April 9, 2021

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General Questions

Week 1 Cell Division Template

Examine cell division in bacteria to determine how it relates to growth.

Complete Appendix A to explain the following in your own words:

The phases of growth in a bacterial culture

Methods used to measure bacterial growth

Physical and nutritional factors affecting bacterial growth

The processes of sporulation

The function of bacterial endospores

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Appendix A – Cell Division in Bacteria

After reading Ch. 6 in Microbiology: Principles and Explorations, fill in the following matrix.

List the four phases of bacterial growth and briefly describe what happens in each phase.

List and describe at least four methods used to measure bacterial growth.

List at least two physical factors that influence bacterial cell growth. Briefly describe how bacterial growth responds to changes in those factors.

List at least two nutritional factors that influence bacterial cell growth. Briefly describe how bacterial growth responds to changes in those factors.

List and describe at least two events that occur during the process of endospore formation (sporulation).

Note: Visit Chapter 6 of Microbiology: Principles and Explorations in WileyPlus to view the Endospore Formation Animation found under the Animated Concepts Section.

Week 1 Staining Lab and Quiz

Review Ch. 3 of Microbiology.

Review “Staining Bacteria: The Gram Stain” simulation.

Complete the open book quiz. The quiz will be provided by your instructor.

Week 1 Identifying Bacteria

Review Figure 6.25 and Table 9.5 of Microbiology.

Complete Appendix B to classify bacteria and identify a strain of bacteria responsible for a simulated food poisoning outbreak.

What is the function of a bacterial endospore? Explain in your own words.

Week 2 Parasitology Matrix

Complete Appendix C to differentiate among parasites, fungi, helminths, and arthropods.

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Appendix C – Parasitology

After reading Ch. 11 in Microbiology: Principles and Explorations, complete the following matrices to compare and contrast different parasitic organisms. You may need to use the index to help you locate some of the information needed.

PROTOZOA/MASTIGOPHORANS

Organism Common Name Location in Host Mode of Transmission Geographic Location

Trypanosoma (Ch. 24) Nervous system Tsetse fly

Giardia

(Ch. 22) Ingestion of fecal matter that contains motile trophozoites Worldwide

Trichomonas

(Ch. 20) Vaginal inflammation Worldwide

Select one of the organisms in this section. Describe the disease it causes, then compare similarities or contrast differences in modes of transmission of the selected organism with any other organism in any other section in this document. Focus on structures, conditions, or behaviors that make disease transmission successful

SPOROZOANS

Organism Common Name Location in Host Mode of Transmission Geographic Location

Plasmodium (Ch. 11 & 23) Red blood cells Tropical areas

Toxoplasma gondii

(Ch. 23) Toxoplasmosis Worldwide

FUNGI

Organism Common Name Location in Host Mode of Transmission Geographic Location

Candida albicans

(Ch. 19) Can be sexually transmittted Worldwide

Trichophyton

(Ch. 19) Poor hygiene or suppressed immune system Worldwide

Histoplasma

(Ch. 21) Inhalation Central and eastern United States and major river valleys worldwide

HELMINTHS/FLUKES

Organism Common Name Location in Host Mode of Transmission Geographic Location

Schistoma japonicum

(Ch. 23) Lungs, liver, and urinary bladder Worldwide

Describe the disease caused by Schistoma japonicum, then compare similarities or contrast differences in modes of transmission of the organism in this section with any other organism in any other section in this document. Focus on structures, conditions, or behaviors that make disease transmission successful:

TAPEWORMS

Organism Common Name Location in Host Mode of Transmission Geographic location

Taenia saginata (Ch. 22) Tapeworm disease Uncooked beef

Describe the disease caused by Taenia saginata, then compare similarities or contrast differences in modes of transmission of the organism in this section with any other organism in any other section in this document. Focus on structures, conditions, or behaviors that make disease transmission successful:

ADULT ROUNDWORMS

Organism Common Name Location in host Mode of transmission Geographic location

Wucheria bancrofti (Ch. 23) Mosquitoes Tropical areas

Describe the disease caused by Wucheria bancrofti, then compare similarities or contrast differences in modes of transmission of the organism in this section with any other organism in any other section in this document. Focus on structures, conditions, or behaviors that make disease transmission successful:

