TEST BANK for Microbiology A Systems Approach 4th Edition by Marjorie Kelly Cowan by ACADEMIAMILL

TEST BANK Microbiology: A Systems Approach 4th Edition by Marjorie Kelly Cowan Microbiology A Systems Approach 4th Edition Cowan Chapter 01 - The Main Themes of Microbiology

Test Bank

Chapter 01 The Main Themes of Microbiology Multiple Choice Questions 1. When humans manipulate the genes of microorganisms, the process is called A. bioremediation. B. genetic engineering. C. epidemiology. D. immunology. E. taxonomy.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 04 Information Flow ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 01.02 Identify multiple professions using microbiology. Section Number: 01.01 Topic: Taxonomy of Microorganisms

2. Which of the following are not considered microorganisms? A. mosquitoes B. protozoa C. bacteria D. viruses E. fungi

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 01.01 List the various types of microorganisms. Section Number: 01.01 Topic: Taxonomy of Microorganisms

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Chapter 01 - The Main Themes of Microbiology

3. All microorganisms are best defined as organisms that A. cause human disease. B. lack a cell nucleus. C. are infectious particles. D. are too small to be seen with the unaided eye. E. can only be found growing in laboratories.

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 01.09 Compare and contrast the relative sizes of the different microbes. Section Number: 01.01 Topic: Cellular Organization

4. Which activity is an example of biotechnology? A. bacteria in the soil secreting an antibiotic to kill competitors B. a microbiologist using the microscope to study bacteria C. Egyptians using moldy bread on wounds D. Escherichia coli producing human insulin E. public health officials monitoring diseases in a community

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 04 Information Flow ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 01.03 Describe the role and impact of microbes on the earth. Learning Outcome: 01.05 Explain one old and one new way that humans manipulate organisms for their own uses. Section Number: 01.01 Section Number: 01.02 Section Number: 01.03 Topic: Microbial Roles

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Chapter 01 - The Main Themes of Microbiology

5. The study of the immune response to infection caused by microorganisms is A. hypersensitivity. B. epidemiology. C. immunology. D. morbidity. E. geomicrobiology.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 01.02 Identify multiple professions using microbiology. Section Number: 01.01 Topic: Microbial Roles

6. Which of the following does not indicate microbe involvement in energy and nutrient flow? A. formation of oxygen by an oxygenic photosynthesis B. formation of greenhouse gases C. formation of soil D. digestion of complex carbohydrates in animal diets E. decomposition of dead matter and wastes

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 01.01 List the various types of microorganisms. Learning Outcome: 01.03 Describe the role and impact of microbes on the earth. Section Number: 01.01 Topic: Microbial Roles

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Chapter 01 - The Main Themes of Microbiology

7. The microorganisms that recycle nutrients by breaking down dead matter and wastes are called A. decomposers. B. prokaryotes. C. pathogens. D. eukaryotes. E. fermenters.

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g., nitrogen fixation, methane production, anoxygenic photosynthesis). ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 01.03 Describe the role and impact of microbes on the earth. Section Number: 01.02 Topic: Microbial Roles

8. The microorganisms that do not have a nucleus in their cells are called A. decomposers. B. prokaryotes. C. pathogens. D. eukaryotes. E. fermenters.

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Chapter 01 - The Main Themes of Microbiology

9. The first prokaryotes appeared about A. 5 B. 4.5 C. 3.5 D. 2 E. 1

billion years ago.

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Topic: Module 01 Evolution Blooms Level: 1. Remember Learning Outcome: 01.07 Differentiate among bacteria, archaea, and eukaryotic microorganisms. Section Number: 01.05 Topic: History of Microbiology

10. Which of the following is not a human use of microorganisms? A. baking bread B. treating water and sewage C. fruit production D. mass-producing antibiotics E. cleaning up oil spills

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 01.03 Describe the role and impact of microbes on the earth. Learning Outcome: 01.05 Explain one old and one new way that humans manipulate organisms for their own uses. Section Number: 01.03 Topic: Microbial Roles

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Chapter 01 - The Main Themes of Microbiology

11. Using microbes to detoxify a site contaminated with heavy metals is an example of A. biotechnology. B. bioremediation. C. decomposition. D. immunology. E. epidemiology.

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: 01.03 Describe the role and impact of microbes on the earth. Section Number: 01.02 Section Number: 01.03 Topic: Microbial Roles

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Chapter 01 - The Main Themes of Microbiology

12. Disease-causing microorganisms are called A. decomposers. B. prokaryotes. C. pathogens. D. eukaryotes. E. fermenters.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 01.06 Summarize the relative burden of human disease caused by microbes, emphasizing the differences between developed countries and developing countries. Section Number: 01.04 Topic: Microbial Roles

13. The number one worldwide infectious diseases are A. AIDS-related diseases. B. diarrheal diseases. C. malaria diseases. D. measles. E. respiratory diseases.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 01.06 Summarize the relative burden of human disease caused by microbes, emphasizing the differences between developed countries and developing countries. Section Number: 01.04 Topic: Microbial Roles

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Chapter 01 - The Main Themes of Microbiology

14. Which of the following is a unique characteristic of viruses that distinguishes them from the other major groups of microorganisms? A. cause human disease B. lack a nucleus C. cannot be seen without a microscope D. contain genetic material E. lack cell structure

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: 01.08 Identify a fourth type of microorganism. Section Number: 01.05 Topic: Taxonomy of Microorganisms

15. Helminths are A. bacteria. B. protozoa. C. molds. D. parasitic worms. E. infectious particles.

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Chapter 01 - The Main Themes of Microbiology

16. Organisms called parasites are A. always classified in the Kingdom Monera. B. always harmful to their host. C. the decomposers in ecosystems. D. always viruses. E. free-living.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 01.06 Summarize the relative burden of human disease caused by microbes, emphasizing the differences between developed countries and developing countries. Section Number: 01.01 Topic: Taxonomy of Microorganisms

17. Which group of microorganisms is composed only of hereditary material wrapped in a protein covering? A. viruses B. bacteria C. parasites D. fungi E. yeasts

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 01.01 List the various types of microorganisms. Learning Outcome: 01.08 Identify a fourth type of microorganism. Section Number: 01.01 Section Number: 01.05 Topic: Taxonomy of Microorganisms

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Chapter 01 - The Main Themes of Microbiology

18. The Dutch merchant who made and used quality magnifying lenses to see and record microorganisms was A. Francesco Redi. B. Antonie van Leeuwenhoek. C. Louis Pasteur. D. Joseph Lister. E. Robert Koch.

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: 07.01b Ability to apply the process of science: Analyze and interpret results from a variety of microbiological methods and apply these methods to analogous situations. ASM Topic: Module 02 Structure and Function ASM Topic: Module 07 Scientific Thinking Blooms Level: 1. Remember Learning Outcome: 01.10 Make a time line of the development of microbiology from the 1600s to today. Learning Outcome: 01.11 List some recent microbiological discoveries of great impact. Learning Outcome: 01.12 Explain what is important about the scientific method. Section Number: 01.06 Topic: History of Microbiology

19. Which of the following is not a process in the scientific method? A. belief in a preconceived idea B. formulation of a hypothesis C. systematic observation D. laboratory experimentation E. development of a theory

ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method. ASM Topic: Module 07 Scientific Thinking Blooms Level: 2. Understand Learning Outcome: 01.12 Explain what is important about the scientific method. Section Number: 01.06 Topic: History of Microbiology

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Chapter 01 - The Main Themes of Microbiology

20. Experimentation A. is designed to refute an hypothesis. B. is designed to support an hypothesis. C. provides a means to gather subjective data. D. provides a means to gather objective data. E. is the first step in the scientific method.

21. A scientist who constructs a hypothesis, tests its validity by outlining predicted events of the hypothesis, and conducts experiments to test for those events is using the approach. A. Koch B. scientific method C. spontaneous generation D. taxonomic

ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method. ASM Topic: Module 07 Scientific Thinking Blooms Level: 1. Remember Learning Outcome: 01.12 Explain what is important about the scientific method. Section Number: 01.06 Topic: History of Microbiology

22. The scientific method includes all of the following except A. hypothesis. B. experimentation. C. observation. D. publish.

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

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Chapter 01 - The Main Themes of Microbiology on the scientific method. ASM Topic: Module 07 Scientific Thinking Blooms Level: 2. Understand Learning Outcome: 01.12 Explain what is important about the scientific method. Section Number: 01.06 Topic: History of Microbiology

23. Koch's postulates are criteria used to establish that A. microbes are found on dust particles. B. a specific microbe is the cause of a specific disease. C. life forms can only arise from preexisting life forms. D. a specific microbe should be classified in a specific kingdom. E. microbes can be used to clean up toxic spills.

ASM Objective: 07.01b Ability to apply the process of science: Analyze and interpret results from a variety of microbiological methods and apply these methods to analogous situations. ASM Topic: Module 07 Scientific Thinking Blooms Level: 2. Understand Learning Outcome: 01.10 Make a time line of the development of microbiology from the 1600s to today. Section Number: 01.06 Topic: History of Microbiology

24. The surgeon who advocated using disinfectants on hands and in the air prior to surgery was A. Joseph Lister. B. Ignaz Semmelweis. C. Robert Koch. D. Louis Pasteur. E. Antonie van Leeuwenhoek.

ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method. ASM Objective: 07.01b Ability to apply the process of science: Analyze and interpret results from a variety of microbiological methods and apply these methods to analogous situations. ASM Topic: Module 07 Scientific Thinking Blooms Level: 1. Remember Learning Outcome: 01.10 Make a time line of the development of microbiology from the 1600s to today. Section Number: 01.06 Topic: History of Microbiology

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Chapter 01 - The Main Themes of Microbiology

25. Sterile refers to A. pathogen-free. B. absence of spores. C. absence of any life forms and viral particles. D. pasteurized. E. homogenized.

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 01.03 Describe the role and impact of microbes on the earth. Learning Outcome: 01.12 Explain what is important about the scientific method. Section Number: 01.02 Section Number: 01.06 Topic: History of Microbiology

26. Which scientist showed that anthrax was caused by the bacterium, Bacillus anthracis? A. Joseph Lister B. Ignaz Semmelweis C. Robert Koch D. Louis Pasteur E. Antonie van Leeuwenhoek

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Chapter 01 - The Main Themes of Microbiology

27. Taxonomy does not involve A. nomenclature. B. classification. C. taxa. D. identification. E. common name.

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 1. Remember Learning Outcome: 01.13 Differentiate among the terms nomenclature, taxonomy, and classification. Section Number: 01.07 Topic: History of Microbiology

28. Which scientific field is involved in the identification, classification, and naming of organisms? A. nomenclature B. taxonomy C. phylogeny D. Woesean classification

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: 01.13 Differentiate among the terms nomenclature, taxonomy, and classification. Section Number: 01.07 Topic: Taxonomy of Microorganisms

29. The orderly arrangement of organisms into a hierarchy of taxa is called A. classification. B. identification. C. nomenclature. D. experimentation. E. biotechnology.

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

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Chapter 01 - The Main Themes of Microbiology ASM Topic: Module 01 Evolution Blooms Level: 1. Remember Learning Outcome: 01.13 Differentiate among the terms nomenclature, taxonomy, and classification. Section Number: 01.07 Topic: Taxonomy of Microorganisms

30. Which of the following is a taxon that contains all the other taxa listed? A. species B. phylum C. kingdom D. genus E. family

31. The smallest and most significant taxon is A. genus. B. species. C. kingdom. D. family. E. phylum.

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: 01.13 Differentiate among the terms nomenclature, taxonomy, and classification. Section Number: 01.07 Topic: Taxonomy of Microorganisms

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Chapter 01 - The Main Themes of Microbiology

32. Select the correct descending taxonomic hierarchy (left to right). A. family, order, class B. family, genus, species C. genus, species, family D. class, phylum, order E. kingdom, domain, phylum

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: 01.13 Differentiate among the terms nomenclature, taxonomy, and classification. Learning Outcome: 01.14 Create a mnemonic device for remembering the taxonomic categories. Section Number: 01.07 Topic: Taxonomy of Microorganisms

33. Which of the following is a scientific name? A. gram-positive streptococcus B. Staphlyococcus C. Streptococcus pyogenes D. anthrax E. Streptobacilli

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 1. Remember Learning Outcome: 01.15 Correctly write the binomial name for a microorganism. Section Number: 01.07 Topic: Taxonomy of Microorganisms

34. When assigning a scientific name to an organism, A. the species name is capitalized. B. the species name is placed first. C. the species name can be abbreviated. D. both genus and species names are capitalized. E. both genus and species names are italicized or underlined.

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Chapter 01 - The Main Themes of Microbiology

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: 01.15 Correctly write the binomial name for a microorganism. Section Number: 01.07 Topic: Taxonomy of Microorganisms

35. The study of evolutionary relationships among organisms is called A. biotechnology. B. genetics. C. recombinant DNA. D. phylogeny. E. taxonomy.

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: 01.04 Explain the theory of evolution and why it is called a theory. Section Number: 01.07 Topic: History of Microbiology

36. Which area of biology states that living things undergo gradual structural and functional changes over long periods of time? A. morphology B. phylogeny C. evolution D. genetics E. transformation.

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: 01.04 Explain the theory of evolution and why it is called a theory. Section Number: 01.07 Topic: History of Microbiology

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Chapter 01 - The Main Themes of Microbiology

37. A scientist studying the sequence of nucleotides in the rRNA of a bacterial species is working on A. determining evolutionary relatedness. B. bioremediation. C. recombinant DNA. D. nomenclature. E. determining if that species is the cause of a new disease.

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: 01.04 Explain the theory of evolution and why it is called a theory. Learning Outcome: 01.17 Explain the difference between traditional and molecular approaches to taxonomy. Section Number: 01.07 Topic: History of Microbiology

38. The scientist/s who proposed that organisms be assigned to one of three domains is/are A. Robert Koch and Louis Pasteur. B. Antonie van Leeuwenhoek. C. Carl Woese and George Fox. D. Robert Whittaker. E. Francesco Redi.

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Chapter 01 - The Main Themes of Microbiology

39. In Haeckel's system, the protozoa and algae are classified in Kingdom A. Monera. B. Protista. C. Myceteae (Fungi). D. Plantae (Plants). E. Animalia (Animals).

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 1. Remember Learning Outcome: 01.14 Create a mnemonic device for remembering the taxonomic categories. Learning Outcome: 01.17 Explain the difference between traditional and molecular approaches to taxonomy. Section Number: 01.07 Topic: Taxonomy of Microorganisms

40. Which kingdom does not contain any eukaryotes? A. Monera B. Protists C. Fungi D. Plants E. Animals

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 01.07 Differentiate among bacteria, archaea, and eukaryotic microorganisms. Section Number: 01.07 Topic: Taxonomy of Microorganisms

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Chapter 01 - The Main Themes of Microbiology

41. Which scientific name is written correctly? A. Staphylococcus aureus B. staphylococcus aureus C. Staphylococcus Aureus D. Staphylococcus aureus E. S. aureus

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: 01.15 Correctly write the binomial name for a microorganism. Section Number: 01.07 Topic: Taxonomy of Microorganisms

42. Which of the following is NOT a recent discovery that has had a huge impact on the understanding of microbiology? A. Restriction enzymes B. PCR technique C. Biofilms D. Small RNAs E. All are significant discoveries. Refer to Section 1.6 The Historical Foundations of Microbiology and read about the recent discoveries that have had a huge impact on the understanding of microbiology.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Objective: 06.04 Because the true diversity of microbial life is largely unknown, its effects and potential benefits have not been fully explored. ASM Topic: Module 07 Scientific Thinking Blooms Level: 2. Understand Learning Outcome: 01.11 List some recent microbiological discoveries of great impact. Section Number: 01.06 Topic: History of Microbiology

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Chapter 01 - The Main Themes of Microbiology

43. Analysis of the small subunit rRNAs from all organisms in the three current domains suggests that A. the eukaryotes arose from prokaryotes. B. the Archaea are more closely related to eukaryotes than prokaryotes. C. all modern and extinct organisms on earth arose from a common ancestor. D. the prokarytoes, Archaea, and eukaryotes are not related. Refer to "Systems of Presenting a Universal Tree of Life" for a discussion of the ssu rRNAs and their role in taxonomy. ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: 01.17 Explain the difference between traditional and molecular approaches to taxonomy. Section Number: 01.07 Topic: Taxonomy of Microorganisms

True / False Questions 44. A scientist studying helminths is working with bacteria. FALSE

45. Members of the Kingdom Fungi are photosynthetic. FALSE

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 01.01 List the various types of microorganisms. Section Number: 01.01 Topic: Taxonomy of Microorganisms

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Chapter 01 - The Main Themes of Microbiology

46. Many chronic conditions are found to be associated with microbial agents. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 01.03 Describe the role and impact of microbes on the earth. Section Number: 01.02 Section Number: 01.04 Topic: History of Microbiology

47. All microorganisms are parasites. FALSE

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 01.01 List the various types of microorganisms. Learning Outcome: 01.03 Describe the role and impact of microbes on the earth. Section Number: 01.05 Topic: Microbial Roles

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

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Chapter 01 - The Main Themes of Microbiology

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

50. The term sterile means free of all life forms. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Objective: 07.01b Ability to apply the process of science: Analyze and interpret results from a variety of microbiological methods and apply these methods to analogous situations. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 01.03 Describe the role and impact of microbes on the earth. Section Number: 01.06 Topic: Microbial Roles

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

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: 01.13 Differentiate among the terms nomenclature, taxonomy, and classification. Learning Outcome: 01.14 Create a mnemonic device for remembering the taxonomic categories. Section Number: 01.07 Topic: Taxonomy of Microorganisms

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Chapter 01 - The Main Themes of Microbiology

52. Once an organism is assigned to a particular taxonomic hierarchy, it is permanent and cannot be revised. 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: 01.07 Differentiate among bacteria, archaea, and eukaryotic microorganisms. Section Number: 01.07 Topic: Taxonomy of Microorganisms

53. Viruses are not classified in any of Whittaker's five kingdoms. TRUE

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 01.08 Identify a fourth type of microorganism. Section Number: 01.07 Topic: Taxonomy of Microorganisms

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

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Chapter 01 - The Main Themes of Microbiology

55. One distinguishing characteristic of the archaebacteria is that they live in extreme environments. TRUE

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g., nitrogen fixation, methane production, anoxygenic photosynthesis). ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 02 Structure and Function ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 01.07 Differentiate among bacteria, archaea, and eukaryotic microorganisms. Section Number: 01.07 Topic: Microbial Roles

56. Microbes have been found existing in salty, acidic lakes. TRUE

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: 1. Remember Learning Outcome: 01.11 List some recent microbiological discoveries of great impact. Section Number: 01.07 Topic: Microbial Roles

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Chapter 01 - The Main Themes of Microbiology

Multiple Choice Questions 57. In the experiments constructed by Pasteur to disprove spontaneous generation, swannecked flasks were used. Why was this shape of flask used in this experiment? A. The glass necks needed to be open to the air, yet constructed so that bacteria would settle in the lowest part of the neck. B. These flask shapes were the easiest and cheapest to produce. C. The shape of the glass neck allowed the bacteria into the flask and then into the media, but air could not enter. D. Because the glass necks were stretched out, the heat used to sterilize the medium inside of the flask could not kill the bacteria in the neck.

ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method. ASM Objective: 07.01b Ability to apply the process of science: Analyze and interpret results from a variety of microbiological methods and apply these methods to analogous situations. ASM Topic: Module 07 Scientific Thinking Blooms Level: 4. Analyze Learning Outcome: 01.10 Make a time line of the development of microbiology from the 1600s to today. Section Number: 01.06 Topic: History of Microbiology

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Chapter 02 - The Chemistry of Biology

Chapter 02 The Chemistry of Biology

Multiple Choice Questions 1. Anything that occupies space and has mass is called A. atomic. B. living. C. matter. D. energy. E. space.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Topic: Basic Chemistry

2. The electrons of an atom are A. always equal to the number of neutrons in an atom. B. found in the nucleus. C. used to determine atomic number. D. positively charged. E. moving in pathways called orbitals.

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 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Topic: Basic Chemistry

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Chapter 02 - The Chemistry of Biology

3. The electrons of an atom are A. always equal to the number of protons. B. used to determine the atomic weight. C. carrying a positive charge. D. used to determine the atomic number. E. always in full orbitals.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Topic: Basic Chemistry

4. All of the following pertain to the atom Carbon-14 except A. has 6 protons. B. has 6 electrons. C. has 14 neutrons. D. is an isotope of Carbon.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Topic: Basic Chemistry

5. The subatomic particles that surround the nucleus are the A. electrons. B. protons. C. neutrons. D. protons and neutrons. E. protons and electrons.

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Chapter 02 - The Chemistry of Biology 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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Topic: Basic Chemistry

6. What is the maximum number of electrons in the second energy shell of an atom? A. 2 B. 4 C. 8 D. 18 E. 32

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Topic: Basic Chemistry

7. What is the maximum number of electrons in the first energy shell of an atom? A. 2 B. 4 C. 8 D. 18 E. 32

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Topic: Basic Chemistry

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Chapter 02 - The Chemistry of Biology

8. Protons and neutrons that make up the atom's central core, which is referred to as its A. valence number. B. isotope. C. nucleus. D. center of gravity.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Topic: Basic Chemistry

9. The valence number is the A. number of protons. B. number of neutrons. C. atomic weight. D. number of inner most electrons. E. number of outer most electrons.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Topic: Basic Chemistry

10. Two or more atoms bonded together are called a/an A. ion. B. isotope. C. element. D. electrolyte. E. molecule.

2-4

11. What would be the valence number of electrons in the sulfur (S) atom? A. 2 B. 6 C. 8 D. 16 E. 32

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Topic: Basic Chemistry

12. Polar molecules are composed of covalently bonded A. identical atoms. B. carbon atoms. C. ions. D. atoms of different electronegativity. E. atoms of identical electronegativity.

2-5

Chapter 02 - The Chemistry of Biology

13. Polar molecules A. have an equal charge distribution. B. have an unequal charge distribution. C. are insoluble in water. D. always contain carbon. E. always involve oxygen.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Topic: Basic Chemistry

14. Covalent bonds A. result from losing electrons. B. are always polar. C. are always nonpolar. D. result from sharing electrons. E. result from gaining electrons.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

2-6

Chapter 02 - The Chemistry of Biology

15. Cations are A. charged subatomic particles. B. atoms that have gained electrons. C. atoms that have gained neutrons. D. capable of forming ionic bonds with anions. E. atoms without protons.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

16. A reaction where an electron is lost is called A. oxidation. B. reduction. C. ionization. D. decomposition. E. dissolution.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

2-7

Chapter 02 - The Chemistry of Biology

17. An atom has gained an electron. It has been A. oxidized. B. reduced. C. ionized. D. deionized. E. neutralized.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.01 Explain the relationship between atoms and elements. Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

18. Ionic bonds A. result from sharing electrons. B. result from transferring electrons. C. result from like charge attraction. D. are the weakest chemical bonds. E. always involve carbon.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

2-8

Chapter 02 - The Chemistry of Biology

19. Hydrogen bonds A. result from attractive forces between molecules with polar covalent bonds. B. result from attractive forces between molecules with polar ionic bonds. C. result from attractive forces between molecules with nonpolar covalent bonds. D. result from attractive forces between molecules with nonpolar ionic bonds. E. are the strongest bonds between molecules.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

20. Atoms that gain or lose electrons become charged particles called A. cations. B. anions. C. ions. D. isotopes.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

21. Substances that release ions when dissolved in water and conduct electricity are A. covalent. B. nonpolar. C. electrons. D. electrolytes. E. solvents.

2-9

Chapter 02 - The Chemistry of Biology ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.02 List and define four types of chemical bonds. Learning Outcome: 02.03 Differentiate between a solute and a solvent. Section Number: 02.01 Topic: Basic Chemistry

22. Which of the following represents a synthesis reaction? A. AB → A + B B. A + B → AB C. AB + XY → AY + XB D. AB + XY  AY + XB

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

23. Which of the following represents a reversible reaction? A. AB → A + B B. A + B → AB C. AB + XY → AY + XB D. AB + XY  AY + XB

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

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Chapter 02 - The Chemistry of Biology

24. The important solvent associated with living things is A. carbon dioxide. B. sodium chloride. C. ethyl alcohol. D. benzene. E. water.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.03 Differentiate between a solute and a solvent. Section Number: 02.01 Topic: Basic Chemistry

25. A capillary tube is used to acquire a small blood sample for CBC (complete blood count) analysis. Suction is not required to transfer the blood from the fingertip prick to the tube in part due to: A. ionic bonding between the water molecules. B. cohesive forces between the glass particles of the tube and the water molecules. C. covalent bonding between the water molecules. D. adhesive forces between the water molecules and the glass particles of the tube.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.03 Differentiate between a solute and a solvent. Section Number: 02.01 Topic: Basic Chemistry

2-11

Chapter 02 - The Chemistry of Biology

26. Ionic compounds A. are hydrophobic. B. are hydrophilic. C. are acidic in solution. D. are basic in solution. E. always form salts in solution.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

27. A solution is composed of one or more substances called dispersed in a dissolving medium called a . A. solvents; solute B. solutes; solvent C. neither solvents, solute nor solutes; solvent D. both solvents, solute and solutes; solvent

that are uniformly

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.03 Differentiate between a solute and a solvent. Section Number: 02.01 Topic: Basic Chemistry

2-12

Chapter 02 - The Chemistry of Biology

28. Which term or phrase does not belong in this list of characteristics describing acids? A. lactic acid B. vinegar C. hydrogen ion donor D. pH 8 E. acidic

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.04 Provide a brief definition of pH. Section Number: 02.01 Topic: Basic Chemistry

29. Compared to a solution of pH 9, a solution of pH 7: A. is more basic. B. has no OH- ions. C. has more H+ ions. D. has a higher pH.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.04 Provide a brief definition of pH. Section Number: 02.01 Topic: Basic Chemistry

30. Burning coal produces sulfur dioxide in the atmosphere. When combined with precipitation that falls into bodies of water, this leads to: A. an increase in pH level of the water. B. a greater concentration of OH- ions in the water. C. a decrease in the pH level of the water. D. no change in the pH level of the water.

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Chapter 02 - The Chemistry of Biology

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.04 Provide a brief definition of pH. Section Number: 02.01 Topic: Basic Chemistry

31. Compared to a solution of pH 9, a solution of pH 7 is: A. 2 times more acidic. B. 20 times more acidic. C. 20 times more basic. D. 100 times more acidic. E. 100 times more basic.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.04 Provide a brief definition of pH. Section Number: 02.01 Topic: Basic Chemistry

32. Which of the following functional groups is mismatched to the organic compound in which it is typically contained? A. phosphate - carbohydrates B. sulfhydryl - proteins C. amino - proteins D. hydroxyl - alcohols E. carboxyl - fatty acids

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Section Number: 02.02 Topic: Biochemistry

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Chapter 02 - The Chemistry of Biology

33. Organic chemicals always have a basic framework of the element atoms. A. carbon B. nitrogen C. oxygen D. hydrogen E. phosphorous

bonded to other

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.02 Topic: Biochemistry

34. Most biochemical macromolecules are polymers, which are chains of A. hydrophobic molecules. B. electrolytic molecules. C. repeating monomers. D. repeating carbohydrates. E. hydrogen bonds.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Section Number: 02.02 Topic: Biochemistry

2-15

Chapter 02 - The Chemistry of Biology

35. All of the following are monosaccharides except A. glucose. B. glycogen. C. fructose. D. ribose. E. deoxyribose.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Section Number: 02.02 Topic: Biochemistry

36. Which of the following would have glycosidic bonds? A. triglycerides B. monosaccharides C. polypeptides D. polysaccharides E. ATP

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Section Number: 02.02 Topic: Biochemistry

2-16

Chapter 02 - The Chemistry of Biology

37. All of the following are polysaccharides except A. dextran in some bacterial slime layers. B. agar used to make solid culture media. C. a cell's glycocalyx. D. cellulose in certain cell walls. E. sterols in cell membranes.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.05 Name the four main families of biochemicals. Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Section Number: 02.02 Topic: Biochemistry

38. C6H12O6 + C6H12O6 → C12 H22O11 + H2O represents A. the formation of a peptide bond. B. a decomposition reaction. C. a denaturation reaction. D. the formation of a polysaccharide. E. a dehydration synthesis.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.02 Topic: Biochemistry

2-17

Chapter 02 - The Chemistry of Biology

39. Starch is the primary storage food for all of the following except A. green plants. B. algae. C. animals. D. some fungi.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Section Number: 02.02 Topic: Biochemistry

40. Select the statement that most accurately reflects the process of plant material digestion in humans: A. it is a very efficient process the produces very little undigested material in feces. B. it is a process that is dependent upon enzyme (cellulase) production by gut microbiota. C. it requires the action of enzymes called kinases. D. it is linked to the digestion of glycogen.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Section Number: 02.02 Topic: Biochemistry

41. All of the following are lipids except A. cholesterol. B. starch. C. phospholipid. D. wax. E. triglyceride.

2-18

Chapter 02 - The Chemistry of Biology

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Section Number: 02.02 Topic: Biochemistry

42. What part of a phospholipid comprise the hydrophobic tails? A. fatty acids B. glycerol C. phosphate D. alcohol E. hydroxyl.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Section Number: 02.02

2-19

Chapter 02 - The Chemistry of Biology Topic: Biochemistry

43. A fat is called if all carbons of the fatty acid chain are single-bonded to 2 other carbons and 2 hydrogens. A. unsaturated B. polyunsaturated C. monounsaturated D. saturated

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Section Number: 02.02 Topic: Biochemistry

44. The lipid group that serves as energy storage molecules is the A. prostaglandins. B. waxes. C. phospholipids. D. steroids. E. triglycerides.

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: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Section Number: 02.02 Topic: Biochemistry

2-20

Chapter 02 - The Chemistry of Biology

45. The lipid group that is the major component of cell membranes is the A. prostaglandins. B. waxes. C. phospholipids. D. steroids. E. triglycerides.

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: 1. Remember Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Section Number: 02.02 Topic: Biochemistry

46. The building blocks of an enzyme are A. nucleotides. B. glycerol and fatty acids. C. monosaccharides. D. phosphate, glycerol, and fatty acids. E. amino acids.

47. An amino acid contains all of the following except a/n A. amino group. B. carboxyl group. C. variable R group. D.  carbon. E. phosphate.

2-21

Chapter 02 - The Chemistry of Biology 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: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Section Number: 02.02 Topic: Biochemistry

48. Which is not true about enzymes? A. found in all cells B. are catalysts C. participate in the cell's chemical reactions D. can be denaturated by heat and other agents E. have high-energy bonds between phosphates

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: 1. Remember Learning Outcome: 02.07 Differentiate among primary, secondary, tertiary, and quaternary levels of protein structure. Section Number: 02.02 Topic: Biochemistry

49. What type of bonds are formed by dehydration synthesis between adjacent amino acids? A. glycosilic B. ester C. peptide D. disulfide E. phosphate

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: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Section Number: 02.02 Topic: Biochemistry

2-22

Chapter 02 - The Chemistry of Biology

50. The alpha () helix is a type of A. primary B. secondary C. tertiary D. quaternary

protein structure.

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: 1. Remember Learning Outcome: 02.07 Differentiate among primary, secondary, tertiary, and quaternary levels of protein structure. Section Number: 02.02 Topic: Biochemistry

51. One nucleotide contains one A. phosphate. B. pentose sugar. C. nitrogen base. D. All of the choices are correct.

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: 1. Remember Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Learning Outcome: 02.08 List the three components of nucleotides. Section Number: 02.02 Topic: Biochemistry

52. Which pertains to DNA but not to RNA? A. contains ribose B. contains adenine C. contains thymine D. contains uracil E. contains nucleotides

2-23

Chapter 02 - The Chemistry of Biology ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Learning Outcome: 02.09 Name the nitrogen bases of DNA and of RNA. Section Number: 02.02 Topic: Biochemistry

53. ATP is best described as A. an enzyme. B. a double helix. C. an electron carrier. D. the energy molecule of cells.

54. A student forgot to label a beaker containing a DNA solution and a beaker containing a glucose solution. If chemical analysis was performed to identify the contents of each beaker, which of the following would be found in the beaker of DNA but not in the beaker with glucose? A. amino acids B. hydrogen and oxygen atoms C. nitrogen and phosphorus D. fatty acids E. carbon atoms

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: 2. Understand Learning Outcome: 02.05 Name the four main families of biochemicals. Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Learning Outcome: 02.09 Name the nitrogen bases of DNA and of RNA. Section Number: 02.02 Topic: Biochemistry

2-24

Chapter 02 - The Chemistry of Biology

55. Purines and pyrimidines are components in the building block units of all A. nucleic acids. B. carbohydrates. C. polysaccharides. D. amino acids. E. enzymes.

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: 1. Remember Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Learning Outcome: 02.08 List the three components of nucleotides. Section Number: 02.02 Topic: Biochemistry

56. Which of the following is not a pyrimidine? A. uracil B. adenine C. thymine D. cytosine

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 Blooms Level: 1. Remember Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Learning Outcome: 02.09 Name the nitrogen bases of DNA and of RNA. Learning Outcome: 02.10 List the three components of ATP. Section Number: 02.02 Topic: Biochemistry

2-25

Chapter 02 - The Chemistry of Biology

57. During protein synthesis, will be translated into protein. A. transfer B. messenger C. ribosomal D. small subunit

RNA is made to be a copy of a gene from the DNA that

58. Characteristics shared by all cells include A. a membrane serving as a cell boundary. B. the possession of genetic information. C. the presence of cellular fluid. D. All of the choices are correct.

2-26

Chapter 02 - The Chemistry of Biology

59. Microscopic analysis of a cell reveals the presence of ribosomes. Based upon this information alone, it can be determined that: A. it is a bacterial cell. B. it is an archaeal cell. C. it is a eukaryotic cell. D. it is either a bacterial or archaeal cell. E. further information is needed to determine if it is either a bacterial, archaeal, or eukaryotic cell.

60. An example of an amphipathic molecule found in living cells is A. glucose. B. phospholipid. C. protein. D. nucleic acids. E. ATP.

2-27

Chapter 02 - The Chemistry of Biology

61. The purine always binds with the pyrimidine A. guanine; cytosine B. cytosine; guanine C. adenine; guanine D. thymine; guanine

within both DNA and RNA.

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 Blooms Level: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Section Number: 02.02 Topic: Biochemistry

True / False Questions 62. Electrons that participate in chemical bonding are typically located closest to the nucleus. FALSE

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.01 Explain the relationship between atoms and elements. Section Number: 02.01 Section Number: 02.02 Topic: Basic Chemistry

63. Water molecules are nonpolar molecules. FALSE

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Section Number: 02.02 Topic: Basic Chemistry Topic: Biochemistry

2-28

Chapter 02 - The Chemistry of Biology

2-29

Chapter 02 - The Chemistry of Biology

64. Polar molecules have more reactivity compared to nonpolar molecules. TRUE

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

65. A covalent bond is formed between an anion and a cation. FALSE

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.02 List and define four types of chemical bonds. Section Number: 02.01 Topic: Basic Chemistry

66. The concentration of a solution expresses the amount of solvent present. FALSE

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.03 Differentiate between a solute and a solvent. Section Number: 02.01 Topic: Basic Chemistry

67. If solution A has a lower pH compared to solution B, then solution A is more acidic than solution B. TRUE

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic

2-30

Chapter 02 - The Chemistry of Biology abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations). ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 02.04 Provide a brief definition of pH. Section Number: 02.01 Topic: Basic Chemistry

68. The only part of an amino acid that differs from other amino acids is its R group. TRUE

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.05 Name the four main families of biochemicals. Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Section Number: 02.02 Topic: Biochemistry

69. All proteins are enzymes. FALSE

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 Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 02.05 Name the four main families of biochemicals. Learning Outcome: 02.07 Differentiate among primary, secondary, tertiary, and quaternary levels of protein structure. Section Number: 02.02 Topic: Biochemistry

70. The most important outcome of polypeptide intrachain bonding and folding is the unique shape of the protein. TRUE

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 02.07 Differentiate among primary, secondary, tertiary, and quaternary levels of protein structure. Section Number: 02.02 Topic: Biochemistry

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Chapter 02 - The Chemistry of Biology

71. Nucleic acids have primary, secondary, tertiary, and quaternary levels of organization. FALSE

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 Blooms Level: 3. Apply Learning Outcome: 02.08 List the three components of nucleotides. Learning Outcome: 02.09 Name the nitrogen bases of DNA and of RNA. Section Number: 02.02 Topic: Biochemistry

72. A new organism was identified that contained arsenic in place of phosphate in its DNA double helix structure. Based upon this information alone, it can be determined that this change will greatly alter the information encoded by this genetic material. FALSE

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 Blooms Level: 3. Apply Learning Outcome: 02.08 List the three components of nucleotides. Learning Outcome: 02.09 Name the nitrogen bases of DNA and of RNA. Section Number: 02.02 Topic: Biochemistry

73. Viruses are not considered living organisms because they lack cellular structure and require a host cell for life cycle completion. FALSE

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: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Topic: Module 04 Information Flow Blooms Level: 3. Apply Learning Outcome: 02.11 Recall three characteristics common to all cells. Section Number: 02.02 Topic: Biochemistry

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Chapter 02 - The Chemistry of Biology

Multiple Choice Questions 74. In what way would life be different if the element carbon was absent? A. There would be no organic compounds. B. There would be no inorganic compounds. C. Life would not exist in any shape or form. D. The concept of pH would not exist.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 02.05 Name the four main families of biochemicals. Section Number: 02.02 Topic: Biochemistry

75. In a later chapter, you will study the staining of bacteria. In the Gram stain, alcohol is used as a decolorizer. What chemical component of the cell does alcohol affect? A. protein B. carbohydrate C. lipid D. electrolytes

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 Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 02.05 Name the four main families of biochemicals. Learning Outcome: 02.06 Provide examples of cell components made from each of the families of biochemicals. Section Number: 02.02 Topic: Biochemistry

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

Chapter 03 Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of Microorganisms Multiple Choice Questions 1. The Five I's of studying microorganisms include all of the following except A. inoculation. B. incubation. C. infection. D. isolation. E. identification.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.01 Explain what the Five I's mean and what each step entails. Section Number: 03.01 Topic: Culturing Microorganisms Topic: Identifying Microorganisms

2. The term that refers to the purposeful addition of microorganisms into a laboratory nutrient medium is A. isolation. B. inoculation. C. immunization. D. infection. E. contamination.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.01 Explain what the Five I's mean and what each step entails. Section Number: 03.01 Topic: Culturing Microorganisms

3-1

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

3. A pure culture contains A. only one identified species of microorganism. B. only bacteria. C. a variety of microbes from one source. D. a variety of species from the same genus.

4. The correct microbiological term for the tiny sample of specimen that is put into a nutrient medium in order to produce a culture is A. colony. B. inoculum. C. streak. D. loop.

5. Which of the following is essential for the development of discrete, isolated colonies? A. broth medium B. differential medium C. selective medium D. solid medium E. assay medium

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills

3-2

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms Blooms Level: 2. Understand Learning Outcome: 03.02 Discuss three physical states of media and when each is useful. Section Number: 03.01 Topic: Culturing Microorganisms

6. Which method often results in colonies developing down throughout the agar along with some colonies on the surface? A. streak plate B. spread plate C. pour plate D. replica plate

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.01 Topic: Culturing Microorganisms

7. Which isolation technique is most effective for the majority of applications, and is most commonly used for colony isolation in the laboratory? A. pour plate B. streak plate C. spread plate D. loop dilution E. culture plate

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

8. Which of the following is produced by adding 1% to 5% agar to nutrient broth that is then boiled and cooled? A. a pure culture B. a mixed culture C. a solid medium D. a liquid medium E. a contaminated medium

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 03.02 Discuss three physical states of media and when each is useful. Section Number: 03.01 Topic: Culturing Microorganisms

9. Agar is an important component of media because A. bacteria require agar to grow. B. agar inhibits mold growth. C. agar provides a solid surface for bacterial growth. D. agar prevents contamination.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.01 Explain what the Five I's mean and what each step entails. Learning Outcome: 03.02 Discuss three physical states of media and when each is useful. Section Number: 03.01 Topic: Culturing Microorganisms

10. The three physical forms of laboratory media are A. solid, liquid, and gas. B. solid, semisolid, and liquid. C. streak plate, pour plate, and broth. D. aerobic, anaerobic, and microaerobic.

3-4

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.02 Discuss three physical states of media and when each is useful. Section Number: 03.01 Topic: Culturing Microorganisms

11. Which of the following is not an inoculating tool? A. Petri dish B. loop C. needle D. pipette E. swab

12. Agar is a complex polysaccharide that comes from a/an A. green plant. B. fungus. C. mold. D. algae. E. Euglena.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 06 Impact of Microorganisms ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.02 Discuss three physical states of media and when each is useful. Section Number: 03.01 Topic: Culturing Microorganisms

3-5

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

13. Which of the following is not a benefit of agar as a solid medium? A. flexibility B. holds moisture C. can be inoculated and poured at a temperature that is not harmful D. solid at room temperature E. digested by most microbes

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 03.02 Discuss three physical states of media and when each is useful. Section Number: 03.01 Topic: Culturing Microorganisms

14. A nutrient medium that has all of its chemical components identified and their precise concentrations known and reproducible, is termed A. complex. B. reducing. C. enriched. D. synthetic.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.01 Topic: Culturing Microorganisms

15. A nutrient medium that contains at least one ingredient that is not chemically definable is termed A. complex. B. reducing. C. enriched. D. synthetic.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms.

3-6

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Learning Outcome: 03.04 Provide brief definitions for defined and complex media. Section Number: 03.01 Topic: Culturing Microorganisms

16. All of the following are examples of different types of microbiological media except A. broth. B. enriched. C. agar. D. Petri dish. E. semisolid.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.02 Discuss three physical states of media and when each is useful. Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.01 Topic: Culturing Microorganisms

17. A microbiologist inoculates Staphylococcus epidermidis and Escherichia coli into a culture medium. Following incubation, only the E. coli grows in the culture. What is the most likely explanation? A. The microbiologist used too much inoculum. B. The culture is contaminated. C. The incubation temperature was incorrect. D. The culture medium must be selective. E. The culture medium must be differential.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: 03.01 Explain what the Five I's mean and what each step entails. Section Number: 03.01 Topic: Culturing Microorganisms

3-7

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

18. A common medium used for growing fastidious bacteria is A. blood agar. B. trypticase soy agar. C. mannitol salt agar. D. MacConkey medium. E. reducing medium.

19. A reducing medium contains A. sugars that can be fermented. B. extra oxygen. C. hemoglobin, vitamins, or other growth factors. D. substances that remove oxygen. E. inhibiting agents.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.01 Topic: Culturing Microorganisms

20. Which type of medium is able to distinguish different species or types of microorganisms based on an observable change in the colonies or in the medium? A. differential B. selective C. enumeration D. enriched E. reducing

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

21. A microbiologist decides to use a nutrient medium that contains thioglycollic acid. What type of microbe is she attempting to culture? A. fastidious B. gram-positive C. anaerobic D. gram-negative E. aerobic

22. Differential media result in which of the following growth characteristics? A. different color colonies B. different media color post incubation C. precipitates D. gas bubbles E. All of the choices are correct.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.01 Topic: Culturing Microorganisms

3-9

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

23. A reducing medium is used to culture A. fastidious organisms. B. aerobic organisms. C. anaerobic organisms. D. any pathogenic organisms.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.01 Topic: Culturing Microorganisms

24. For which bacterial genus is mannitol salt agar selective? A. Salmonella B. Streptococcus C. Neisseria D. Staphylococcus E. Escherichia

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.01 Topic: Culturing Microorganisms

25. A microbiologist must culture a patient's feces for intestinal pathogens. Which of the following would likely be present in selective media for analyzing this fecal specimen? A. NaCl B. sheep red blood cells C. bile salts D. thioglycollic acid E. peptone

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms.

3-10

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.01 Topic: Culturing Microorganisms

26. Bacteria that require special growth factors and complex nutrients are termed A. aerobic. B. anaerobic. C. fastidious. D. microaerophilic. E. autotrophic.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.01 Topic: Culturing Microorganisms

27. A microbiologist inoculates Staphylococcus aureus into a culture medium. Following incubation, both Staphylococcus aureus and Staphylococcus epidermidis are determined to be growing in this culture. What is the most likely explanation? A. The microbiologist used too much inoculum. B. The culture is contaminated. C. The incubation temperature was incorrect. D. The culture medium must be selective. E. The culture medium must be differential.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.01 Topic: Culturing Microorganisms

3-11

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

28. What is the term for a culture made from one isolated colony? A. axenic B. mixed C. pure D. Both axenic and mixed are correct. E. Both axenic and pure are correct.

29. Newly inoculated cultures must be growth. A. streaked B. poured C. incubated D. spread

at a specific temperature and time to encourage

30. The of the microscope holds and allows selection of the objective lenses. A. stage B. condenser C. objective D. ocular E. nosepiece

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

31. Fluoresence microscopy uses a different wavelength of light to illuminate a specimen versus other types of microscopes. This results in: A. more magnification B. better resolution C. less refraction D. more distortion of the object E. halos around the objects

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 Skills Blooms Level: 3. Apply Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

32. Which of the following magnifies the specimen to produce a real image of the specimen? A. condenser B. objective lens C. ocular lens D. body E. nosepiece

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

33. Which of the following magnifies the specimen to produce the virtual image of the specimen? A. objective lens B. ocular lens C. condenser D. body E. iris diaphragm

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

34. Which of the following controls the amount of light entering the condenser? A. objective lens B. ocular lens C. condenser D. body E. iris diaphragm

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

3-14

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

35. If a microbiologist is studying a specimen at a total magnification of 950X, what is the magnifying power of the objective lens if the ocular lens is 10X? A. 100X B. 950X C. 85X D. 850X E. 95X

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

36. Magnification is achieved in a compound microscope through the initial magnification of the specimen by the lens. This image is then projected to the lens that will further magnify the specimen to form a virtual image received by the eye. A. ocular; objective B. scanning; objective C. objective; ocular D. ocular; oil immersion

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

3-15

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

37. Which term refers to the microscope's ability to show two separate entities as separate and distinct? A. resolving power B. magnification C. refraction D. magnification

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

38. All of the following are diameters of cells that would be resolved in a microscope with a limit of resolution of 0.2µm except A. 0.2 µm. B. 0.2 mm. C. 0.1 µm. D. 0.3 µm. E. 2.0 µm.

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.04 Provide brief definitions for defined and complex media. Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

39. The wavelength of light used and the numerical aperture governs A. illumination. B. resolution. C. magnification. D. size of the field.

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

40. has the same optical qualities as glass and thus prevents refractive loss of light as it passes from the slide to the objective lens. A. The scanning objective B. The oil objective C. The slide D. Immersion oil E. The ocular

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

41. The type of microscope in which you would see brightly illuminated specimens against a black background is A. bright-field. B. dark-field. C. phase-contrast. D. fluorescence. E. electron.

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

42. Which type of microscope shows cells against a bright background and also shows intracellular structures of unstained cells based on their varying densities? A. bright-field B. dark-field C. phase-contrast D. differential interference E. electron

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

43. Which type of microscope is the most widely used and shows cells against a bright background? A. bright-field B. dark-field C. phase-contrast D. fluorescence E. electron

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

44. All of the following pertain to the fluorescence microscope except A. uses electrons to produce a specimen image. B. type of compound microscope. C. requires the use of dyes like acridine and fluorescein. D. commonly used to diagnose certain infections. E. requires an ultraviolet radiation source.

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

45. A confocal scanning optical microscope A. uses ultraviolet light to form a specimen image. B. shows three-dimensional cell images from the cell surface to the middle of the cell. C. produces specimen images on electron micrographs. D. uses dyes that emit visible light when bombarded by ultraviolet rays. E. requires specimens to be stained.

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

46. A confocal scanning optical microscope A. uses a laser beam of light to form a specimen image. B. shows only the surface of the specimen. C. produces specimen images on electron micrographs. D. uses dyes that emit visible light when bombarded by ultraviolet rays. E. requires specimens to be stained.

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

3-19

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

47. Which type of microscope does not use light in forming the specimen image? A. bright-field B. dark-field C. phase-contrast D. fluorescence E. electron

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.08 Differentiate between the principles of light and electron microscopy. Section Number: 03.02 Topic: Microscopy

48. Which type of microscope achieves the greatest resolution and highest magnification? A. bright-field B. dark-field C. phase-contrast D. fluorescence E. electron

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.08 Differentiate between the principles of light and electron microscopy. Section Number: 03.02 Topic: Microscopy

3-20

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

49. Which type of microscope cannot image live specimens? A. bright-field B. phase-contrast C. dark-field D. electron E. differential interference

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.08 Differentiate between the principles of light and electron microscopy. Section Number: 03.01 Topic: Microscopy

50. Which type of microscope bombards a whole, metal-coated specimen with electrons moving back and forth over it? A. fluorescence B. differential interference contrast C. scanning electron D. transmission electron E. phase-contrast

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.08 Differentiate between the principles of light and electron microscopy. Section Number: 03.02 Topic: Microscopy

51. The specimen preparation that is best for viewing cell motility is A. hanging drop. B. fixed, stained smear. C. Gram stain. D. negative stain. E. flagellar stain.

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Preparing Microscopy Specimens

52. The purpose of staining cells on a microscope slide is to A. kill them. B. secure them to the slide. C. enlarge the cells. D. add contrast in order to see them better. E. see motility.

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.06 Describe the earliest microscopes. Learning Outcome: 03.08 Differentiate between the principles of light and electron microscopy. Learning Outcome: 03.09 Compare and contrast the three main categories of stains, and provide examples of each. Section Number: 03.02 Topic: Preparing Microscopy Specimens

53. The Gram staining procedure is best described as a/n A. selective B. differential C. negative D. simple E. special

staining technique.

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.08 Differentiate between the principles of light and electron microscopy. Learning Outcome: 03.09 Compare and contrast the three main categories of stains, and provide examples of each. Section Number: 03.02 Topic: Preparing Microscopy Specimens

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

54. What do the Gram stain, acid-fast stain, and endospore stain have in common? A. used on a wet mount of the specimen B. use heat to force the dye into cell structures C. outcome based on the charge of the cell wall D. use a negative stain technique E. are differential stains

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.09 Compare and contrast the three main categories of stains, and provide examples of each. Section Number: 03.02 Topic: Preparing Microscopy Specimens

55. Basic dyes are A. attracted to the acidic substances of bacterial cells. B. anionic. C. used in negative staining. D. repelled by cells. E. dyes such as India ink and nigrosin.

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 Skills Blooms Level: 1. Remember Learning Outcome: 03.09 Compare and contrast the three main categories of stains, and provide examples of each. Section Number: 03.02 Topic: Preparing Microscopy Specimens

56. A microbiologist makes a fixed smear of bacterial cells and stains them with Loeffler's methylene blue. All the cells appear blue under the oil lens. This is an example of A. negative staining. B. using an acidic dye. C. simple staining. D. using the acid-fast stain. E. capsule staining.

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

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 Skills Blooms Level: 2. Understand Learning Outcome: 03.09 Compare and contrast the three main categories of stains, and provide examples of each. Section Number: 03.02 Topic: Preparing Microscopy Specimens

57. Who invented the first crude microscope by grinding glass? A. Redi B. Lister C. Schultz and Schwann D. Leeuwenhoek E. Pasteur

58. Which type of media would be the best choice when shipping a sample of bacteria to a laboratory to be tested from a satellite office site? A. transport B. EMB C. blood D. thioglycollate

True / False Questions

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

59. The procedures for culturing a microorganism require the use of a microscope. FALSE

ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 03.01 Explain what the Five I's mean and what each step entails. Section Number: 03.01 Topic: Identifying Microorganisms

60. A medium that is gel-like has less agar in it compared to a solid medium. TRUE

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.02 Discuss three physical states of media and when each is useful. Section Number: 03.01 Topic: Culturing Microorganisms

61. Some microbes are not capable of growing on artificial media. TRUE

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 03.01 Explain what the Five I's mean and what each step entails. Section Number: 03.01 Topic: Culturing Microorganisms

62. A selective medium contains one or more substances that inhibit growth of certain microbes in order to facilitate the growth of other microbes. TRUE

3-25

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.01 Topic: Culturing Microorganisms

63. One colony typically develops from the growth of several parent bacterial cells. FALSE

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 03.01 Explain what the Five I's mean and what each step entails. Section Number: 03.01 Topic: Culturing Microorganisms

64. Mixed cultures are also referred to as contaminated cultures. FALSE

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 03.01 Explain what the Five I's mean and what each step entails. Section Number: 03.01 Topic: Culturing Microorganisms

65. Bacterial cultures are easily identified from their microscopic appearance. FALSE

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 03.01 Explain what the Five I's mean and what each step entails. Section Number: 03.01 Topic: Preparing Microscopy Specimens

3-26

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

66. Normal incubation temperatures range from 30 to 60 C. FALSE

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: 2. Understand Learning Outcome: 03.01 Explain what the Five I's mean and what each step entails. Section Number: 03.01 Topic: Culturing Microorganisms

67. The bending of light rays as they pass from one medium to another is called refraction. 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 Skills Blooms Level: 1. Remember Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

68. The real image is the reverse of the actual specimen. 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 Skills Blooms Level: 1. Remember Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

69. A differential interference contrast microscope uses dyes to give colored, threedimensional images. FALSE

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

3-27

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 03.06 Describe the earliest microscopes. Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.02 Topic: Microscopy

70. Fixed smears of specimens are required in order to perform the Gram stain and endospore stain on the specimens. 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 Skills Blooms Level: 2. Understand Learning Outcome: 03.06 Describe the earliest microscopes. Learning Outcome: 03.09 Compare and contrast the three main categories of stains, and provide examples of each. Section Number: 03.02 Topic: Preparing Microscopy Specimens

71. At the end of the Gram stain, gram-positive bacteria will be seen as pink cells. 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 Skills Blooms Level: 1. Remember Learning Outcome: 03.09 Compare and contrast the three main categories of stains, and provide examples of each. Section Number: 03.02 Topic: Preparing Microscopy Specimens

Multiple Choice Questions

3-28

Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

72. The bacterium Neisseria gonorrhoeae causes the sexually-transmitted infection gonorrhea. Although it can be isolated from the vagina, there are numerous normal biota in that location as well. In order to culture this pathogenic bacterium, one should use: A. enrichment media. B. selective media. C. refrigeration temperature for incubation. D. liquid media.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.02 Topic: Culturing Microorganisms Topic: Identifying Microorganisms

73. When comparing the uses and benefits of the transmission electron microscope to the scanning electron microscope, you could say that: A. the transmission EM has to be used with dyes. B. the transmission EM is for external architecture of cells. C. the transmission EM is used for internal inspection of cells and subcellular structures. D. the transmission EM can be used with bacteria but not with viruses.

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 Skills Blooms Level: 3. Apply Learning Outcome: 03.08 Differentiate between the principles of light and electron microscopy. Section Number: 03.02 Topic: Microscopy

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

74. Robert Koch and his lab workers first used agar in bacteriological media. Why did they find this media so much better than previous materials used to grow bacteria? A. Bacteria, growing on the solidified media, did not degrade or break down the medium. B. Agar could convert from liquid to solid form, and back again, very easily. C. The food material that Koch was previously using in the lab was much more expensive than agar. D. Agar is a great source of nutrients for bacteria.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: 03.02 Discuss three physical states of media and when each is useful. Section Number: 03.02 Topic: Culturing Microorganisms

75. Eosin-methylene blue agar, or EMB, is a commonly used bacteriological medium in a lab, used to grow gram-negative bacteria. There are two dyes in it, eosin and methylene blue, as well as the sugar lactose. Eosin is a pH indicator that changes color when the medium is acidic, while methylene blue reduces the growth of most gram-positive bacteria. If an organism uses lactose, acid will be produced changing the pH of the medium and subsequently causing the bacterial colonies to change color. Based upon this description, this medium is: A. reducing B. enrichment C. selective D. differential E. differential and selective

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 4. Analyze Learning Outcome: 03.03 Compare and contrast selective and differential media, and give an example of each. Section Number: 03.02 Topic: Culturing Microorganisms

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Chapter 03 - Tools of the Laboratory: Methods for the Culturing of Microscopic Analysis of microorganisms

76. Let us say that the 100X magnification lens of your microscope has a resolving power of 0.15 microns (micrometers). The specimen that you will be looking at has bacterial cocci the size of 0.1 microns in diameter. Which statement is correct? A. The cocci will be easily seen and very clear. B. The cocci will be fuzzy-looking and blend together. C. The cocci will appear much smaller than they really are because of the small resolving power. D. The cocci will be totally invisible.

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 3. Apply Learning Outcome: 03.07 List and describe the three elements of good microscopy. Section Number: 03.01 Topic: Microscopy

3-31

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

Chapter 04 Prokaryotic Profiles: The Bacteria and Archaea

Multiple Choice Questions 1. Which of the following is not a characteristic of a prokaryote? A. Its DNA is not encased in a membrane. B. It has a cell wall made of peptidoglycans or other distinct chemicals. C. It does not have membrane-bound organelles. D. Its DNA is wrapped around histones. E. It is unicellular.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.01 List the structures all bacteria possess. Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.01 Topic: Cellular Organization

2. The two functions of bacterial appendages are A. attachment and protection. B. attachment and motility. C. motility and slime production. D. energy reactions and synthesis. E. protection and motility.

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 04.06 Describe the structure and function of five different types of bacterial external structures. Section Number: 04.02

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

Topic: External Bacterial Structures

3. Bacterial cells could have any of the following appendages except A. flagella. B. cilia. C. fimbriae. D. periplasmic flagella (axial filaments). E. pili.

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 Structure and Function Blooms Level: 2. Understand Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Learning Outcome: 04.06 Describe the structure and function of five different types of bacterial external structures. Section Number: 04.02 Topic: External Bacterial Structures

4. Spirochetes have a twisting and flexing locomotion due to appendages called A. flagella. B. cilia. C. fimbriae. D. periplasmic flagella (axial filaments). E. sex pili.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.03 Describe the three major shapes of bacteria. Learning Outcome: 04.06 Describe the structure and function of five different types of bacterial external structures. Section Number: 04.02 Topic: External Bacterial Structures

4-2

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

5. The basal body of a flagellum is anchored into the A. hook. B. outer membrane. C. cell wall. D. peptidoglycan layer. E. cell membrane.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.07 Explain how a flagellum works in the presence of an attractant. Section Number: 04.02 Topic: External Bacterial Structures

6. The term that refers to the presence of flagella all over the cell surface is A. amphitrichous. B. atrichous. C. lophotrichous. D. monotrichous. E. peritrichous.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.05 Provide at least four terms to describe bacterial arrangements. Section Number: 04.02 Topic: External Bacterial Structures

4-3

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

7. The term that refers to the presence of a tuft of flagella emerging from the same site is A. amphitrichous. B. atrichous. C. lophotrichous. D. monotrichous. E. peritrichous.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.05 Provide at least four terms to describe bacterial arrangements. Section Number: 04.02 Topic: External Bacterial Structures

8. The term that refers to flagella at both poles is A. amphitrichous. B. atrichous. C. lophotrichous. D. monotrichous. E. peritrichous.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.05 Provide at least four terms to describe bacterial arrangements. Section Number: 04.02 Topic: External Bacterial Structures

9. Chemotaxis refers to the ability to A. move in response to light. B. move in response to a chemical. C. not move in response to a chemical. D. transport desired molecules into a cell.

4-4

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea 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 Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.07 Explain how a flagellum works in the presence of an attractant. Section Number: 04.02 Topic: External Bacterial Structures

10. A nutrient binds to receptors near the basal body. This will result in A. clockwise rotation of flagella. B. counterclockwise rotation of flagella. C. inhibition of flagella rotation. D. numerous tumbles.

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 Structure and Function Blooms Level: 2. Understand Learning Outcome: 04.04 Describe other more unusual shapes of bacteria. Learning Outcome: 04.07 Explain how a flagellum works in the presence of an attractant. Section Number: 04.02 Topic: External Bacterial Structures

11. A bacterial cell exhibiting chemotaxis probably has A. fimbriae. B. a capsule. C. thylakoids. D. flagella. E. metachromatic granules.

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 Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.07 Explain how a flagellum works in the presence of an attractant. Section Number: 04.02 Topic: External Bacterial Structures

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

12. The prokaryotic flagellum has three parts in the order from cytoplasm to external environment. They are A. filament, hook, and basal body. B. filament, basal body, and hook. C. basal body, hook, and filament. D. hook, basal body, and filament. E. basal body, filament, and hook.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Learning Outcome: 04.07 Explain how a flagellum works in the presence of an attractant. Section Number: 04.02 Topic: External Bacterial Structures

13. Movement of a cell toward OR away from a chemical stimulus is termed: A. phototaxis. B. taxis. C. chemotaxis. D. tumble. E. motility.

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 Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.07 Explain how a flagellum works in the presence of an attractant. Section Number: 04.02 Topic: External Bacterial Structures

4-6

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

14. The short, numerous appendages used by some bacterial cells for adhering to surfaces are called A. flagella. B. cilia. C. fimbriae. D. periplasmic flagella (axial filaments). E. sex pili.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.01 Topic: External Bacterial Structures Topic: Internal Bacterial Structure

15. The transfer of genes during bacterial conjugation involves rigid, tubular appendages called A. flagella. B. cilia. C. fimbriae. D. periplasmic flagella (axial filaments). E. sex pili.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.03 Describe the three major shapes of bacteria. Learning Outcome: 04.06 Describe the structure and function of five different types of bacterial external structures. Section Number: 04.02 Section Number: 04.03 Topic: Bacterial Cellular Morphology

4-7

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

16. Which structure protects bacteria from being phagocytized? A. slime layer B. fimbriae C. cell membrane D. capsule

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.01 Topic: External Bacterial Structures

17. The outcome of the Gram stain is based on differences in the cell's A. ribosomes. B. inclusions. C. cell wall. D. cell membrane. E. flagella.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Section Number: 04.03 Topic: External Bacterial Structures

4-8

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

18. Which order below reflects the correct procedure for Gram staining? A. alcohol/acetone, crystal violet, safranin, iodine B. crystal violet, alcohol/acetone, iodine, safranin C. crystal violet, iodine, alcohol/acetone, safranin D. iodine, safranin, crystal violet, alcohol/acetone E. alcohol/acetone, safranin, crystal violet, iodine

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 Structure and Function ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Section Number: 04.03 Topic: External Bacterial Structures Topic: Taxonomy of Microorganisms

19. The cell can be composed of three layers: the cell membrane, the cell wall, and the outer membrane. A. glycocalyx B. envelope C. pathogenic package D. slime coat

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.05 Provide at least four terms to describe bacterial arrangements. Learning Outcome: 04.10 Name a substance in the envelope structure of some bacteria that can cause severe symptoms in humans. Section Number: 04.03 Topic: External Bacterial Structures

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

20. During the Gram stain, gramcells decolorize when the alcohol is applied. A. positive B. negative C. Both positive and negative are correct. D. Neither positive nor negative are correct.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Section Number: 04.03 Topic: External Bacterial Structures

21. If bacteria living in salty seawater were displaced to a freshwater environment, the cell structure that would prevent the cells from rupturing is the A. endospore. B. cell wall. C. cell membrane. D. capsule. E. slime layer.

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 Structure and Function Blooms Level: 2. Understand Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.03 Topic: External Bacterial Structures

4-10

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

22. Peptidoglycan is a unique macromolecule found in bacterial A. cell walls. B. cell membranes. C. capsules. D. slime layers. E. inclusions.

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. 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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.03 Topic: External Bacterial Structures

23. A prokaryotic cell wall that has primarily peptidoglycan with small amounts of teichoic acid and lipoteichoic acid is A. gram-negative. B. gram-positive. C. a protoplast. D. a spheroplast. E. acid-fast.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Section Number: 04.03 Topic: External Bacterial Structures

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

24. A bacterial genus that has waxy mycolic acid in the cell walls is A. Mycobacterium. B. Mycoplasma. C. Streptococcus. D. Corynebacterium. E. Salmonella.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.06 Describe the structure and function of five different types of bacterial external structures. Section Number: 04.03 Topic: External Bacterial Structures

25. The difference in cell wall structure of Mycobacterium and Nocardia compared to the typical gram-positive bacterial cell wall structure is A. more peptidoglycan. B. predominance of unique, waxy lipids. C. easily decolorized. D. presence of lipopolysaccharide.

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 Structure and Function Blooms Level: 2. Understand Learning Outcome: 04.06 Describe the structure and function of five different types of bacterial external structures. Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Section Number: 04.03 Topic: External Bacterial Structures

4-12

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

26. The stain is used to stain and differentiate Mycobacterium and Nocardia from other bacteria. A. acid-fast B. methylene blue C. endospore D. negative E. basic

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 Skills Blooms Level: 2. Understand Learning Outcome: 04.06 Describe the structure and function of five different types of bacterial external structures. Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Section Number: 04.03 Topic: External Bacterial Structures

27. is a macromolecule containing alternating N-acetylglucosamine and Nacetylmuramic acid cross-linked by short peptide fragments. A. Mycolic acid B. Outer membrane protein C. Peptidoglycan D. Lysozyme

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Section Number: 04.03 Topic: External Bacterial Structures

4-13

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

28. The enzyme , that is found in tears and saliva, can hydrolyze the bonds in the glycan chains of certain bacterial cell walls. A. penicillinase B. lysozyme C. peptidase D. kinase

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Section Number: 04.03 Topic: External Bacterial Structures

29. Lysozyme is most effective against A. gram-negative organisms. B. gram-positive organisms. C. mycoplasmas. D. cyanobacteria. E. archaea.

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 04.06 Describe the structure and function of five different types of bacterial external structures. Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Section Number: 04.03 Topic: External Bacterial Structures

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

30. All of the following structures contribute to the ability of pathogenic bacteria to cause disease except the A. inclusions. B. fimbriae. C. capsule. D. slime layer. E. outer membrane of gram-negative cell walls.

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities. 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 Structure and Function Blooms Level: 2. Understand Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.03 Topic: Internal Bacterial Structure

31. Which of the following does not pertain to endotoxins? A. are specific bacterial cell wall lipids B. can stimulate fever in the human body C. can cause septic shock in the human body D. involved in typhoid fever and some meningitis cases E. found in acid-fast bacterial cell walls

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Learning Outcome: 04.10 Name a substance in the envelope structure of some bacteria that can cause severe symptoms in humans. Section Number: 04.03 Topic: External Bacterial Structures

32. Lipopolysaccharide is an important cell wall component of A. gram-negative bacteria. B. gram-positive bacteria. C. acid-fast bacteria. D. mycoplasmas. E. protoplasts.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.07 Explain how a flagellum works in the presence of an attractant. Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Section Number: 04.03 Topic: External Bacterial Structures

4-16

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

33. The site/s for most ATP synthesis in prokaryotic cells is/are the A. ribosomes. B. mitochondria. C. cell wall. D. inclusions. E. cell membrane.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.01 List the structures all bacteria possess. Section Number: 04.03 Topic: Cellular Organization

34. Gram-negative organisms A. are more susceptible to antibiotics than gram-positive organisms. B. have a more complex wall with a greater variation in chemical composition. C. stain purple in the Gram stain. D. encompass all pathogens.

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. 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 Structure and Function Blooms Level: 2. Understand Learning Outcome: 04.05 Provide at least four terms to describe bacterial arrangements. Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Section Number: 04.03 Topic: External Bacterial Structures

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

35. A few antibiotics target cell membranes of cells, blocking the incorporation of chemicals into sterol molecules for the cell membrane. Which statement is true? A. Bacteria would be unaffected by those specific antibiotics (with very few exceptions). B. An antibiotic with that kind of action would be an excellent destroyer of bacterial cells. C. This kind of antibiotic class would destroy viruses only. D. Only eukaryotic cells are affected by this group of antibiotics.

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 3. Apply Learning Outcome: 04.01 List the structures all bacteria possess. Section Number: 04.03 Topic: Cellular Organization

36. Which of the following is not true of the outer membrane? A. The upper most layer is made of lipopolysaccharides. B. The inner most layer is a phospholipid bilayer. C. The porin proteins create channels through the outer membrane. D. Gram-positive bacteria have an outer membrane. E. The lipid portion of the lipopolysaccharide layer is an endotoxin.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Learning Outcome: 04.10 Name a substance in the envelope structure of some bacteria that can cause severe symptoms in humans. Section Number: 04.03 Topic: External Bacterial Structures

4-18

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

37. All bacterial cells have A. one or more chromosomes. B. one or more fimbriae. C. the ability to produce endospores. D. capsules. E. flagella.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 02 Structure and Function ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 04.01 List the structures all bacteria possess. Section Number: 04.04 Topic: Cellular Organization Topic: Internal Bacterial Structure

38. The most immediate result of destruction of a cell's ribosomes would be A. material would not be able to cross the cell membrane. B. protein synthesis would stop. C. destruction of the cell's DNA. D. formation of glycogen inclusions. E. loss of capsule.

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 04.01 List the structures all bacteria possess. Learning Outcome: 04.11 Identify five structures that might be contained in bacterial cytoplasm. Section Number: 04.04 Topic: Internal Bacterial Structure

39. The bacterial chromosome A. is located in the cell membrane. B. contains all the cell's plasmids. C. is part of the nucleoid. D. forms a single linear strand of DNA.

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

40. Which of the following is mismatched? A. ribosomes - protein synthesis B. inclusions - excess cell nutrients and materials C. plasmids - contain genes essential for growth and metabolism D. nucleoid - hereditary material E. cytoplasm - dense, gelatinous solution

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities. ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 02 Structure and Function ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 04.01 List the structures all bacteria possess. Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.04 Topic: Cellular Organization Topic: Internal Bacterial Structure

41. Magnetosomes are A. infoldings of the cell membrane. B. termed metachromatic granules. C. responsible for the heat resistance of endospores. D. composed of magnetic iron oxide particles. E. found in all bacteria.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Learning Outcome: 04.11 Identify five structures that might be contained in bacterial cytoplasm. Section Number: 04.04 Topic: Internal Bacterial Structure

4-20

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

42. Plasmids A. are found in all bacteria. B. are essential for survival. C. cannot be passed between organisms. D. cannot be passed on to progeny. E. often carry genes controlling pathogenicity.

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities. ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 02 Structure and Function ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Learning Outcome: 04.11 Identify five structures that might be contained in bacterial cytoplasm. Section Number: 04.04 Topic: Internal Bacterial Structure

43. The chemical components of ribosomes are proteins and A. mRNA. B. tRNA. C. rRNA. D. xRNA

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 Blooms Level: 1. Remember Learning Outcome: 04.01 List the structures all bacteria possess. Section Number: 04.04 Topic: Internal Bacterial Structure

4-21

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

44. The function of bacterial endospores is A. conversion of gaseous nitrogen to a usable form for plants. B. reproduction and growth. C. protection of genetic material during harsh conditions. D. storage of excess cell materials. E. as sites for photosynthesis.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Learning Outcome: 04.12 Detail the causes and mechanisms of sporogenesis and germination. Section Number: 04.04 Topic: Cellular Organization Topic: Internal Bacterial Structure

45. Chemical analysis of a bacterial cell structure detects calcium dipicolinic acid. What is the identity of this structure? A. cell wall B. capsule C. slime layer D. nucleoid E. endospore

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 Structure and Function Blooms Level: 2. Understand Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Learning Outcome: 04.12 Detail the causes and mechanisms of sporogenesis and germination. Section Number: 04.04 Topic: Cellular Organization Topic: Internal Bacterial Structure

4-22

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

46. Endospores are A. metabolically inactive. B. resistant to heat and chemical destruction. C. resistant to destruction by radiation. D. living structures. E. All of the choices are correct.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Learning Outcome: 04.12 Detail the causes and mechanisms of sporogenesis and germination. Section Number: 04.04 Topic: Cellular Organization Topic: Internal Bacterial Structure

47. Bacterial endospores are produced by A. Staphylococcus. B. Entamoeba. C. Bacillus. D. Mycoplasma.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Learning Outcome: 04.12 Detail the causes and mechanisms of sporogenesis and germination. Section Number: 04.04 Topic: Cellular Organization Topic: Internal Bacterial Structure

4-23

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

48. Which term is not used to describe bacterial cell shapes? A. coccus B. tetrad C. vibrio D. bacillus E. spirochete

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.03 Describe the three major shapes of bacteria. Learning Outcome: 04.10 Name a substance in the envelope structure of some bacteria that can cause severe symptoms in humans. Section Number: 04.01 Topic: Bacterial Cellular Morphology

49. Cells form a arrangement when cells in a chain snap back upon each other, forming a row of cells oriented side by side. A. tetrad B. strep C. staph D. sarcina E. palisade

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.05 Provide at least four terms to describe bacterial arrangements. Learning Outcome: 04.10 Name a substance in the envelope structure of some bacteria that can cause severe symptoms in humans. Section Number: 04.01 Topic: Bacterial Cellular Morphology

4-24

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

50. An irregular cluster of spherical cells is termed: A. palisades. B. sarcina. C. staphylococcus. D. streptococcus. E. spirilla.

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.05 Provide at least four terms to describe bacterial arrangements. Learning Outcome: 04.11 Identify five structures that might be contained in bacterial cytoplasm. Section Number: 04.01 Topic: Bacterial Cellular Morphology

51. A chain of rod-shaped cells would be called a A. streptobacillus. B. Staphylobacillus. C. streptococcus. D. staphylococcus. E. palisade.

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.03 Describe the three major shapes of bacteria. Learning Outcome: 04.05 Provide at least four terms to describe bacterial arrangements. Learning Outcome: 04.11 Identify five structures that might be contained in bacterial cytoplasm. Section Number: 04.01 Topic: Bacterial Cellular Morphology

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

52. At present, the most accurate indicator of evolutionary relatedness among organisms is to determine the A. size of the periplasmic space. B. similarities of cell membrane proteins. C. size of the bacterial chromosome. D. nitrogen base sequence of rRNA. E. size of the ribosomes.

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: 04.01 List the structures all bacteria possess. Section Number: 04.06 Topic: Cellular Organization

53. Manual of Systematic Bacteriology is a manual of bacterial descriptions and classifications. A. Pasteur's B. Lister's C. Bergey's D. Leeuwenhoek's E. Koch's

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 04.12 Detail the causes and mechanisms of sporogenesis and germination. Learning Outcome: 04.14 Differentiate between Bergey's Manual of Systematic Bacteriology and Bergey's Manual of Determinative Bacteriology. Section Number: 04.06 Topic: Taxonomy of Microorganisms

4-26

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

54. Which of the following is not a phenotypic trait of bacteria? A. rRNA sequence B. shape C. culture behavior D. biochemical reaction

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 04.14 Differentiate between Bergey's Manual of Systematic Bacteriology and Bergey's Manual of Determinative Bacteriology. Section Number: 04.06 Topic: Taxonomy of Microorganisms

55. Serological analysis for bacterial identification typically involves using A. specific antibodies to the bacterial cell antigens. B. methods to identify cell enzymes. C. the analysis of the appearance of colonies. D. a microscope to determine cell morphology. E. the determination of guanine + cytosine base concentrations.

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 04.12 Detail the causes and mechanisms of sporogenesis and germination. Learning Outcome: 04.14 Differentiate between Bergey's Manual of Systematic Bacteriology and Bergey's Manual of Determinative Bacteriology. Section Number: 04.05 Topic: Taxonomy of Microorganisms

56. Which of the following is mismatched? A. Gracilicutes - gram-negative cell walls B. Firmicutes - gram-positive cell walls C. Tenericutes - waxy, acid-fast cell walls D. Mendosicutes - archaea cell walls

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 1. Remember Learning Outcome: 04.15 Name four divisions ending in -cutes and describe their characteristics. Section Number: 04.05 Topic: Taxonomy of Microorganisms

57. Which of the following is mismatched? A. methanogens - convert CO2 and H2 gases into methane B. extreme halophiles - adapted to salty habitats C. psychrophiles - adapted to very low temperatures D. hyperthermophiles - adapted to high temperatures E. thermoplasmas - adapted to frozen environments

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 Systems Blooms Level: 1. Remember Learning Outcome: 04.13 List some differences between archaea and bacteria. Section Number: 04.06 Topic: Archaea

58. Two major structures that allow bacteria to adhere to surfaces are A. pili; ribosomes B. fimbrae; capsules C. lipopolysaccharides; techoic acids D. actin filaments; phospholipid membranes E. endospores; metachromatic granules

and

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.06 Describe the structure and function of five different types of bacterial external structures. Section Number: 04.02 Topic: External Bacterial Structures

4-28

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

59. A client has a serious respiratory infection. A random sample of sputum was taken from the patient coughing up blood. The lab technician said they had isolated a bacterium that did not have any peptidoglycan. You hypothesize that the identity of this microbe could possibly be A. Mycobacterium tuberculosis. B. Borrelia burgdorferi. C. Streptococcus pneumoniae. D. Mycoplasma pneumoniae. E. Staphylococcus aureus.

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 Structure and Function Blooms Level: 3. Apply Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.03 Topic: Cellular Organization Topic: External Bacterial Structures

60. Halobacterium salinarium lives in and requires salt to grow. This is an example of an archaebacterium described as a/n A. osmophile. B. halophile. C. thermophile. D. psychrophile. E. barophile.

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 Systems Blooms Level: 1. Remember Learning Outcome: 04.13 List some differences between archaea and bacteria. Section Number: 04.05 Topic: Archaea

4-29

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

61. Spirochetes are able to move due to A. a periplasmic flagellum. B. a membrane-bound flagellum. C. cilia serving as walking feet. D. pseudopods. E. glycocalyx for gliding motility.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Learning Outcome: 04.03 Describe the three major shapes of bacteria. Section Number: 04.02 Topic: External Bacterial Structures

62. Syphilis is caused by a spirochete called A. Proteus vulgaris. B. Chlamydia trachomatis. C. Treponema pallidum. D. Staphylococcus aureus. E. Bacillus anthracis.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 04.15 Name four divisions ending in -cutes and describe their characteristics. Section Number: 04.06 Topic: Taxonomy of Microorganisms

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

63. Which of the following species of bacteria is not closely related to the others? A. Streptoccocus pyogenes B. Staphylococcus epidermidis C. Peptostreptococcus anaerobius D. Escherichia coli E. Staphylococcus auricularis

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 04.03 Describe the three major shapes of bacteria. Section Number: 04.01 Topic: Bacterial Cellular Morphology Topic: Taxonomy of Microorganisms

True / False Questions 64. Archaea do not have the typical peptidoglycan structure found in bacterial cell walls. 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 Systems Blooms Level: 1. Remember Learning Outcome: 04.13 List some differences between archaea and bacteria. Section Number: 04.06 Topic: Archaea

65. Prokaryotes include bacteria and viruses. FALSE

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea Section Number: 04.01 Topic: Cellular Organization

66. Flagella move in a whip-like motion. FALSE

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.07 Explain how a flagellum works in the presence of an attractant. Section Number: 04.03 Topic: External Bacterial Structures

67. The slime layer gives bacteria a greater pathogenicity as compared to the capsule. FALSE

68. If during the Gram stain procedure the bacterial cells were viewed immediately after crystal violet was applied, gram-positive cells would be purple but gram-negative cells would be colorless. FALSE

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 04.05 Provide at least four terms to describe bacterial arrangements. Section Number: 04.02 Topic: Bacterial Cellular Morphology

4-32

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

69. Iodine is the decolorizer in the Gram stain. FALSE

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Learning Outcome: 04.05 Provide at least four terms to describe bacterial arrangements. Section Number: 04.01 Section Number: 04.02 Topic: Bacterial Cellular Morphology

70. The cell envelope of gram-positive bacteria has two layers: a thick cell wall and the cell membrane. TRUE

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.01 Topic: External Bacterial Structures

71. Gram-negative bacteria do not have peptidoglycan in their cell walls. FALSE

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Learning Outcome: 04.09 Discuss why gram-positive cell walls are stronger than gram-negative cell walls. Section Number: 04.04 Topic: External Bacterial Structures

4-33

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

72. Hot carbol fuchsin is the primary dye in the acid-fast stain. TRUE

ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Section Number: 04.04 Topic: External Bacterial Structures

73. The region between the bacterial cell membrane and the cell wall is called the outer membrane. FALSE

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.01 Topic: Cellular Organization

74. Bacteria in the genus Mycoplasma and bacteria called L-forms lack cell walls. TRUE

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Learning Outcome: 04.11 Identify five structures that might be contained in bacterial cytoplasm. Section Number: 04.01 Topic: External Bacterial Structures

75. The prokaryotic cell membrane is a site for many enzymes and metabolic reactions. TRUE

4-34

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.01 List the structures all bacteria possess. Section Number: 04.01 Topic: Cellular Organization

76. If you observe rod-shaped, pink cells on a slide that had just been Gram stained, you can assume that their cell envelope contains endotoxin. TRUE

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Section Number: 04.02 Section Number: 04.04 Topic: External Bacterial Structures

77. The prokaryotic cell membrane is made of the same materials as the eukaryotic cell membrane. 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 Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.01 List the structures all bacteria possess. Learning Outcome: 04.13 List some differences between archaea and bacteria. Section Number: 04.01 Section Number: 04.06 Topic: Cellular Organization

78. Both gram-positive and gram-negative cells have outer membranes. FALSE

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Topic: Module 02 Structure and Function

4-35

Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea Blooms Level: 1. Remember Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Section Number: 04.04 Topic: External Bacterial Structures

79. Alcohol-based compounds can weaken the outer membrane. TRUE

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Section Number: 04.04 Topic: External Bacterial Structures

80. The cell envelope or its parts can interact with human tissue and cause disease. TRUE

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 02 Structure and Function ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 04.08 Differentiate between the two main types of bacterial envelope structure. Learning Outcome: 04.10 Name a substance in the envelope structure of some bacteria that can cause severe symptoms in humans. Section Number: 04.04 Topic: External Bacterial Structures

81. Some bacteria have a cytoskeleton of sterols to help maintain their shape. 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 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.01 List the structures all bacteria possess. Section Number: 04.01 Topic: Cellular Organization

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

82. Endospores of certain bacterial species can enter tissues in the human body, germinate, and cause an infectious disease. TRUE

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.02 Topic: Internal Bacterial Structure

83. Boiling water (100C) can normally destroy endospores. FALSE

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.02 Topic: Internal Bacterial Structure

84. The term diplococcus refers to an irregular cluster of spherical bacterial cells. 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 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 04.10 Name a substance in the envelope structure of some bacteria that can cause severe symptoms in humans. Section Number: 04.04 Topic: Bacterial Cellular Morphology

Multiple Choice Questions

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

85. You have made a smear of a bacterial culture and have performed the Gram stain on it. Looking at the organism under the microscope, you notice that the cells do not seem to be the dark blue-purple of a gram-positive reaction, but instead are light blue. Your staining procedure was performed correctly. What is your best explanation as to why the bacteria have stained this way? A. There is something in the wall of the bacteria that has affected the uptake of the crystal violet into the cell wall, thereby staining it improperly. B. These are mutant bacteria which cannot be stained like other bacteria. C. The specimen did not undergo heat fixation before staining: therefore, the primary dye does not stick properly to the wall. D. The bacteria were taken from an inappropriate medium and a chemical is interfering with proper staining of the cells.

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 Structure and Function Blooms Level: 4. Analyze Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.03 Topic: External Bacterial Structures

86. In which situation would a bacterium most likely have cytoplasmic inclusions? A. producing endospores B. has a habitat abundant in a nutrient such as starch C. cell is starving for nutrients D. the cell is producing more flagella

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 Structure and Function Blooms Level: 3. Apply Learning Outcome: 04.02 Identify at least four structures that some, but not all, bacteria possess. Section Number: 04.04 Topic: Internal Bacterial Structure

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

87. You have found a mutant of Streptococcus pneumoniae that has lost the ability to produce a capsule. If you inject this strain into a population of healthy mice, what prediction can you make about the consequences? A. The mice will remain healthy. B. The mice will die of pneumonia. C. The mice will get a severe case pneumonia and recover. D. The infection in the mice will respond to antiviral medication.

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 Structure and Function Blooms Level: 3. Apply Learning Outcome: 04.06 Describe the structure and function of five different types of bacterial external structures. Section Number: 04.04 Topic: External Bacterial Structures

88. E. coli has been isolated and cultured from three different individuals. However, upon further testing of these three cultures, you find that there are variations among the three as to biochemical test reactions. What is your hypothesis as to why this has occurred?

A. Two of the cultures are mutants of the other. B. The other two cultures are not really E. coli. C. Mistakes have been made in the testing interpretation. D. This is just the normal genetic variation seen among strains of a particular species of bacterium.

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: 04.16 Define a species in terms of bacteria. Section Number: 04.06 Topic: Taxonomy of Microorganisms

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Chapter 04 - Prokaryotic Profiles: The Bacteria and Archaea

89. After staining your patient's specimen, an aspirate from the lungs, by the acid-fast stain method and focusing on the specimen, you find a large population of hot pink-red bacillus shaped bacteria in the smear. Which statement is true? A. This result would be a normal outcome when looking at normal sputum of healthy people. B. The patient has pneumonia. C. In all likelihood, the patient has tuberculosis. D. Your patient has HIV.

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 4. Analyze Learning Outcome: 04.10 Name a substance in the envelope structure of some bacteria that can cause severe symptoms in humans. Section Number: 04.03 Topic: External Bacterial Structures

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Chapter 05 - Eukaryotic Cells and Microorganisms

Chapter 05 Eukaryotic Cells and Microorganisms

Multiple Choice Questions 1. Protists include A. yeasts and molds. B. algae and protozoa. C. helminths. D. bacteria. E. viruses.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.02 List the types of eukaryotic microorganisms and denote which are unicellular and which are multicellular. Section Number: 05.05 Topic: Algae Topic: Protozoans

2. The eukaryotic cell organelle that most resembles a bacterial cell is the A. nucleus. B. Golgi apparatus. C. mitochondrion. D. lysosome. E. ribosome.

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 ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 05.09 Explain the function of the mitochondrion. Section Number: 05.01

5-1

Chapter 05 - Eukaryotic Cells and Microorganisms

Topic: Cellular Organization Topic: Taxonomy of Microorganisms

3. The endosymbiotic theory says that precursor eukaryotic cells acquired flagella by endosymbiosis with a/n ancestor and others gained photosynthetic ability from endosymbiosis with a/n ancestor. A. protozoan, algae B. archaea, cyanobacteria C. spirochete, cyanobacteria D. helminth, algae

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 ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 05.01 Relate bacterial, archaeal, and eukaryotic cells to the Last Common Ancestor. Section Number: 05.01 Topic: Cellular Organization

4. The endosymbiotic theory has been developed to explain the emergence of A. archaea. B. bacteria. C. prokaryotes. D. eukaryotes. E. viruses.

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 ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 05.01 Relate bacterial, archaeal, and eukaryotic cells to the Last Common Ancestor. Section Number: 05.01 Topic: Cellular Organization Topic: Taxonomy of Microorganisms

5-2

Chapter 05 - Eukaryotic Cells and Microorganisms

5. Biologists have found evidence that eukaryotic cells evolved from prokaryotic organisms by a process of intracellular A. symbiosis. B. parasitism. C. commensalism. D. mutualism.

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: 05.01 Relate bacterial, archaeal, and eukaryotic cells to the Last Common Ancestor. Section Number: 05.01 Topic: Cellular Organization Topic: Taxonomy of Microorganisms

6. Which of the following is found in eukaryotic cells but not in prokaryotic cells? A. nucleus B. mitochondria C. endoplasmic reticulum D. lysosomes E. All of the choices are correct.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.02 List the types of eukaryotic microorganisms and denote which are unicellular and which are multicellular. Section Number: 05.03 Topic: Eukaryotic Structure/Function

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Chapter 05 - Eukaryotic Cells and Microorganisms

7. Eukaryotic flagella differ from prokaryotic flagella because only eukaryotic flagella A. are used for cell motility. B. facilitate chemotaxis. C. facilitate phototaxis. D. are long, whip-like structures. E. contain microtubules.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 05.03 Differentiate between cilia and flagella in eukaryotes, and differentiate flagellar structure between bacteria and eukaryotes. Section Number: 05.02 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

8. Cilia are exhibited by certain A. protozoa. B. algae. C. fungi. D. bacteria. E. viruses.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.03 Differentiate between cilia and flagella in eukaryotes, and differentiate flagellar structure between bacteria and eukaryotes. Section Number: 05.02 Topic: Cellular Organization Topic: Eukaryotic Structure/Function Topic: Protozoans

5-4

Chapter 05 - Eukaryotic Cells and Microorganisms

9. There are nine peripheral pairs and one central pair of flagella and cilia. A. filaments B. microtubules C. active proteins D. cilia E. endoflagella.

found inside eukaryotic

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.03 Differentiate between cilia and flagella in eukaryotes, and differentiate flagellar structure between bacteria and eukaryotes. Section Number: 05.02 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

10. Cell walls are not typically possessed by: A. protozoa. B. algae. C. fungi. D. bacteria.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.05 List which eukaryotic microorganisms have a cell wall. Learning Outcome: 05.18 Note the protozoan characteristics that illustrate why they are informally placed into a single group. Section Number: 05.02 Topic: Cellular Organization Topic: Eukaryotic Structure/Function Topic: Protozoans

5-5

Chapter 05 - Eukaryotic Cells and Microorganisms

11. The eukaryotic cell's glycocalyx is A. mostly polysaccharide. B. the site where many metabolic reactions occur. C. also called the cell wall. D. composed of many diverse proteins. E. a protective mechanism against osmotic lysis.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 05.04 Describe the important characteristics of a glycocalyx in eukaryotes. Section Number: 05.02 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

12. Which of the following is not a function of the glycocalyx exhibited by eukaryotes? A. protection B. adherence C. movement D. reception of chemical signals

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.04 Describe the important characteristics of a glycocalyx in eukaryotes. Section Number: 05.02 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

5-6

Chapter 05 - Eukaryotic Cells and Microorganisms

13. Chitin is a chemical component of the cell walls of A. protozoa. B. algae. C. fungi. D. bacteria. E. helminths.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.05 List which eukaryotic microorganisms have a cell wall. Section Number: 05.02 Topic: Cellular Organization Topic: Eukaryotic Structure/Function Topic: Fungi

14. The eukaryotic cell membrane is composed of A. sterols. B. proteins. C. phospholipids. D. Sterols, proteins, and phospholipids. E. Sterols and phospholipids only.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.06 List similarities and differences between eukaryotic and bacterial cytoplasmic membranes. Section Number: 05.02 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

5-7

Chapter 05 - Eukaryotic Cells and Microorganisms

15. The site for ribosomal RNA synthesis is the A. ribosome. B. nucleolus. C. nucleus. D. Golgi apparatus. E. lysosome.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.07 Describe the main structural components of a nucleus. Learning Outcome: 05.11 Explain the importance of ribosomes and differentiate between eukaryotic and bacterial types. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

16. When a eukaryotic cell is not undergoing mitosis, the DNA and its associated proteins appear as a visible, thread-like mass called the A. nuclear envelope. B. nucleosome. C. nucleolus. D. nucleoplasm. E. chromatin.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.07 Describe the main structural components of a nucleus. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

5-8

Chapter 05 - Eukaryotic Cells and Microorganisms

17. Histones are A. found in polyribosomes. B. enzymes found in lysosomes. C. proteins of the cytoskeleton. D. proteins associated with DNA in the nucleus. E. on the surface of rough endoplasmic reticulum.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.07 Describe the main structural components of a nucleus. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

18. The passageways in the nuclear envelope for movement of substances to and from the nucleus and cytoplasm are called nuclear A. histones. B. chromatin. C. pores. D. endoplasmic reticulum. E. inclusions.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.07 Describe the main structural components of a nucleus. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

5-9

Chapter 05 - Eukaryotic Cells and Microorganisms

19. The cell's series of tunnel-like membranes functioning in transport and storage are the A. mitochondria. B. lysosomes. C. Golgi apparatus. D. chloroplasts. E. endoplasmic reticulum.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.08 Diagram how the nucleus, endoplasmic reticulum, and Golgi apparatus act together with vesicles during the transport process. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

20. An organelle that is a stack of flattened, membranous sacs and functions to receive, modify, and package proteins for cell secretion is the A. mitochondrion. B. lysosome. C. Golgi apparatus. D. chloroplast. E. endoplasmic reticulum.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.08 Diagram how the nucleus, endoplasmic reticulum, and Golgi apparatus act together with vesicles during the transport process. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

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Chapter 05 - Eukaryotic Cells and Microorganisms

21. Protists with contractile vacuoles A. are algae. B. use them to expel excess water from the cell. C. typically live in salty seawater. D. use them for motility. E. have greater motility.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 05.18 Note the protozoan characteristics that illustrate why they are informally placed into a single group. Section Number: 05.03 Section Number: 05.05 Topic: Protozoans

22. A/n originates from the Golgi apparatus as one type of vesicle that contains a variety of enzymes for intracellular digestion. A. centrosome B. lysosome C. magnetosome D. inclusion E. ribosome

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 05.08 Diagram how the nucleus, endoplasmic reticulum, and Golgi apparatus act together with vesicles during the transport process. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

5-11

Chapter 05 - Eukaryotic Cells and Microorganisms

23. Which organelle contains cristae where enzymes and electron carriers for aerobic respiration are found? A. mitochondrion B. lysosome C. Golgi apparatus D. chloroplast E. endoplasmic reticulum

24. Mitochondria possess all of the following except A. enzymes for metabolism. B. cristae. C. electron transport chain proteins. D. enzymes for photosynthesis. E. 70S ribosomes.

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Chapter 05 - Eukaryotic Cells and Microorganisms

25. Which organelle is found in algae but not found in protozoa or fungi? A. mitochondria B. lysosomes C. Golgi apparatus D. chloroplasts E. endoplasmic reticulum

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 05.10 Discuss the function of chloroplasts, explaining which cells contain them and how they arose. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

26. In eukaryotic cells, which of the following contains DNA? A. nucleus, mitochondria, and Golgi apparatus B. nucleus, endoplasmic reticulum, and Golgi apparatus C. nucleus, nucleolus, and Golgi apparatus D. nucleus, chloroplast, and mitochondrion E. nucleus, chloroplast, and peroxisome

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.07 Describe the main structural components of a nucleus. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

5-13

Chapter 05 - Eukaryotic Cells and Microorganisms

27. Chloroplasts are composed of membranous sacs called Surrounding these sacs is a ground substance called . A. thylakoids; stroma B. granna; stroma C. cristae; stroma D. cristae; matrix E. thylakoid; matrix

that carry chlorophyll.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.10 Discuss the function of chloroplasts, explaining which cells contain them and how they arose. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

28. The size of a eukaryotic cell ribosome is A. 30S. B. 40S. C. 50S. D. 70S. E. 80S.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.11 Explain the importance of ribosomes and differentiate between eukaryotic and bacterial types. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

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Chapter 05 - Eukaryotic Cells and Microorganisms

29. In eukaryotic cells, ribosomes have two locations: scattered in the surface of . A. cytoplasm; Golgi apparatus B. nucleus; Golgi apparatus C. cytoplasm; endoplasmic reticulum D. nucleus; endoplasmic reticulum

and on the

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.11 Explain the importance of ribosomes and differentiate between eukaryotic and bacterial types. Section Number: 05.03 Topic: Cellular Organization

30. The cytoskeleton A. anchors organelles. B. provides support. C. functions in movements of the cytoplasm. D. helps maintain cell shape. E. All of the choices are correct.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.12 List and describe the three main fibers of the cytoskeleton. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

5-15

Chapter 05 - Eukaryotic Cells and Microorganisms

31. Filamentous fungi are called A. pseudohyphae. B. septa. C. molds. D. dimorphic. E. mycelium.

32. When buds remain attached, fungi form a chain of yeast cells called A. pseudohyphae. B. septa. C. molds. D. dimorphic. E. mycelium.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.13 List three general features of fungal anatomy. Learning Outcome: 05.15 Explain the relationship between fungal hyphae and the production of a mycelium. Section Number: 05.04 Topic: Fungi

5-16

Chapter 05 - Eukaryotic Cells and Microorganisms

33. Fungi that grow as yeast at one temperature but will grow as mold at another temperature are called A. dimorphic. B. saprobes. C. pseudohyphae. D. spores. E. parasites.

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 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.13 List three general features of fungal anatomy. Section Number: 05.04 Topic: Fungi

34. Which is not a characteristic of fungi? A. cells have cell walls B. photosynthetic C. include single-celled and filamentous forms D. heterotrophic nutrition E. can use a wide variety of nutrients

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Chapter 05 - Eukaryotic Cells and Microorganisms

35. The long, thread-like branching cells of molds are called A. conidiophores. B. pseudohyphae. C. hyphae. D. septate. E. asci.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.13 List three general features of fungal anatomy. Learning Outcome: 05.15 Explain the relationship between fungal hyphae and the production of a mycelium. Section Number: 05.04 Topic: Fungi

36. Most fungi obtain nutrients from dead plants and animals. These fungi are called A. saprobes. B. parasites. C. antagonists. D. free-living. E. mutualistic.

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Chapter 05 - Eukaryotic Cells and Microorganisms

37. The woven, intertwining mass of hyphae that makes up the body of a mold is a A. stem. B. rhizoid. C. stock. D. bud. E. mycelium.

38. Fungal asexual spores A. are only produced under harmful environmental conditions. B. produce offspring with different combinations of genes from the original fungus. C. cannot be seen using a light microscope. D. are the products of meiotic division by a single parent cell. E. are used to identify fungi.

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Chapter 05 - Eukaryotic Cells and Microorganisms

39. What two categories of fungi cause human diseases? A. primary and secondary B. primary and vegetative C. opportunistic and primary D. secondary and opportunistic E. vegetative and reproductive

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 05.17: List two detrimental and two beneficial activities of fungi (from the viewpoint of humans). Section Number: 05.04 Topic: Fungi

40. Pfiesteria is a A. toxic fungus. B. toxic algae. C. toxic helminth. D. toxic protozoan. E. bacterial endospore.

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 Systems Blooms Level: 1. Remember Learning Outcome: 05.10 Discuss the function of chloroplasts, explaining which cells contain them and how they arose. Section Number: 05.05 Topic: Algae

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Chapter 05 - Eukaryotic Cells and Microorganisms

41. During unfavorable growth conditions, many protozoa can convert to a resistant, dormant stage called a/an A. endospore. B. cyst. C. seed. D. trophozoite. E. sporozoa.

42. Protozoan cells do not exhibit A. motility. B. ectoplasm and endoplasm. C. heterotrophic nutrition. D. formation of a cyst stage. E. a cell wall.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.18 Note the protozoan characteristics that illustrate why they are informally placed into a single group. Learning Outcome: 05.19 List three means of locomotion exhibited by protozoa. Section Number: 05.05 Topic: Eukaryotic Structure/Function Topic: Protozoans

5-21

Chapter 05 - Eukaryotic Cells and Microorganisms

43. The motile, feeding stage of protozoa is called the A. trophozoite. B. cyst. C. sporozoite. D. oocyst. E. food vacuole.

44. A protozoan having a flagellum would be classified in the genus: A. Entamoeba. B. Toxoplasma. C. Trypanosoma. D. Plasmodium. E. Enterobius.

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Chapter 05 - Eukaryotic Cells and Microorganisms

45. The group of protozoa that are not motile are the A. amoebas. B. ciliates. C. trophozoites. D. Plasmodium sp. E. dimorphics.

46. The one-celled organism seen in your microscope moves very slowly, by protruding its cytoplasm. The specimen was taken from a patient having diarrhea. You would predict that the patient has an infection caused by this pathogen: A. Entamoeba. B. Toxoplasma. C. Trichomonas. D. Giardia. E. Plasmodium.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 02 Structure and Function ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 05.21 Give an example of a human disease caused by each of the four types of protozoa. Section Number: 05.05 Topic: Protozoans

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Chapter 05 - Eukaryotic Cells and Microorganisms

47. Which is mismatched? A. Giardia - transmitted by feces in drinking water B. Histoplasma - causes Ohio Valley fever C. Trichomonas - sexually transmitted D. Plasmodium - causes Chagas disease E. Trypanosoma - causes African sleeping sickness

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 05.21 Give an example of a human disease caused by each of the four types of protozoa. Section Number: 05.05 Topic: Protozoans

48. Protozoan endoplasm contains A. ectoplasm. B. mitochondria. C. flagella. D. oral groves. E. cilia.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.18 Note the protozoan characteristics that illustrate why they are informally placed into a single group. Section Number: 05.05 Topic: Protozoans

5-24

Chapter 05 - Eukaryotic Cells and Microorganisms

49. Protozoan cysts are A. part of all protozoan life cycles. B. necessary for transmission to a new host. C. analogous to bacterial endospores. D. the primary form of replication. E. are involved in binary fission.

50. Amoebic dysentery is most commonly contracted through: A. fecal-oral route from contaminated food or water. B. direct transmission from one host to another. C. puncture wounds. D. insect bites. E. blood products.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 05.21 Give an example of a human disease caused by each of the four types of protozoa. Section Number: 05.05 Topic: Protozoans

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Chapter 05 - Eukaryotic Cells and Microorganisms

51. The vector for the trypanosome of Chagas disease is the A. mosquito. B. deer tick. C. tsetse fly. D. reduviid bug. E. nematode.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 05.21 Give an example of a human disease caused by each of the four types of protozoa. Section Number: 05.05 Topic: Protozoans

52. All of the following are helminths except A. pinworms. B. flukes. C. trypanosomes. D. roundworms. E. tapeworms.

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Chapter 05 - Eukaryotic Cells and Microorganisms

53. Which of the following does not pertain to helminths? A. in the kingdom Protista B. parasitic worms C. eggs and sperm used for reproduction D. often alternate hosts in complex life cycles E. have various organ systems

54. Larvae and eggs are developmental forms of A. protozoa. B. algae. C. helminths. D. fungi. E. yeasts.

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Chapter 05 - Eukaryotic Cells and Microorganisms

55. All of the following are helminths except A. tapeworms. B. flukes. C. flatworms. D. round worms. E. All of the choices are helminthes.

56. Adulthood and mating of helminths occur in which host? A. primary host B. secondary host C. definitive host D. transport host E. Mating takes place in all hosts.

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Chapter 05 - Eukaryotic Cells and Microorganisms

57. Larval development of helminths occurs in which host? A. primary host B. intermediate host C. definitive host D. transport host E. Larval development takes place in all hosts.

58. Parasitic helminths have a highly developed A. digestive B. nervous C. respiratory D. muscular E. reproductive

system to enhance host transmission.

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Chapter 05 - Eukaryotic Cells and Microorganisms

59. In humans, helminths generally infect the A. digestive tract. B. urinary tract. C. nervous system. D. muscular system. E. skin.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.22 List the two major groups of helminths and provide examples representing each body type. Learning Outcome: 05.23 Summarize the stages of a typical helminth life cycle. Section Number: 05.02 Section Number: 05.06 Topic: Helminths

60. After returning from a trip to Africa, Tom begins to feel very tired and weak. He has severe anemia. A blood smear reveals a protozoan is present in his blood. The health care provider tells Tom he has malaria. Which of the following could be the causative agent of his disease? A. HIV B. Taenia solium C. Plasmodium malariae D. Trichophyton rubrum E. Giardia lamblia

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 05.21 Give an example of a human disease caused by each of the four types of protozoa. Section Number: 05.05 Topic: Protozoans

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Chapter 05 - Eukaryotic Cells and Microorganisms

61. Eating undercooked meat can lead to food-borne disease via helminthic infection. What is the common host for Taenia solium? A. geese B. ducks C. pigs D. cows E. chickens

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 05.23 Summarize the stages of a typical helminth life cycle. Section Number: 05.06 Topic: Helminths

True / False Questions 62. The eukaryotic cell membrane is a bilayer of sterols. FALSE

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. Blooms Level: 1. Remember Blooms Level: 2. Understand Learning Outcome: 05.06 List similarities and differences between eukaryotic and bacterial cytoplasmic membranes. Section Number: 05.02 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

63. The cell walls of fungi and algae are chemically identical to the prokaryotic cell wall. FALSE

5-31

Chapter 05 - Eukaryotic Cells and Microorganisms Blooms Level: 1. Remember Learning Outcome: 05.06 List similarities and differences between eukaryotic and bacterial cytoplasmic membranes. Section Number: 05.04 Topic: Algae Topic: Cellular Organization Topic: Fungi

64. Chromosomes are generally not visible in the nucleus unless the cell is undergoing nuclear division. TRUE

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 05.07 Describe the main structural components of a nucleus. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

65. The nuclear envelope is a single layer. FALSE

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.07 Describe the main structural components of a nucleus. Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

66. Rough endoplasmic reticulum is studded with ribosomes. TRUE

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.08 Diagram how the nucleus, endoplasmic reticulum, and Golgi apparatus act together with vesicles during the transport process. Learning Outcome: 05.11 Explain the importance of ribosomes and differentiate between eukaryotic and bacterial types.

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Chapter 05 - Eukaryotic Cells and Microorganisms Section Number: 05.03 Topic: Cellular Organization Topic: Eukaryotic Structure/Function

67. Eukaryotic mitochondria have their own 70S ribosomes and circular DNA. TRUE

68. Algae are classified into divisions based principally on their type of motility. FALSE

69. Infections caused by fungi are called mycoses. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 05.17: List two detrimental and two beneficial activities of fungi (from the viewpoint of humans). Section Number: 05.04 Topic: Fungi

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Chapter 05 - Eukaryotic Cells and Microorganisms

70. All fungi can form hyphae. FALSE

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 05.13 List three general features of fungal anatomy. Learning Outcome: 05.15 Explain the relationship between fungal hyphae and the production of a mycelium. Section Number: 05.04 Topic: Fungi

71. In humans, fungi can only infect the skin. 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 Systems Blooms Level: 2. Understand Learning Outcome: 05.17: List two detrimental and two beneficial activities of fungi (from the viewpoint of humans). Section Number: 05.04 Topic: Fungi

72. All fungi cause some kind of disease in plants and animals. 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 Systems Blooms Level: 1. Remember Learning Outcome: 05.17: List two detrimental and two beneficial activities of fungi (from the viewpoint of humans). Section Number: 05.04 Topic: Fungi

73. Fungi can reproduce both sexually and asexually. TRUE

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Chapter 05 - Eukaryotic Cells and Microorganisms

74. All algae have chloroplasts. TRUE

75. Plankton are floating communities of helminths. FALSE

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 Systems Blooms Level: 1. Remember Learning Outcome: 05.18 Note the protozoan characteristics that illustrate why they are informally placed into a single group. Section Number: 05.05 Topic: Algae

76. There are no algae that can cause human 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 Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 05.19 List three means of locomotion exhibited by protozoa. Section Number: 05.05 Topic: Algae

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Chapter 05 - Eukaryotic Cells and Microorganisms

Multiple Choice Questions 77. You are looking at an organism of some sort under the microscopic lens. It has a cell wall, no chloroplasts, and a nucleus. Your prediction would be that this organism is a/an: A. bacterium B. fungus C. alga D. protozoan E. virus

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 4. Analyze Learning Outcome: 05.02 List the types of eukaryotic microorganisms and denote which are unicellular and which are multicellular. Section Number: 05.04 Topic: Cellular Organization Topic: Eukaryotic Structure/Function Topic: Taxonomy of Microorganisms

78. You are looking at an organism of some sort under the microscopic lens. It is obviously multicellular, with no cell wall. Your prediction would be that this organism is a: A. bacterium B. fungus C. alga D. protozoan E. helminth

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 4. Analyze Learning Outcome: 05.02 List the types of eukaryotic microorganisms and denote which are unicellular and which are multicellular. Section Number: 05.06 Topic: Cellular Organization Topic: Eukaryotic Structure/Function Topic: Taxonomy of Microorganisms

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Chapter 05 - Eukaryotic Cells and Microorganisms

79. When analyzing a specimen for identification purposes, you detect the presence of large amounts of histone protein. You predict that: A. the organism is a prokaryote. B. the organism has no nuclear membrane. C. the organism has a large genome. D. the organism is photosynthetic.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 4. Analyze Learning Outcome: 05.07 Describe the main structural components of a nucleus. Section Number: 05.01 Section Number: 05.02 Section Number: 05.03 Topic: Eukaryotic Structure/Function Topic: Taxonomy of Microorganisms

80. In the life cycle of the pinworm Enterobius, a common infection in children, the child has the adult worm in the intestine. The adult worm releases eggs, which are then transmitted out of the body via feces. The child will scratch the anal area, picking up the worm eggs and reinserting them into the mouth. For this helminth life cycle, the human is host. A. intermediate B. definitive C. primary D. both intermediate and definitive

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 05.23 Summarize the stages of a typical helminth life cycle. Section Number: 05.06 Topic: Helminths

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Chapter 05 - Eukaryotic Cells and Microorganisms

81. The fungi do not prefer to reproduce sexually compared to their frequent asexual reproductive mode. What would be the reason behind this infrequency of sexual reproduction? A. Sexual reproduction requires two genetically different strains of the fungus to come together. B. Sexual reproduction is more energy-intensive than asexual reproduction. C. In asexual reproduction, one parent divides. D. All statements are true.

82. What do the protozoans Naegleria, Toxoplasma, and Trypanosoma have in common? A. They are all motile. B. They are all associated with brain infections. C. They are all transmitted by feces. D. They are all multicellular parasites.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 05.21 Give an example of a human disease caused by each of the four types of protozoa. Section Number: 05.05 Topic: Protozoans

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Chapter 05 - Eukaryotic Cells and Microorganisms

83. Upon viewing a specimen through microscopic techniques, you realize the cells all contain ribosomes. Based upon this information, you eliminate which of the following from your list of potential microorganisms: A. bacterium. B. archaea. C. eukaryote. D. none can be eliminated based upon this structural observation alone.

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 Topic: Module 01 Evolution ASM Topic: Module 02 Structure and Function Blooms Level: 3. Apply Learning Outcome: 05.11 Explain the importance of ribosomes and differentiate between eukaryotic and bacterial types. Section Number: 05.03 Topic: Cellular Organization

84. Select that statement that reflects evidence that directly supports the Endosymbiotic Theory: A. Enzymes for photosynthesis are found embedded in membranes of the Golgi apparatus B. Lysosomes contain their own DNA in the form of plasmids C. The ETS is localized to the cell membrane in bacterial cells while in eukaryotes it is localized to the cristae D. Glycolysis occurs in the matrix in bacterial cells

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 Topic: Module 01 Evolution ASM Topic: Module 02 Structure and Function Blooms Level: 3. Apply Learning Outcome: 05.01 Relate bacterial, archaeal, and eukaryotic cells to the Last Common Ancestor. Section Number: 05.01 Topic: Cellular Organization

5-39

Chapter 06 - An Introduction to the Viruses

Chapter 06 An Introduction to the Viruses

Multiple Choice Questions 1. Viruses exhibit all the following except A. definite shape. B. metabolism. C. genes. D. ability to infect host cells. E. ultramicroscopic size.

ASM Objective: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 06.02 Summarize arguments on both sides of the debate regarding the classification of viruses as living organisms. Section Number: 06.02 Topic: General Viral Properties

2. Host cells of viruses include A. humans and other animals. B. plants and fungi. C. bacteria. D. protozoa and algae. E. All of the choices are correct.

ASM Objective: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 04 Information Flow ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.02 Summarize arguments on both sides of the debate regarding the classification of viruses as living organisms. Section Number: 06.02 Topic: General Viral Properties

6-1

Chapter 06 - An Introduction to the Viruses

3. Viruses A. cannot be seen in a light microscope. B. are prokaryotic. C. contain 70S ribosomes. D. undergo binary fission.

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.04 Discuss the size of viruses relative to other microorganisms. Section Number: 06.03 Topic: General Viral Properties

4. Viral capsids are made from subunits called A. envelopes. B. spikes. C. capsomeres. D. prophages. E. peptones.

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.05 Describe the function and structure(s) of viral capsids. Section Number: 06.03 Topic: Viral Structure

5. Helical and icosahedral are terms used to describe the shape of a viral A. spike. B. capsomere. C. envelope. D. capsid. E. core.

6-2

Chapter 06 - An Introduction to the Viruses ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.05 Describe the function and structure(s) of viral capsids. Section Number: 06.03 Topic: Viral Structure

6. A/n is the protein shell around the nucleic acid core of a virus. A. capsomere B. capsid C. spike D. envelope E. monolayer

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.05 Describe the function and structure(s) of viral capsids. Section Number: 06.03 Topic: Viral Structure

7. One of the principal viral capsid shapes is a 20-sided figure with 12 evenly spaced corners referred to as a/n capsid. A. spiked B. complex C. icosahedral D. helical E. buckeyball

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.05 Describe the function and structure(s) of viral capsids. Section Number: 06.03 Topic: Viral Structure

6-3

Chapter 06 - An Introduction to the Viruses

8. A naked virus only has a/n A. capsid. B. capsomere. C. nucleocapsid. D. envelope. E. antigenic surface.

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.05 Describe the function and structure(s) of viral capsids. Section Number: 06.03 Topic: Viral Structure

9. Which of the following is not a typical capsid shape? A. tetrahedral B. complex C. helical D. icosahedron E. viroid.

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.05 Describe the function and structure(s) of viral capsids. Section Number: 06.03 Topic: Viral Structure

6-4

Chapter 06 - An Introduction to the Viruses

10. All of the following pertain to virus envelopes except A. gained as a virus leaves the host cell membrane. B. gained as a virus leaves the nuclear membrane. C. contain special virus proteins. D. help the virus particle attach to host cells. E. located between the capsid and nucleic acid.

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.05 Describe the function and structure(s) of viral capsids. Learning Outcome: 06.06 Distinguish between enveloped and naked viruses. Section Number: 06.03 Topic: Viral Structure

11. Viral spikes A. are always present on enveloped viruses. B. attach the viral capsid and envelope. C. allow bacteria to evade host defenses. D. are derived from host proteins. E. are for recognition among the various types of viruses.

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.07 Explain the importance of viral surface proteins, or spikes. Section Number: 06.03 Topic: Viral Structure

6-5

Chapter 06 - An Introduction to the Viruses

12. The core of every virus particle always contains A. DNA. B. capsomeres. C. enzymes. D. DNA and RNA. E. either DNA or RNA.

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.08 Compare and contrast the composition of a viral genome to that of a cellular organism's genome. Section Number: 06.03 Topic: Viral Structure

13. Which of the following is not associated with every virus? A. envelope B. capsomeres C. capsid D. nucleic acid E. genome

6-6

Chapter 06 - An Introduction to the Viruses

14. Viral nucleic acid types include: A. double-stranded DNA B. single-stranded DNA C. double-stranded RNA D. single-stranded RNA E. All of the choices are correct.

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.08 Compare and contrast the composition of a viral genome to that of a cellular organism's genome. Learning Outcome: 06.09 Diagram the possible nucleic acid configurations exhibited by viruses. Section Number: 06.03 Topic: Viral Structure

15. Reverse transcriptase synthesizes A. a positive RNA strand from a negative RNA strand. B. a negative RNA strand from a positive RNA strand. C. viral RNA from DNA. D. viral DNA from RNA.

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: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 06.08 Compare and contrast the composition of a viral genome to that of a cellular organism's genome. Section Number: 06.03 Topic: Viral Replication

16. A negative RNA virus must first A. synthesize a DNA copy of its genome. B. synthesize a negative RNA copy of its genome. C. synthesize a positive RNA copy of its genome. D. transcribe reverse transcriptase. E. transcribe RNA polymerase.

6-7

Chapter 06 - An Introduction to the Viruses

ASM Objective: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 06.08 Compare and contrast the composition of a viral genome to that of a cellular organism's genome. Section Number: 06.03 Topic: Viral Replication

17. Viruses with -sense RNA contain the correct message for translation, while viruses with -sense RNA must first be converted into a correct message. A. positive; negative B. negative; positive C. primary; secondary D. secondary; primary E. intermediate; primary

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.08 Compare and contrast the composition of a viral genome to that of a cellular organism's genome. Section Number: 06.03 Topic: Viral Replication

18. Classification of viruses into families involves determining all the following characteristics except A. type of nucleic acid. B. type of capsid. C. presence of an envelope. D. biochemical reactions. E. number of strands in the nucleic acid.

ASM Objective: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Blooms Level: 2. Understand Learning Outcome: 06.11 Demonstrate how family and genus names in viruses are written. Section Number: 06.04 Topic: Viral Classification

6-8

Chapter 06 - An Introduction to the Viruses

19. Which of the following represents a virus family name? A. Herpes simplex virus B. Herpesviridae C. Picornavirus D. Enterovirus E. Hepatitis B virus

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 1. Remember Learning Outcome: 06.10 Develop two arguments against assigning species names to viruses. Section Number: 06.04 Topic: Viral Classification

20. Which of the following is not a viral order in the classification system? A. Caudovirales B. Vaccinia virus C. Nidovirales D. Mononegavirales

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Blooms Level: 1. Remember Learning Outcome: 06.11 Demonstrate how family and genus names in viruses are written. Section Number: 06.04 Topic: Viral Classification

21. The correct sequence of events in viral multiplication is: A. penetration, uncoating, synthesis, adsorption, assembly, release B. uncoating, penetration, synthesis, assembly, absorption, release C. adsorption, penetration, uncoating, synthesis, assembly, release D. assembly, synthesis, uncoating, release, penetration, adsorption E. adsorption, release, synthesis, uncoating, assembly, penetration

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

6-9

Chapter 06 - An Introduction to the Viruses structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.12 Diagram the six-step life cycle of animal viruses. Section Number: 06.05 Topic: Viral Replication

22. Viruses acquire envelopes around their nucleocapsids during A. replication. B. assembly. C. adsorption. D. release. E. penetration.

23. In general, most DNA viruses multiply in the host cell's multiply in the host cell's . A. nucleus; cytoplasm B. cytoplasm; cell membrane C. cell membrane; cytoplasm D. cytoplasm; nucleus E. nucleus; endoplasmic reticulum

, while most RNA viruses

6-10

Chapter 06 - An Introduction to the Viruses

24. Host range is limited by A. type of nucleic acid in the virus. B. age of the host cell. C. type of host cell receptors on cell membrane. D. size of the host cell.

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.07 Explain the importance of viral surface proteins, or spikes. Section Number: 06.05 Topic: Viral Replication

25. Oncogenic viruses include all the following except A. hepatitis B virus. B. measles virus. C. Papillomavirus. D. HTLV-I and HTLV-II viruses. E. Epstein-Barr virus.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.14 Provide examples of persistent and transforming infections, describing their effects on the host. Learning Outcome: 06.19 Analyze the relative importance of viruses in human infection and disease. Section Number: 06.05 Topic: Viral Replication

26. Which of the following is a type of cytopathic effect? A. inclusions in the nucleus B. multinucleated giant cells C. inclusions in the cytoplasm D. rounding of cells E. All of the choices are correct.

6-11

Chapter 06 - An Introduction to the Viruses

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.13 Define the term cytopathic effect and provide one example. Section Number: 06.05 Topic: Viral Replication

27. The envelope of enveloped viruses A. is identical to the host plasma membrane. B. is only composed of host endomembrane. C. always includes spikes. D. is obtained by viral budding or exocytosis. E. makes the virus very susceptible to drug therapy.

28. Viruses attach to their hosts via A. host glycoproteins. B. host phospholipids. C. viral phospholipids. D. viral flagella. E. carbohydrate attachments of the viral capsid.

6-12

Chapter 06 - An Introduction to the Viruses

29. Viral tissue specificities are called A. ranges. B. virions. C. receptacles. D. tropisms. E. uncoating.

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.07 Explain the importance of viral surface proteins, or spikes. Section Number: 06.03 Topic: Viral Structure

30. The process of dissolving the envelope and capsid to release the viral nucleic acid is A. adsorption. B. penetration. C. uncoating. D. synthesis. E. assembly.

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: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.12 Diagram the six-step life cycle of animal viruses. Section Number: 06.05 Topic: Viral Replication

6-13

Chapter 06 - An Introduction to the Viruses

31. Which of the following occurs during assembly? A. nucleocapsid is formed B. new viral nucleic acid is formed C. viral spikes insert in host cell membrane D. nucleocapsid is formed and viral spikes insert in host cell membrane E. the viral envelope and the host cell membrane fuse

ASM Objective: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 06.12 Diagram the six-step life cycle of animal viruses. Section Number: 06.05 Topic: Viral Replication

32. Mammalian viruses capable of starting tumors are A. chronic latent viruses. B. oncoviruses. C. syncytia. D. inclusion bodies. E. cytopathic.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.14 Provide examples of persistent and transforming infections, describing their effects on the host. Section Number: 06.05 Topic: Viral Replication

6-14

Chapter 06 - An Introduction to the Viruses

33. Persistent viruses that can reactivate periodically are A. chronic latent viruses. B. oncoviruses. C. syncytia. D. inclusion bodies. E. cytopathic.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.13 Define the term cytopathic effect and provide one example. Learning Outcome: 06.14 Provide examples of persistent and transforming infections, describing their effects on the host. Section Number: 06.03 Topic: Viral Replication

34. Which of the following is not a characteristic of a transformed cell? A. viral nucleic acid integrated into host DNA B. decreased growth rate C. alterations in chromosomes D. changes in cell surface molecules E. capacity to divide indefinitely

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.14 Provide examples of persistent and transforming infections, describing their effects on the host. Section Number: 06.05 Topic: Viral Replication

6-15

Chapter 06 - An Introduction to the Viruses

35. New, nonenveloped virus release occurs by A. lysis. B. budding. C. exocytosis. D. both lysis and budding. E. both budding and exocytosis.

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.06 Distinguish between enveloped and naked viruses. Learning Outcome: 06.11 Demonstrate how family and genus names in viruses are written. Learning Outcome: 06.17 Describe three ways in which viruses are cultivated. Section Number: 06.05 Topic: Viral Replication

36. What structures are used by bacteriophages to attach to host cell receptors? A. viral sheaths B. tail fibers C. nucleic acids D. capsid heads

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.07 Explain the importance of viral surface proteins, or spikes. Learning Outcome: 06.14 Provide examples of persistent and transforming infections, describing their effects on the host. Section Number: 06.05 Topic: Viral Replication

6-16

Chapter 06 - An Introduction to the Viruses

37. Which of the following is incorrect about prophages? A. present when the virus is in lysogeny B. formed when viral DNA enters the bacterial chromosome C. replicated with host DNA and passed on to progeny D. cause lysis of host cells E. occur when temperate phages enter host cells

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.05 Topic: Bacteriophage Cycles

38. T-even phages A. include the poxviruses. B. infect Escherichia coli cells. C. enter host cells by engulfment. D. have helical capsids.

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.05 Topic: Bacteriophage Cycles

6-17

Chapter 06 - An Introduction to the Viruses

39. The event that occurs in bacteriophage multiplication that does not occur in animal virus replication is A. adsorption to the host cells. B. injection of only the viral nucleic acid into the host cell. C. host cell synthesis of viral enzymes and capsid proteins. D. assembly of nucleocapsids. E. replication of viral nucleic acid.

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.11 Demonstrate how family and genus names in viruses are written. Learning Outcome: 06.13 Define the term cytopathic effect and provide one example. Section Number: 06.05 Topic: Viral Replication

40. Viruses that cause infection resulting in alternating periods of activity with symptoms and inactivity without symptoms are called A. latent. B. oncogenic. C. prions. D. viroids. E. delta agents.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.13 Define the term cytopathic effect and provide one example. Learning Outcome: 06.19 Analyze the relative importance of viruses in human infection and disease. Section Number: 06.05 Topic: Viral Replication

6-18

Chapter 06 - An Introduction to the Viruses

41. Uncoating of viral nucleic acid A. does not occur in bacteriophage multiplication. B. involves enzymatic destruction of the capsid. C. occurs during penetration in the multiplication cycle. D. occurs before replication. E. All of the choices are correct.

42. In transduction, the viral genome A. initiates lysis of the host. B. includes DNA from the previous host. C. is replicated in the cytoplasm. D. is replicated in the nucleus.

ASM Objective: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.05 Topic: Bacteriophage Cycles

43. Lysogeny refers to A. altering the host range of a virus. B. latent state of herpes infections. C. virion exiting host cell. D. viral genome inserting into bacterial host chromosome.

6-19

Chapter 06 - An Introduction to the Viruses ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.05 Topic: Bacteriophage Cycles

44. Viruses that infect bacteria are specifically called A. viroids. B. prions. C. bacteriophages. D. satellite viruses.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.05 Topic: Bacteriophage Cycles

45. During lysogeny, an inactive prophage state occurs when the viral DNA is inserted into the host A. cytoplasm. B. nucleus. C. nucleolus. D. DNA. E. cell membrane.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.05 Topic: Bacteriophage Cycles

6-20

Chapter 06 - An Introduction to the Viruses

46. What type of phage enters an inactive prophage stage? A. primary B. secondary C. temperate D. temporary E. transformed

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.14 Provide examples of persistent and transforming infections, describing their effects on the host. Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.05 Topic: Bacteriophage Cycles

47. The activation of a prophage is called A. activation. B. lysogeny. C. transformation. D. induction. E. adsorption.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.05 Topic: Bacteriophage Cycles

6-21

Chapter 06 - An Introduction to the Viruses

48. When a bacterium acquires a trait from its temperate phage, it is called A. transformation. B. lysogenic conversion. C. viral persistence. D. transcription. E. translation.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.05 Topic: Bacteriophage Cycles

49. Which of the following will not support viral cultivation? A. live lab animals B. embryonated bird eggs C. primary cell cultures D. continuous cell cultures E. All of the choices will support viral cultivation.

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 06.16 List the three principal purposes for cultivating viruses. Learning Outcome: 06.17 Describe three ways in which viruses are cultivated. Section Number: 06.06 Topic: Viral Replication

6-22

Chapter 06 - An Introduction to the Viruses

50. Visible, clear, well-defined patches in a monolayer of virus-infected cells in a culture are called A. patches. B. buds. C. plaques. D. cytopathic effects. E. pocks.

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.16 List the three principal purposes for cultivating viruses. Section Number: 06.06 Topic: Viral Replication

51. Viral growth in bird embryos can cause discrete, opaque spots in the embryonic membranes called A. patches. B. buds. C. plaques. D. cytopathic effects. E. pocks.

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.16 List the three principal purposes for cultivating viruses. Section Number: 06.06 Topic: Viral Replication

52. