types of light microscopes in terms of their uses, how

 

images are created, and the quality of images produced

Section: 02.02

 

Topic: Microscopy

 

 

  1. The instrument that produces a bright image of the specimen against a dark background is called a (n) __________ microscope.

 

A. phase-contrast B. electron

 

C. bright-fieldD.dark-field

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.02.03 Create a table that compares and contrasts the various types of light microscopes in terms of their uses, how

images are created, and the quality of images produced

 

Section: 02.02

 

Topic: Microscopy

 

 

  1. As the magnification of a series of objective lenses increases, the working distance A. increases.

 

B.decreases.

C. stays the same.

D. cannot be predicted.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 4. Analyze

 

Learning Outcome: 02.01.02 Correlate lens strength and focal length

 

Section: 02.01

Topic: Microscopy

 

 

 

 

2-8


 

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Chapter 02 - Microscopy

 

 

 

  1. Prior to staining, smears of microorganisms are heat-fixed in order to A. allow eventual visualization of internal structures.

 

B. ensure removal of dust particles from the slide surface.C.attach it firmly to the slide.

 

D. create small pores in cells that facilitates binding of stain to cell structures.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.03.01 Recommend a fixation process to use when the microbe is a bacterium or archaeon and when the microbe is a

 

protist

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

  1. Acid-fast organisms such as Mycobacterium tuberculosis contain __________ constructed from mycolic acids in their cell walls.

 

A. proteins

 

B. carbohydratesC.lipids

 

D. peptidoglycan

 

 

 

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

 

ASM Topic: Module 02 Cell Structure and Function

Blooms Level: 2. Understand

 

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Section: 02.03

Topic: Mycobacteria

 

Topic: Preparing Microscopy Specimens

 

 

  1. In the Gram-staining procedure, the primary stain is A. iodine.

 

B. safranin.

C.crystal violet.D. alcohol.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 1. Remember

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

 

procedure

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

2-9


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. In the Gram-staining procedure, the decolorizer is A. iodine.

 

B. safranin.

C. crystal violet.

D.ethanol or acetone.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 1. Remember

 

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

procedure

 

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

  1. In the Gram-staining procedure, the counterstain is A. iodine.

 

B.safranin.

 

C. crystal violet. D. alcohol.

 

 

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 1. Remember

 

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

 

procedure

 

Section: 02.03

Topic: Identifying Microorganisms

 

Topic: Preparing Microscopy Specimens

 

 

  1. In the Gram-staining procedure, the mordant is A. iodine.

 

B. safranin.

 

C. crystal violet. D. alcohol.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 1. Remember

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

 

procedure

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

 

2-10


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. After the primary stain has been added but before the decolorizer has been used, gram-positive organisms are stained __________ and gram-negative organisms are stained

 

__________.

A.purple; purpleB. purple; colorless C. purple; pink

 

D. pink; pink

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 4. Analyze

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

 

procedure

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

  1. After the decolorizer has been added, gram-positive organisms are stained __________

 

and gram-negative organisms are stained __________. A. purple; purple

 

B.purple; colorlessC. purple; pink

 

D. pink; pink

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 4. Analyze

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

procedure

 

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-11


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. After the secondary stain has been added, gram-positive organisms are stained

 

__________ and gram-negative organisms are stained __________. A. purple; purple

 

B. purple; colorlessC.purple; pink

 

D. pink; pink

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 4. Analyze

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

 

procedure

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

  1. If the decolorizer is left on too long in the Gram-staining procedure, gram-positive organisms will be stained __________ and gram-negative organisms will be stained

 

__________. A. purple; blue

 

B. purple; colorless C. purple; pink

 

D.pink; pink

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 4. Analyze

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

procedure

 

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-12


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. If the decolorizer is not left on long enough in the Gram-staining procedure, gram-positive organisms will be stained __________ and gram-negative organisms will be stained

 

__________.

A.purple; purpleB. purple; colorless C. purple; pink

 

D. pink; pink

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 4. Analyze

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

 

procedure

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

  1. Which of the following is considered to be a differential staining procedure? A. Gram stain

 

B. Acid-fast stain

C.Both Gram stain and Acid-fast stain

 

 

D. Leifson's flagella stain

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

 

procedure

Section: 02.03

 

Topic: Identifying Microorganisms

Topic: Preparing Microscopy Specimens

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-13


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. Basic dyes such as methylene blue bind to cellular molecules that are A. hydrophobic.

 

B.negatively charged.C. positively charged. D. aromatic.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Section: 02.03

Topic: Preparing Microscopy Specimens

 

 

 

True / False Questions

 

 

  1. Gram staining divides bacterial species into two groups based on differences in cell wall structure.

 

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).

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 02 Cell Structure and Function

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

procedure

 

Section: 02.03

 

Topic: Bacterial Cellular Morphology

Topic: Preparing Microscopy Specimens

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-14


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. Negative staining facilitates the visualization of bacterial capsules that are intensely stained by the procedure.

 

FALSE

 

 

 

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 Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 02 Cell Structure and Function

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Section: 02.03

 

Topic: Bacterial Cellular Morphology

Topic: Microscopy

 

Topic: Preparing Microscopy Specimens

 

 

  1. Negative staining with India ink can be used to reveal the presence of capsules that surround bacterial cells.

 

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).

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 02 Cell Structure and Function

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Section: 02.03

Topic: Bacterial Cellular Morphology

 

Topic: Microscopy

 

Topic: Preparing Microscopy Specimens

 

 

  1. Mordants increase the binding between a stain and specimen.

 

TRUE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Section: 02.03

Topic: Microscopy

 

Topic: Preparing Microscopy Specimens

 

 

 

 

 

2-15


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. In order to stain flagella so that they may be readily observed by light microscopy, it is usually necessary to increase their thickness.

 

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).

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 02 Cell Structure and Function

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Section: 02.03

 

Topic: Bacterial Cellular Morphology

Topic: Microscopy

 

Topic: Preparing Microscopy Specimens

 

 

 

Fill in the Blank Questions

 

 

  1. The procedure in which a single stain is used to visualize microorganisms is called

 

__________ staining. simple

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 1. Remember

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Section: 02.03

 

Topic: Microscopy

Topic: Preparing Microscopy Specimens

 

 

  1. __________ is the process by which internal and external structures of cells and organisms are preserved and maintained in position.

 

Fixation

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 1. Remember

 

Learning Outcome: 02.03.01 Recommend a fixation process to use when the microbe is a bacterium or archaeon and when the microbe is a

 

protist

Section: 02.03

 

Topic: Bacterial Cellular Morphology

 

Topic: Preparing Microscopy Specimens

 

 

 

2-16


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. Thin films of bacteria that have been air-dried onto a glass microscope slide are called

 

__________. smears

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 1. Remember

 

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Section: 02.03

Topic: Microscopy

 

Topic: Preparing Microscopy Specimens

 

 

  1. A procedure that divides organisms into two or more groups depending on their individual reactions to the same staining procedure is referred to as __________ staining. differential

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 1. Remember

 

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

Section: 02.03

 

Topic: Microscopy

 

Topic: Preparing Microscopy Specimens

 

 

Multiple Choice Questions

 

 

  1. The Gram-staining procedure is an example of ________________________. A. simple staining

 

B. negative stainingC.differential stainingD. fluorescent staining

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

 

procedure

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

 

True / False Questions

 

 

 

2-17


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. The Gram-staining procedure is widely used because it allows rapid identification of a microorganism with little additional testing.

 

FALSE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 3. Apply

 

Learning Outcome: 02.03.02 Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible

 

Section: 02.03

Topic: Identifying Microorganisms

 

Topic: Preparing Microscopy Specimens

 

 

 

Multiple Choice Questions

 

 

  1. Regions of a specimen with higher electron density scatter ___________ electrons and, therefore, appear __________ in the image projected onto the screen of a transmission electron microscope.

 

A. more; lighterB.more; darkerC. fewer; darker D. fewer; lighter

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.04.01 Create a concept map, illustration, or table that compares transmission electron microscopes (TEMs) to light microscopes

 

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and

electron cryotomography

 

Section: 02.04

 

Topic: Microscopy

Topic: Preparing Microscopy Specimens

 

 

 

True / False Questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-18


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. Because transmission electron microscopy uses electrons rather than light, it is not necessary to stain biological specimens before observing them.

 

FALSE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.04.01 Create a concept map, illustration, or table that compares transmission electron microscopes (TEMs) to light microscopes

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and

 

electron cryotomography

 

Section: 02.04

Topic: Microscopy

 

Topic: Preparing Microscopy Specimens

 

 

  1. Scanning electron microscopes bombard specimens with a stream of electrons; however, the specimen image is produce by electrons that are derived from atoms of the specimen itself rather than by the electrons used to bombard the specimen.

