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CHAPTER 1: Microbial Life: Origin and Discovery
MULTIPLE CHOICE
a. | infectious agents that infect exclusively multicellular organisms. |
b. | noncellular particles that take over the metabolism of a cell to generate more virus particles. |
c. | pathogens that replicate in complex growth media. |
d. | cellular particles that belong to the archaea domain. |
e. | microbes that consist of lipid membraneenclosed genomes. |
ANS: B DIF: Easy REF: 1.1
OBJ: 1.1a Recall the definition of a microbe | 1.1b List examples of microbes
MSC: Remembering
a. | the ancient convergence of two cell types (i.e., prokaryotes and eukaryotes). |
b. | that prokaryotes and eukaryotes evolved from a common ancestral cell. |
c. | that bacteria share a common ancestor with archaea but not with eukarya. |
d. | that prokaryotes are cells with a nucleus. |
e. | that the genome of Haemophilus influenzae has about 2 billion base pairs. |
ANS: B DIF: Easy REF: 1.1
OBJ: 1.1d Explain the implications of microbial genome sequencing
MSC: Understanding
a. | viruses | d. | protists |
b. | bacteria | e. | filamentous fungi |
c. | archaea |
ANS: A DIF: Easy REF: 1.1
OBJ: 1.1a Recall the definition of a microbe | 1.1c Describe some problems with the definition of a microbe MSC: Understanding
a. | virus | d. | multicellular eukaryote |
b. | bacterium | e. | living organism |
c. | single-cellular prokaryote |
ANS: E DIF: Easy REF: 1.1
OBJ: 1.1a Recall the definition of a microbe MSC: Remembering
a. | Microbial cells acquire food, gain energy to build themselves, and respond to environmental change. |
b. | Most single-celled organisms require a microscope to render them visible, but some bacterial cells are large enough to be seen with naked eyes. |
c. | Microbes function as individual entities. |
d. | Many microbes form complex multicellular assemblages. |
e. | Viruses are not considered microbial cells. |
ANS: C DIF: Easy REF: 1.1
OBJ: 1.1a Recall the definition of a microbe MSC: Understanding
a. | A genome is the total genetic information contained in an organisms chromosomal DNA. |
b. | If a microbes genome includes genes for nitrogenase, that microbe probably can fix nitrogen. |
c. | By comparing DNA sequences of different organisms, we can figure out how closely related they are. |
d. | Fred Sanger developed the first applicable DNA sequencing method. |
e. | Fred Sanger completed the sequences of Haemophilus influenzae. |
ANS: E DIF: Easy REF: 1.1
OBJ: 1.1d Explain the implications of microbial genome sequencing
MSC: Remembering
a. | humans. | d. | prions. |
b. | bacteria. | e. | fungi. |
c. | viruses. |
ANS: B DIF: Easy REF: 1.1
OBJ: 1.1d Explain the implications of microbial genome sequencing
MSC: Remembering
a. | ferrous iron. | d. | oxygen. |
b. | methane. | e. | hydrogen gas. |
c. | ammonia. |
ANS: D DIF: Medium REF: Special Topic 1.1
OBJ: 1.1a Recall the definition of a microbe MSC: Remembering
a. | archaea. | d. | ribozymes. |
b. | prions. | e. | endosymbionts. |
c. | bacteria. |
ANS: D DIF: Medium REF: 1.6
OBJ: 1.6b Explain how studies on microbes fostered our knowledge of DNA function and enhanced DNA technology MSC: Remembering
a. | microfossils | d. | Martian folded rock formations |
b. | 16S ribosomal RNA | e. | diatom shells |
c. | Miller and Ureys experiments |
ANS: A DIF: Medium REF: Special Topic 1.1
OBJ: 1.5a Explain why microbes can be challenging to classify taxonomically | 1.5b Outline how microbial classification has changed over time MSC: Remembering
a. | Heat did not kill microbes. |
b. | Heat killed microbes. |
c. | Heat did not kill algae. |
d. | Caffeine in coffee killed microbes. |
e. | The existence of spiral-shaped microbes. |
ANS: B DIF: Medium REF: 1.2
OBJ: 1.2b Explain why the microscope is an important tool in the field of microbiology | 1.2c Identify the contributions of the following individuals: Nightingale, Hooke, van Leeuwenhoek, Pasteur, and Tyndall MSC: Analyzing
a. | nutrient chirality. | d. | lack of oxygen. |
b. | dust. | e. | endospores. |