ROUNDWORM LARVAE

Organism Common Name Symptoms in host Mode of transmission Geographic location

Borrelia burgdoreri (Ch. 23)

Skin lesions and flu-like symptoms, later arthritis and heart damage

Ticks Parts of the United States, Australia, and Europe

Rickettsia rickettsii (Ch. 23) Fever, headache, rash

Rickettsia prowazekii (Ch. 23) Lice Worldwide

ANTHROPODS/ARACHNIDS

Organism Common Name Location in Host Mode of Transmission Geographic Location

Trichinella spiralis (Ch. 22) Larvae in striated muscle Worldwide

Describe the disease caused by Trichinella spiralis, then compare similarities or contrast differences in modes of transmission of the organism in this section with any other organism in any other section in this document. Focus on structures, conditions, or behaviors that make disease transmission successful:

Week 2 Epidemiology Presentation

Define epidemiology, in your assigned Learning Team, explaining its purpose and methods of study.

Select an emergent disease to research.

Create a 7- to 10-slide Microsoft® PowerPoint® presentation that includes the following details within speaker’s notes:

An explanation of the purpose and methods of study for epidemiology

A thorough description of the selected infectious agent

Incubation period

Signs and symptoms

Related diagnostic tests

Precautions that should be taken against the

A summary slide

Week 3 Virus Matrix

Watch the “Viruses” animation.

Describe the characteristics of viruses by filling out the matrix in Appendix D.

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Appendix D – Viruses

Review Chapter 10 of Microbiology: Principles and Exploration and the following Virus Animation to help you complete the matrix below.

http://higheredbcs.wiley.com/legacy/college/black/0471420840/animations/ch10/ch10_Viruses/index.html

Review Figure 10.1 of Microbiology: Principles and Explorations. Determine what the functions of the following components are:

Component Function

Capsid

Envelope

Nucleic acid

Spikes (glycoproteins)

Respond to Critical Thinking Question 1 in Ch. 10 of Microbiology: Principles and Explorations in the space that follows.

Using two or three sentences, explain in your own words how viruses are classified by type of nucleic acid, capsid shape, and presence of envelope.

Explanation

Nucleic acid

Capsid shape

Presence of envelope

Review Ch. 10 of Microbiology: Principles and Explorations. Briefly describe each of the stages of viral reproduction.

Stage Description

Absorption

Penetration

Synthesis

Maturation

Release

Respond to the following question from Ch. 10 of Microbiology: Principles and Explorations in the space that follows. Looking at the five steps in viral replication, can you identify some promising ways to prevent or control viral infections?

Respond to the following question from Ch. 10 of Microbiology: Principles and Explorations in the space that follows. Would you classify viruses as living, nonliving, or semiliving? Explain your answer.

Review Table 10.7 of Microbiology: Principles and Explorations. Define the following types of viruses and viruslike agents.

Virus/Viruslike agent Definition

Satellites

Viroids

Prions

Respond to the following questions in the space that follows. Can viruses cause cancer? Does it matter if the virus is composed of DNA or RNA? Explain your answers.

Week 4 Innate Defenses Matrix

Complete the matrix in Appendix E to contrast types of innate host defenses. Be sure to include specific information about how each can affect the human body.

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Appendix E – Innate Defenses

Part One and Part Two focus on various types of innate defenses against infection. Use Ch. 16 in your text to help you complete both parts.

PART ONE: PUNCTURE WOUND MULTIMEDIA ACTIVITY

After completing the Inflammatory Response multimedia activity located at http://corptrain.phoenix.edu/hhs/SCI250/innate_defenses.html

complete the table below. List the four events of the inflammatory response covered in the activity in the correct order of occurrence. As you re-write the events in your own words, add more detail and use terms from Ch.16 of the text.

EVENTS IN AN INFLAMMATORY RESPONSE

Event Description of event (from activity) Detailed description of event

1st Type first event here. Copy this word-for-word from the multimedia activity. Rephrase the event in your own words, using greater detail and terms from Ch. 16.

2nd Type second event here. Copy this word-for-word from the multimedia activity. Rephrase the event in your own words, using greater detail and terms from Ch. 16.

3rd Type third event here. Copy this word-for-word from the multimedia activity. Rephrase the event in your own words, using greater detail and terms from Ch. 16.

4th Type fourth event here. Copy this word-for-word from the multimedia activity. Rephrase the event in your own words, using greater detail and terms from Ch. 16.

PART TWO: TYPES OF INNATE DEFENSES

The table presents various innate, nonspecific immune responses to pathogen exposure. Use Ch. 16 to help you identify and describe the type of defense in the Event column.

Event Type of Innate Defense What is happening in the body during the defense?

It is a very windy day, and you have inhaled all kinds of particles – from dust to potentially harmful pathogens – but a quick sneeze prevents you from coming down with an illness. Physical Barrier The nose contains mucous, which helps to flush out microbes and particles when a person sneezes.

A man at a restaurant ingests food contaminated with microbes that could potentially cause disease. The microbes do not survive very long in his stomach, so he does not get sick.

A child gets a small cut on her foot while running barefoot on the beach. The wound becomes slightly red and swollen. Her wound does not get infected, but it hurts a little, and it feels a bit warm.

Yesterday, you suspected you might be getting sick. Today, you feel very tired. When you take your temperature, the thermometer reads 100.2ºF.

Flesh-eating bacteria are present on your leg. You do not have any wounds, so you do not become infected in spite of exposure.

Your teenage brother has developed a zit on his forehead. (Hint: Identify two types of defenses, since infection has occurred.)

Week 4 Immunity Activity

Using the template in Appendix F define the following in your own words:

The difference between adaptive and innate immunity

The difference between cellular and humoral immunity

The factors that stimulate an immune response

The difference between active and passive immunizations

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Appendix F – Immunity Activity

After reading Ch. 16-18 in Microbiology: Principles and Explorations, fill in the following matrix.

Answer the following Checklist Exercise from Ch. 17 of Microbiology: Principles and Explorations: Distinguish between active and passive immunity. Give examples of each.

Answer the following Checklist Exercise from Ch. 17 of Microbiology: Principles and Explorations: Distinguish between innate and acquired immunity. Give examples of each.

Answer the following Checklist Exercise from Ch. 17 of Microbiology: Principles and Explorations: Distinguish between cellular and humoral immunity.

In your own words, briefly explain what happens in a primary immune response. Be sure to incorporate the following terms into your explanation: antigen, B-cell, antibody, plasma, and memory cell.

In your own words, briefly explain what happens in a secondary immune response. Incorporate the following terms in your explanation: memory cell and antibodies.

In your own words, briefly explain why a secondary immune response is much faster than a primary immune response.

In your own words, briefly explain what the difference is between active and passive immunization. Incorporate the following terms in your answer: vaccine, antigen, attenuated, primary immune response, antibodies, serum, and immediate immunity.

Answer the following Checklist Question from Ch. 17 of Microbiology: Principles and Explorations: What are some hazards of vaccines?

Respond to the following question from Ch. 17 of Microbiology: Principles and Explorations: If you were born without T cells, would you have normal B cell functioning? Why or why not?

Week 5 Integumentary System Lab and Quiz

Complete the Integumentary System Lab.

Complete the open book quiz about diseases of the integumentary system. The quiz will be provided by your instructor.

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Integumentary System Lab – Week Five

INTRODUCTION

The integumentary system consists of skin, hair, nails, and nerves. As you learn about the various diseases that affect the integumentary system, it is important for you to understand the structures that can be affected by disease. Complete this lab to become familiar with a healthy system and to identify diseases related to the skin.

PART ONE: BASIC FUNCTIONS

Provide brief answers to the following questions to help you get acquainted with the basic functions of a healthy integumentary system. Refer to Ch. 19 in Microbiology: Principles and Explorations.

1. How does the integumentary system prevent disease?

2. How do sweat, sebaceous (oil), and mucus secretions help prevent disease?

3. Which types of bacteria are considered normal skin microflora?

4. Suppose a sample of bacteria was taken from your skin. If you were to perform a Gram stain on the sample, what is the likely Gram reaction – positive or negative? Explain your answer.

PART TWO: BASIC STRUCTURES

Identify the selected integumentary system structures in the following diagram:

PART THREE: INVESTIGATE AND APPLY

Access the Public Diseases & Conditions A-Z Index on the Centers for Disease Control and Prevention website at http://www.cdc.gov/DiseasesConditions/. Research one microbe-related skin disease (excluding sexually transmitted diseases) and complete the following activity.

Read the information on the CDC site and provide a brief, one- to two-paragraph summary of the skin condition. Include the following in your description:

• The skin condition

• The microbe causing the condition

• Which structures of the integumentary system are affected—Use one or more structures included in Part Two.

• Who is at risk

• How serious the disease is

[Type your paragraph in the space below]

Week 5 STD Informational Pamphlet – Appendix G

Resources: An information pamphlet from a doctor’s office and Appendix G

Create a tri-fold pamphlet, such as one you would find at a doctor’s office, about a sexually transmitted disease of your choice using the template provided in Appendix G located on the student website.

Address each of the elements in the grading form provided in the document titled Appendix G Rubric located on the student website, and answer the following questions:

Is the disease transmitted exclusively through sexual contact or can it be spread nonsexually?

What are its symptoms, and how can it can be diagnosed? (Be sure to compare a healthy system to one affected by the infection or disease.)

What epidemiological and clinical impact does the disease or infection have?

How can the infection or disease be prevented?

Note. Feel free to modify the template by changing font sizes and colors and adding graphics or pictures. If, however, you use graphics or pictures, please be sure to cite their sources according to APA standards. Formatting help is available at http://office.microsoft.com/en-us/default.aspx

Week 6 Respiratory System Lab and Quiz

Complete the Respiratory System Lab.

Complete the open-book quiz about the respiratory system and associated diseases. The quiz will be provided by your instructor.

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Respiratory System Lab – Week Six

INTRODUCTION

The respiratory system consists of the upper respiratory tract (the nasal cavity, pharynx, larynx, trachea, and bronchi) and the lower respiratory tract (the lungs). As you learn about the various diseases that affect the respiratory system, it is important for you to understand the structures that can be affected by disease. Complete this lab to become familiar with a healthy system and to identify diseases related to both the upper and lower respiratory tracts.

PART ONE: BASIC FUNCTIONS

Provide brief answers to the following questions to help you get acquainted with the basic functions of a healthy respiratory system. Refer to Ch. 21 in Microbiology: Principles and Explorations.

1. How do body reflexes like coughing and sneezing help prevent or fight infection?

2. What role do cilia play in maintaining a healthy respiratory system?

3. Compare normal microflora of the upper respiratory tract with normal microflora of the lower respiratory tract.

PART TWO: BASIC STRUCTURES

Visit Chapter 21 of Microbiology: Principles and Explorations in WileyPlus to view an in-depth presentation of a healthy respiratory system by completing the following steps:

• Select the Chapter 21 WileyPlus reading link located on your student Web page.

• Locate the heading Chapter Review.

• Select the Anatomy Overview: The Respiratory System link.

• Complete this lab as you explore the Respiratory System multimedia piece.

Overview

Roll over each component of the Conducting and Respiratory portions of the Respiratory System multimedia piece. Take note of how the preserved trachea and lung photograph on the left compares to the illustrated diagram on the right.

Upper Respiratory System (Conducting Portion: Nasal Cavity)

Roll over and click either the nasal cavity or pharynx components of the Conducting portion of the Respiratory System multimedia piece to navigate to the Nasal Cavity. Refer to Nasal Cavity component of the multimedia piece and Ch. 21, Figure 21.8 in Microbiology: Principles and Explorations to label the structures in the following diagram of a healthy upper respiratory system.

Lower Respiratory System (Respiratory Portion: Lungs)

Click the icon in the upper left corner of the Nasal Cavity diagram to return to the main menu in the Respiratory System multimedia piece. Click the lungs component of the Respiratory Portion to navigate to the Lung diagram. Refer to Lung diagram of the multimedia piece and Ch. 21, Figure 21.1 in Microbiology: Principles and Explorations to label the structures in the following diagrams of a healthy lower respiratory system. Please note: The first diagram that follows is found only in Ch. 21, Figure 21.1, and not in the Lung component of the multimedia piece.

PART THREE: INVESTIGATE AND APPLY

Visit the Centers for Disease Control and Prevention. Access the Public Diseases & Conditions A-Z Index at http://www.cdc.gov/DiseasesConditions/ Scroll down to the section titled Top Requested Diseases & Conditions. Review the list of diseases about that the general public is most frequently requesting information about. You will notice some familiar diseases from your assigned readings. Click on at least one microbe-related respiratory system disease and complete the following activity.

Read the information on the CDC site and provide a brief, 1-2 paragraph summary of the respiratory illness. Include in your description:

• The respiratory illness

• The microbe causing the illness

• Which structures of the respiratory system are affected—Use one or more structures included in Part Two.

• Who is at risk

• How serious the disease is

[Type your paragraph in the space below]

Week 6 Cardiovascular System Lab and Quiz

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Cardiovascular System Lab – Week Six

INTRODUCTION

The cardiovascular system consists of blood, blood vessels, and the heart. As you learn about the various diseases that affect the cardiovascular system, it is important for you to understand the structures that can be affected by disease. Complete this lab to become familiar with a healthy system and to identify diseases related to this system.

PART ONE: BASIC FUNCTIONS

Provide brief answers to the following questions to help you get acquainted with the basic functions of a healthy cardiovascular system. Refer to Ch. 23 in Microbiology: Principles and Explorations.

1. What are the main functions of the cardiovascular system?

2. Which types of bacteria are considered normal cardiovascular system microflora?

3. Which structure of the cardiovascular system is particularly susceptible to bacterial infection?

PART TWO: BASIC STRUCTURES

Refer to Ch. 23 in Microbiology: Principles and Explorations to help you identify the selected cardiovascular system structures in the following diagram.

Visit Chapter 23 of Microbiology: Principles and Explorations in WileyPlus to view an in-depth presentation of a healthy cardiovascular system by completing the following steps:

• Select the Chapter 23 WileyPlus reading link located on your student Web page.

• Locate the heading Chapter Review.

• Select the Anatomy Overview: The Cardiovascular System link.

• Complete this lab as you explore the Cardiovascular System multimedia piece.

Cardiovascular System: The Heart

Roll over each component of the Cardiovascular System multimedia piece. Roll over and click the heart. Refer to the Heart component of the multimedia piece and Ch. 23 in Microbiology: Principles and Explorations to label the structures in the following diagrams of a healthy cardiovascular system.

PART THREE: INVESTIGATE AND APPLY

Select one of the following diseases related to the cardiovascular system, discussed in Ch. 23 of Microbiology: Principles and Explorations:

• Rheumatic fever

• Bacterial endocarditis

Describe the causal agent of the selected disease, mode of transmission, disease characteristics, and the component(s) of the cardiovascular system that are damaged by the disease.

Week 7 Nervous System Lab and Quiz

Complete the Nervous System Lab.

Complete the open-book quiz about the nervous system and associated diseases. The quiz will be provided by your instructor.

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Nervous System Lab – Week Seven

INTRODUCTION

The nervous system has two components: the central nervous system, which consists of the brain and spinal chord; and the peripheral nervous system, which is composed of nerves. As you learn about the various diseases that affect the nervous system, it is important for you to understand the structures that can be affected by disease. Complete this lab to become familiar with a healthy system and to identify diseases related to the brain, spinal chord, and nerves.

PART ONE: BASIC FUNCTIONS

Provide brief answers to the following questions to help you get acquainted with the basic functions of a healthy nervous system. Refer to Ch. 24 in Microbiology: Principles and Explorations.

1. How do the meninges and cerebrospinal fluid (CSF) function together in a healthy nervous system; what are their roles?

2. What is the blood-brain barrier?

3. What normal microflora reside in the nervous system?

PART TWO: BASIC STRUCTURES

Visit Chapter 24 of Microbiology: Principles and Explorations in WileyPlus to view an in-depth presentation of a healthy nervous system by completing the following steps:

• Select the Chapter 24 WileyPlus reading link located on your student Web page.

• Locate the heading Chapter Review.

• Select the Anatomy Overview: The Nervous System link.

• Complete this lab as you explore the Nervous System multimedia piece.

Nervous System: The Brain

Roll over each component of the Nervous System multimedia piece. Click on the brain. Refer to the Brain component of the multimedia piece to label the structures in the following diagram of a healthy brain.

Nervous System: The Spinal Cord

Click the icon in the upper left corner of the Brain diagram to return to the main menu in the Nervous System multimedia piece. Click the Spinal Cord component to navigate to the Spinal Cord diagram. Refer to the Spinal Cord diagram of the multimedia piece to label the following structures of a healthy spinal cord.

PART THREE: INVESTIGATE AND APPLY

Several different pathogenic bacteria can cause bacterial meningitis, an infection and inflammation of the meninges. Select any form of bacterial meningitis discussed in Ch. 24 of Microbiology: Principles and Explorations, and answer the following:

1. Which form of bacterial meningitis did you select and what is its causal agent?

2. What symptoms are typical of this form of meningitis?

3. Which age group or population is most susceptible to this form of meningitis and do typical activities within that age group have any influence on a person contracting the disease?

SCI250 Week 7 Final Examination – Test Bank

Section: Multiple Choice

1. Which of the following is NOT true of microorganisms?

They produce antibiotics.
They are used in the production of many types of food and beverages.
They decompose dead animals.
They all cause disease in humans.

2. Which of the following is NOT one of the phases of bacterial growth?

lag phase
stationary phase
doubling phase
log phase

3. Which of the following is NOT a differential stain?

Gram stain
Schaeffer-Fulton
acid-fast stain
flagellar stain

4. In a properly executed Gram stain, Gram positive organisms appear ______ while Gram negative organisms appear ______

pink, clear.
pink, purple.
purple, pink.
purple, blue.

5. Classification is necessary to _________

establish criteria for identifying organisms.
arrange related organisms into groups.
provide information about how organisms evolved.
All of the above

6. An organism that lives at the expense of another organism is a ________

host.
commensal.
parasite.
symbiont.

7. Undercooked pork is most likely to pass along ________

Schistosoma.
Tania.
Wuchereria.
Trichinella.

8. Arthropods are responsible for transmitting _____ pathogens.

viral
bacterial
protozoan
viral, bacterial, and protozoan

9. Symbiosis is an association between ________

two or more species.
one or two species.
two or more hosts.
no species but all hosts.
all species but not hosts.

10. All of the following are true of the relationship between microorganisms and diseases EXCEPT:

Sickle cell anemia patients are resistant to malaria.
Bacterial infections can lead to endocarditis.
Viral infections invariably lead to nutritional deficiency.
Infections in the brain can result in mental disease.

11. Which of the following represents the correct order of steps in a typical viruses replication cycle?

Maturation, adsorption, penetration, release
Adsorption, penetration, release, maturation
Adsorption, penetration, synthesis, maturation
Adsorption, penetration, maturation, synthesis

12. What special group of chemical substances are used to treat diseases by microbes?

Antibiotics
Synthetic drugs
Semi-synthetic drugs
Antimicrobial agents
Chemotherapeutic agents

13. Which of the following is NOT considered a mode of action by antimicrobial agents?

Action as an antimetabolite
Inhibition of protein synthesis
Inhibition of cell wall sysnthesis
Inhibition of membrane permeability
Disruption of selective toxicity

14. All of the following characteristics are components of nonspecific host defenses EXCEPT:

Fever
Mucus
Antibodies
Interferon
Inflammation

15. What name is given to a substance that is recognized by the body as foreign and normally produces an immune response?

Antibody
Antigen
Agglutinin
Antitoxin
Apoptosis

16. There are a number of different species that can live on the skin as resident microflora. Which of the following is NOT considered resident microflora of the skin?

Staphylococcus
Corynebacterium
E. coli
Demodex
All of the above

17. Defense mechanisms in the urogenital system are numerous and include ________

normal flora compete with opportunists.
sphincter muscles.
flushing action of fluids.
low pH.
All of the above

18. Food poisoning can be caused by a variety of microbes. Which of the following pairs is incorrect?

Clostridium botulinum — enterotoxin which is heat liable
Staphylococcus aureus — enterotoxin which is heat stable
Pseudomonas cocovenenans — bongkrek disease
Bacillus cereus — toxin is an emetic
Clostridium perfringens — enterotoxin and wound infection

19. The upper respiratory tract consists of the ________

pharynx.
nasal cavity.
bronchi.
All of the above
Only A and B

20. Group B Streptococcal disease include ________

early onset neonatal sepsis and meningitis.
late onset neonatal meningitis.
etiology is Streptococcus agalactiae.
All of the above
Only A and C

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