 

TRUE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.04.01 Create a concept map, illustration, or table that compares transmission electron microscopes (TEMs) to light microscopes

 

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and

 

electron cryotomography

Section: 02.04

 

Topic: Microscopy

 

Topic: Preparing Microscopy Specimens

 

 

  1. It was possible to view viruses only after the invention of the electron microscope because they are too small to be seen with a light microscope.

 

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).

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 02 Cell Structure and Function

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.04.01 Create a concept map, illustration, or table that compares transmission electron microscopes (TEMs) to light microscopes

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and

 

electron cryotomography

 

Section: 02.04

Topic: Microscopy

 

 

 

2-19


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

Fill in the Blank Questions

 

 

  1. An electron microscope uses __________ lenses to focus beams of electrons onto a specimen.

 

magnetic

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.04.01 Create a concept map, illustration, or table that compares transmission electron microscopes (TEMs) to light

microscopes

 

Section: 02.04

 

Topic: Microscopy

 

 

Multiple Choice Questions

 

 

  1. Scanning electron microscopy is most often used to reveal A. surface structures.

 

B. internal structures.

C. both surface and internal structures simultaneously.

D. either surface or internal structures, but not simultaneously.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and

 

electron cryotomography

Section: 02.04

 

Topic: Microscopy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-20


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. Small internal cell structures are best visualized with a A. light microscope.

 

B. dark-field microscope.

C.transmission electron microscope.D. flagellar microscope.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and

 

electron cryotomography

Section: 02.04

 

Topic: Bacterial Cellular Morphology

 

Topic: Microscopy

 

 

  1. In transmission electron microscopy, spreading a specimen out in a thin film with uranyl acetate, which does not penetrate the specimen, is called

 

A. freeze-etching. B. simple staining. C. shadow staining.

 

 

D.negative staining.

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.04.01 Create a concept map, illustration, or table that compares transmission electron microscopes (TEMs) to light microscopes

 

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and

 

electron cryotomography

Section: 02.04

 

Topic: Microscopy

Topic: Preparing Microscopy Specimens

 

 

 

Fill in the Blank Questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-21


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. __________ breaks frozen specimens along lines of greatest weakness, often down the middle of lipid bilayer membranes so that they may be observed by transmission electron microscopy.

 

Freeze-etching

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and

 

electron cryotomography

Section: 02.04

 

Topic: Microscopy

 

Topic: Preparing Microscopy Specimens

 

 

  1. The _________________ microscope is capable of atomic resolution of specimens, even when they are immersed in water.

 

Scanning tunneling

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.05.01 Distinguish scanning tunneling from atomic force microscopes in terms of how they create images and their uses

 

Section: 02.05

Topic: Microscopy

 

 

  1. The designer of the first transmission electron microscope, _________________, was awarded the 1986 Nobel Prize in physics.

 

Ernst Ruska

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 1. Remember

 

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and

 

electron cryotomography

Section: 02.04

 

Topic: History of Microbiology

 

Topic: Microscopy

 

 

Multiple Choice Questions

 

 

 

 

 

 

 

2-22


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. Atomic force microscopes use a scanning probe that maintains a fixed distance from the surface of the specimen. It is useful for specimens that

 

A.do not conduct electricity well.B. have extremely uneven surfaces.

 

C. both do not conduct electricity well and have extremely uneven surfaces are correct. D. neither do not conduct electricity well nor have extremely uneven surfaces is correct.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 2. Understand

 

Learning Outcome: 02.05.01 Distinguish scanning tunneling from atomic force microscopes in terms of how they create images and their uses

Section: 02.05

 

Topic: Microscopy

 

 

 

True / False Questions

 

 

  1. Scanning tunneling electron microscopes create a three-dimensional image of specimens at atomic level resolution.

 

TRUE

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 2. Understand

 

Learning Outcome: 02.05.01 Distinguish scanning tunneling from atomic force microscopes in terms of how they create images and their uses

 

Section: 02.05

Topic: Microscopy

 

 

 

Multiple Choice Questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-23


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. If immersion oil was replaced with water, what would happen? A. The refractive index would increase, improving resolution.

 

B.The refractive index of water would be greater than air but less than oil, improvingresolution less than oil.

 

C. The refractive index of water would be less than that of air, decreasing resolution. D. There would be no difference.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 4. Analyze

 

Learning Outcome: 02.02.02 Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to

 

examine a specimen

Section: 02.02

 

Topic: Microscopy

 

 

  1. As the resolution of a microscope system improves, the size of the smallest object that can be seen clearly

 

A. is larger.B.is smaller.

 

C. is not affected.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 3. Apply

 

Section: 02.02

Topic: Microscopy

 

 

  1. If you forgot to heat fix a smear before doing a Gram stain, which of the following might occur?

 

A. The stains would not adhere to the bacteria.B.The smear may not adhere to the slide.

 

C. The decolorization step of the Gram stain would not work properly. D. Gram-positive and Gram-negative bacteria would both stain purple.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 4. Analyze

 

Learning Outcome: 02.03.01 Recommend a fixation process to use when the microbe is a bacterium or archaeon and when the microbe is a protist

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

 

procedure

Section: 02.03

 

Topic: Microscopy

 

Topic: Preparing Microscopy Specimens

 

 

2-24


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. A specimen has been prepared for viewing with a transmission electron microscope, using uranyl acetate as a negative stain. The area stained by the uranyl acetate will be

 

________________ electron dense compared to specimen itself. A. more

 

B. less

C. equally

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 3. Apply

 

Learning Outcome: 02.04.01 Create a concept map, illustration, or table that compares transmission electron microscopes (TEMs) to light microscopes

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and

 

electron cryotomography

 

Section: 02.04

Topic: Microscopy

 

Topic: Preparing Microscopy Specimens

 

 

  1. If you forgot the decolorization step while performing a Gram stain, which outcome would you expect?

 

A. Gram-positive bacteria would stain pink.B.Gram–negative bacteria would stain purple.C. Gram-negative bacteria would be unstained. D. Gram–positive bacteria would be unstained.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 4. Analyze

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

procedure

 

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-25


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. If you forgot to apply the safranin counterstain while performing a Gram stain, which outcome would you expect?

 

A. Gram-positive bacteria would stain pink. B. Gram-negative bacteria would stain purple.

 

C. Gram-negative and Gram-positive bacteria would be unstained.D.Gram-negative bacteria would be unstained.

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 4. Analyze

 

Learning Outcome: 02.03.03 Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining

 

procedure

Section: 02.03

 

Topic: Preparing Microscopy Specimens

 

 

  1. Which type of microscopy would be preferred for creating a three dimensional view of the distribution and arrangement of flagella on a bacterial cell surface?

 

A. Bright-field microscopy

B.Scanning electron microscopyC. Fluorescence microscopy

 

D. Transmission electron microscopy

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 3. Apply

 

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and electron cryotomography

 

Learning Outcome: 02.05.02 Evaluate light microscopy, electron microscopy, and scanning probe microscopy in terms of their uses,

 

resolution, and the quality of the images created

Section: 02.04

 

Section: 02.05

 

Topic: Microscopy

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-26


 

Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.


Chapter 02 - Microscopy

 

 

 

  1. Which type of microscopy would be preferred for showing fine internal detail of the eukaryotic organelles?

 

A. Bright-field microscopy

 

B. Scanning electron microscopy C. Fluorescence microscopy

 

D.Transmission electron microscopy

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

 

ASM Topic: Module 08 Microbiology Laboratory Skills

Blooms Level: 3. Apply

 

Learning Outcome: 02.04.02 Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and electron cryotomography

Learning Outcome: 02.05.02 Evaluate light microscopy, electron microscopy, and scanning probe microscopy in terms of their uses,

 

resolution, and the quality of the images created

 

Section: 02.04

Section: 02.05

 

Topic: Microscopy

 

 

  1. You are researching the structure of a transmembrane protein. Which type of microscopy would provide you the best view of this protein?

 

A. Bright field microscopy

B. Scanning electron microscopy

 

C. Transmission electron microscopyD.Atomic force microscopy

 

 

 

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).

ASM Topic: Module 08 Microbiology Laboratory Skills

 

Blooms Level: 3. Apply

 

Learning Outcome: 02.05.01 Distinguish scanning tunneling from atomic force microscopes in terms of how they create images and their uses

 

Learning Outcome: 02.05.02 Evaluate light microscopy, electron microscopy, and scanning probe microscopy in terms of their uses,

 

resolution, and the quality of the images created

Section: 02.05

 

Topic: Microscopy