c. | fermentation. |
ANS: E DIF: Easy REF: 1.2
OBJ: 1.2d Compare and contrast Spallanzanis, Pasteurs, and Tyndalls experiments that tested spontaneous generation MSC: Analyzing
a. | seventeenth | d. | twentieth |
b. | eighteenth | e. | twenty-first |
c. | nineteenth |
ANS: C DIF: Easy REF: 1.2
OBJ: 1.2b Explain why the microscope is an important tool in the field of microbiology
MSC: Remembering
a. | Escherichia coli. | d. | rabies. |
b. | Bacillus subtilis. | e. | smallpox. |
c. | Mycobacterium tuberculosis. |
ANS: C DIF: Medium REF: 1.3 OBJ: 1.3b List Kochs postulates
MSC: Remembering
a. | tuberculosis | d. | HIV |
b. | leprosy | e. | bubonic plague |
c. | smallpox |
ANS: C DIF: Medium REF: 1.2
OBJ: 1.2a List both positive and negative impacts that microbes have had on human history
MSC: Understanding
a. | is best known as the founder of professional nursing. |
b. | was the first to use disinfectant to demonstrate the significance of aseptic technique. |
c. | developed the pie chart of mortality data during the Crimean War. |
d. | performed the first controlled experiment on the chemical conversion of matter, known today as chemotherapy. |
e. | argued that the environment of early Earth contained mainly reduced compounds. |
ANS: A DIF: Easy REF: 1.2
OBJ: 1.2a List both positive and negative impacts that microbes have had on human history | 1.2c Identify the contributions of the following individuals: Nightingale, Hooke, van Leeuwenhoek, Pasteur, and Tyndall MSC: Remembering
a. | Francis Crick | d. | Louis Pasteur |
b. | Florence Nightingale | e. | Alexander Fleming |
c. | Edward Jenner |
ANS: B DIF: Easy REF: 1.2
OBJ: 1.2c Identify the contributions of the following individuals: Nightingale, Hooke, van Leeuwenhoek, Pasteur, and Tyndall MSC: Remembering
a. | Antonie van Leeuwenhoek. | d. | Lady Montagu. |
b. | Robert Hooke. | e. | Edward Jenner. |
c. | Louis Pasteur. |
ANS: A DIF: Easy REF: 1.2
OBJ: 1.2c Identify the contributions of the following individuals: Nightingale, Hooke, van Leeuwenhoek, Pasteur, and Tyndall MSC: Remembering
a. | fungi. | d. | pathogen transmission by doctors. |
b. | Escherichia coli. | e. | Staphylococcus. |
c. | chlorine. |
ANS: D DIF: Medium REF: 1.3
OBJ: 1.3a Describe what constitutes a pure culture and how to obtain one
MSC: Understanding
a. | boiling | d. | autoclaving |
b. | pasteurization | e. | irradiation |
c. | filter sterilization |
ANS: D DIF: Medium REF: 1.2
OBJ: 1.2c Identify the contributions of the following individuals: Nightingale, Hooke, van Leeuwenhoek, Pasteur, and Tyndall MSC: Remembering
a. | Kochs media creates a gradient from oxygen-rich conditions at the surface to highly reduced conditions below. |
b. | The Winogradsky column is used for culturing viruses. |
c. | The Winogradsky column is used for growing extremophiles. |
d. | The Winogradsky column uses the kinds of nutrients that feed humans. |
e. | The bacteria that Winogradsky isolated can grow only on inorganic minerals. |
ANS: E DIF: Easy REF: 1.4
OBJ: 1.4a List Winogradskys contributions to microbial culture technique | 1.4b Define what distinguishes lithotrophs from other organisms MSC: Understanding
a. | Endospores in the broth survived boiling and grew after the broth cooled. |
b. | Contaminating organisms in the broth killed by boiling became alive again after the broth cooled. |
c. | Chemicals in the broth came together to form living organisms. |
d. | The broth allowed light to pass through it with less interference after boiling. |
e. | Solid material in the broth dissolved during boiling. |
ANS: A DIF: Difficult REF: 1.2
OBJ: 1.2c Identify the contributions of the following individuals: Nightingale, Hooke, van Leeuwenhoek, Pasteur, and Tyndall | 1.2d Compare and contrast Spallanzanis, Pasteurs, and Tyndalls experiments that tested spontaneous generation MSC: Applying
a. | high alkalinity | d. | high nutrients |
b. | high salinity | e. | high temperature |
c. | high acidity |
ANS: D DIF: Medium REF: 1.4
OBJ: 1.4c Explain the role of microbes in geochemical cycling, especially that of nitrogen
MSC: Remembering
a. | Robert Koch. | d. | Louis Pasteur. |
b. | Ignaz Semmelweis. | e. | Richard Petri. |
c. | Angelina Hesse. |
ANS: C DIF: Easy REF: 1.3
OBJ: 1.3a Describe what constitutes a pure culture and how to obtain one | 1.3c Assess some of the practical obstacles in applying Kochs postulates MSC: Remembering
a. | anthrax | d. | rabies |
b. | tuberculosis | e. | smallpox |
c. | AIDS |
ANS: C DIF: Difficult REF: 1.3
OBJ: 1.3c Assess some of the practical obstacles in applying Kochs postulates | 1.3f Describe how viruses were discovered MSC: Understanding
a. | inject. | d. | cow. |
b. | smallpox. | e. | pustule. |
c. | immunize. |
ANS: D DIF: Easy REF: 1.3
OBJ: 1.3d Recall the contributions of various individuals to the discovery and implementation of vaccination | 1.3e Compare the roles of immunization, antiseptics, and antibiotics in human disease treatment and prevention MSC: Remembering
a. | chickenpox virus | d. | smallpox virus |
b. | cowpox virus | e. | anthrax |
c. | rabies virus |
ANS: B DIF: Medium REF: 1.3
OBJ: 1.3d Recall the contributions of various individuals to the discovery and implementation of vaccination MSC: Remembering
a. | the U.S. Civil War | d. | World War I |
b. | the Korean War | e. | World War II |
c. | the Vietnam War |
ANS: E DIF: Easy REF: 1.3
OBJ: 1.3e Compare the roles of immunization, antiseptics, and antibiotics in human disease treatment and prevention MSC: Remembering
a. | on the surface of the host | d. | on inorganic minerals |
b. | on low nutrients | e. | in biofilms |
c. | by reducing iron oxide |
ANS: E DIF: Medium REF: 1.4
OBJ: 1.4d Compare the roles of animal endosymbionts and plant endosymbionts
MSC: Remembering
a. | was discovered by Alexander Fleming. |
b. | was an accidental discovery. |
c. | is produced by a bacterium. |
d. | was the first antibiotic used by humans. |
e. | was purified by Florey and Chain. |
ANS: C DIF: Difficult REF: 1.3
OBJ: 1.3e Compare the roles of immunization, antiseptics, and antibiotics in human disease treatment and prevention MSC: Remembering
a. | Most are too small to be seen by a light microscope. |
b. | They are filterable agents that can pass through porcelain filters that have a pore size that blocks microbes. |
c. | Their genomes could be composed of DNA or RNA. |
d. | They are smaller than plasmids and prions. |
e. | Viral particles, when pure enough, can be crystallized. |
ANS: D DIF: Medium REF: 1.3
OBJ: 1.3f Describe how viruses were discovered MSC: Analyzing
a. | Determine the shape of the bacterial cells. |
b. | Inject the bacteria into a healthy frog. |
c. | Isolate the bacterium from a sick frog. |
d. | Show that the bacterium is not present in healthy frogs. |
e. | Grow a pure culture of the bacterium outside the frog. |
ANS: B DIF: Difficult REF: 1.3 OBJ: 1.3b List Kochs postulates
MSC: Applying
a. | enrichment culture | d. | endosymbiosis |
b. | organic media | e. | chain of infection |
c. | pure culture |
ANS: A DIF: Easy REF: 1.4
OBJ: 1.4a List Winogradskys contributions to microbial culture technique | 1.4b Define what distinguishes lithotrophs from other organisms MSC: Understanding
a. | organelles. | d. | endosymbionts. |
b. | cyanobacteria. | e. | chloroplasts. |
c. | mitochondria. |
ANS: D DIF: Easy REF: 1.4
OBJ: 1.4d Compare the roles of animal endosymbionts and plant endosymbionts
MSC: Remembering
a. | digesting plant fibers. | d. | converting ammonia to nitrate. |
b. | bioluminescence. | e. | providing nutrients to the host. |
c. | protection from pathogens. |
ANS: D DIF: Easy REF: 1.4
OBJ: 1.4d Compare the roles of animal endosymbionts and plant endosymbionts
MSC: Applying
a. | phyla. | d. | orders. |
b. | domains. | e. | genera. |
c. | classes. |
ANS: B DIF: Easy REF: 1.5
OBJ: 1.5b Outline how microbial classification has changed over time | 1.5d Describe the importance of DNA sequencing in classification MSC: Remembering
a. | monera. | d. | eukaryotes. |
b. | prokaryotes. | e. | mitochondria. |
c. | bacteria. |
ANS: D DIF: Medium REF: 1.5
OBJ: 1.5e Compare and contrast archaea, bacteria, and eukaryotes
MSC: Understanding
a. | fungi. | d. | archaea. |
b. | cyanobacteria. | e. | protists. |
c. | respiring bacteria. |
ANS: C DIF: Medium REF: 1.5
OBJ: 1.5c Appraise endosymbiosis as an explanation for mitochondria and chloroplasts
MSC: Remembering
a. | chloroplast | d. | chloroplast and mitochondria |
b. | mitochondria | e. | chloroplast and nucleus |
c. | nucleus |
ANS: D DIF: Medium REF: 1.5
OBJ: 1.5c Appraise endosymbiosis as an explanation for mitochondria and chloroplasts
MSC: Understanding
a. | fungi. | d. | archaea. |
b. | cyanobacteria. | e. | protists. |
c. | proteobacteria. |
ANS: B DIF: Medium REF: 1.5
OBJ: 1.5c Appraise endosymbiosis as an explanation for mitochondria and chloroplasts
MSC: Remembering
a. | comparative genomics | d. | protein sequencing |
b. | microscopy | e. | 16S rRNA sequencing |
c. | X-ray diffraction |
ANS: E DIF: Medium REF: 1.5
OBJ: 1.5b Outline how microbial classification has changed over time | 1.5d Describe the importance of DNA sequencing in classification MSC: Understanding
a. | electromagnets | d. | X-ray diffraction |
b. | a condenser lens | e. | glass |
c. | light rays |
ANS: A DIF: Easy REF: 1.6
OBJ: 1.6a Describe the roles of the electron microscope and the ultracentrifuge in advancing our knowledge of cell structure and function MSC: Remembering
a. | germplasm | d. | DNA synthesis |
b. | evolution | e. | polymerase chain reaction |
c. | chemiosmotic |
ANS: C DIF: Easy REF: 1.6
OBJ: 1.6a Describe the roles of the electron microscope and the ultracentrifuge in advancing our knowledge of cell structure and function MSC: Remembering
a. | James Watson | d. | Maurice Wilkins |
b. | Rosalind Franklin | e. | Kary Mullis |
c. | Francis Crick |
ANS: B DIF: Easy REF: 1.6
OBJ: 1.6a Describe the roles of the electron microscope and the ultracentrifuge in advancing our knowledge of cell structure and function MSC: Remembering
a. | They are very small. | d. | All of their genes were known. |
b. | They readily recombine DNA. | e. | They do not cause disease. |
c. | They have very large genomes. |
ANS: B DIF: Medium REF: 1.6
OBJ: 1.6b Explain how studies on microbes fostered our knowledge of DNA function and enhanced DNA technology MSC: Understanding
a. | Francis Crick | d. | Louis Pasteur |
b. | Robert Koch | e. | Frederick Griffith |
c. | Edward Jenner |
ANS: E DIF: Difficult REF: 1.6
OBJ: 1.6b Explain how studies on microbes fostered our knowledge of DNA function and enhanced DNA technology MSC: Remembering
a. | comparative genomics. | d. | DNA amplification. |
b. | recombinant DNA. | e. | protein synthesis. |
c. | X-ray diffraction. |
ANS: D DIF: Easy REF: 1.6
OBJ: 1.6c State some uses of microbes in medicine and industry
MSC: Understanding
a. | recombinant DNA. | d. | DNA amplification. |
b. | comparative genomics. | e. | forensic microbiology. |
c. | DNA sequencing. |
ANS: A DIF: Medium REF: 1.6
OBJ: 1.6c State some uses of microbes in medicine and industry
MSC: Understanding
a. | microbiology. | d. | epidemiology. |
b. | phylogeny. | e. | forensics. |
c. | genomics. |
ANS: D DIF: Medium REF: 1.6
OBJ: 1.6c State some uses of microbes in medicine and industry
MSC: Remembering
a. | cellular proteins and nucleotides. | d. | secondary metabolites. |
b. | microbial cells. | e. | base pairs. |
c. | mold spores. |
ANS: A DIF: Medium REF: 1.6
OBJ: 1.6a Describe the roles of the electron microscope and the ultracentrifuge in advancing our knowledge of cell structure and function MSC: Understanding
SHORT ANSWER
ANS:
Many genomes have now been sequenced, and those sequences are available in databases for comparison. This field is referred to as comparative genomics. Comparisons have revealed that there is a set of core genes shared by all organisms.
DIF: Difficult REF: 1.1 | 1.5
OBJ: 1.1d Explain the implications of microbial genome sequencing | 1.5b Outline how microbial classification has changed over time MSC: Analyzing
ANS:
A prokaryote lacks a nucleus and membrane-bounded organelles, whereas a eukaryote has a nucleus and membrane-bounded organelles.
DIF: Easy REF: 1.1 | 1.5 OBJ: 1.1a Recall the definition of a microbe
MSC: Remembering
ANS:
Several lithotrophic bacteria help in the rapid oxidation of minerals, which generates strong acids that expedite the breakdown of mineral ore. Currently, approximately 20% of the worlds copper, as well as some uranium and zinc, is produced by bacterial leaching.
DIF: Medium REF: 1.2
OBJ: 1.2a List both positive and negative impacts that microbes have had on human history
MSC: Applying
ANS:
His work introduced him to magnifying lenses. He began the hobby of grinding lenses, ultimately making a microscope that enabled him to observe single-celled microbes.
DIF: Medium REF: 1.2
OBJ: 1.2c Identify the contributions of the following individuals: Nightingale, Hooke, van Leeuwenhoek, Pasteur, and Tyndall MSC: Understanding
ANS:
Spallanzanis flasks were plugged so as not to let organisms accidentally enter the boiled medium. Opponents argued that no growth was observed simply due to the lack of oxygen. Pasteurs swan-neck flasks did not allow organisms to enter the flask but did allow oxygen to enter. Growth was still not observed.
DIF: Medium REF: 1.2
OBJ: 1.2c Identify the contributions of the following individuals: Nightingale, Hooke, van Leeuwenhoek, Pasteur, and Tyndall MSC: Evaluating
ANS:
Previously, it was believed that the conversion of grapes and grain to wine and beer was a spontaneous chemical process. Pasteur discovered that this fermentation was caused by living yeast, which did not require oxygen for growth. He also discovered that when the grapes or grain are contaminated with bacteria instead of yeast, acetic acid is produced instead of alcohol.
DIF: Medium REF: 1.2
OBJ: 1.2c Identify the contributions of the following individuals: Nightingale, Hooke, van Leeuwenhoek, Pasteur, and Tyndall MSC: Understanding
ANS:
Answers may vary. Some examples include bubonic plague, which killed one-third of Europes population in the fourteenth century; tuberculosis, which was common in the nineteenth century; AIDS, which affects many people today; and smallpox, which killed a large number of native North Americans.
DIF: Medium REF: 1.2
OBJ: 1.2a List both positive and negative impacts that microbes have had on human history | 1.2c Identify the contributions of the following individuals: Nightingale, Hooke, van Leeuwenhoek, Pasteur, and Tyndall MSC: Applying
ANS:
Microbes are too small to be seen with the naked eye, so until powerful-enough microscopes were invented, humans did not know that microbes existed. Even after humans were aware of the presence of microbes, they did not suspect them of causing disease until people such as Joseph Lister and Ignaz Semmelweis performed experiments that showed antiseptics decrease the incidence of infection.
DIF: Difficult REF: 1.2 | 1.3
OBJ: 1.2b Explain why the microscope is an important tool in the field of microbiology
MSC: Understanding
ANS:
Answers may vary, but a major reason is that humans cannot be injected with HIV to see if they develop AIDS, and a suitable animal host doesnt exist for testing.
DIF: Medium REF: 1.3
OBJ: 1.3c Assess some of the practical obstacles in applying Kochs postulates
MSC: Understanding
ANS:
Attenuation results in a weakened organism that will not produce full-blown disease but will generate immunity. Answers for mechanisms may vary, but heat treatment or aging for various periods or natural attenuation in the host are mentioned in the chapter.
DIF: Medium REF: 1.3
OBJ: 1.3d Recall the contributions of various individuals to the discovery and implementation of vaccination | 1.3e Compare the roles of immunization, antiseptics, and antibiotics in human disease treatment and prevention MSC: Applying
ANS:
They showed that use of antiseptics on doctors hands and medical instruments drastically reduced the mortality rate of hospital patients. They made these observations before Robert Kochs germ theory of disease.
DIF: Medium REF: 1.3
OBJ: 1.3e Compare the roles of immunization, antiseptics, and antibiotics in human disease treatment and prevention MSC: Understanding
ANS:
See Figure 1.17 in the textbook:
(1) The suspected organism is found in all diseased mice, but is absent from healthy mice.
(2) The suspected organism is isolated from the diseased mice and grown in pure culture.
(3) When the suspected organism is introduced into a healthy mouse, the same disease occurs.
(4) The same strain of microbe is obtained from the newly diseased mouse.
DIF: Difficult REF: 1.3 OBJ: 1.3b List Kochs postulates
MSC: Applying
ANS:
The organisms studied by Winogradsky were lithotrophs, which feed solely on inorganic substances.
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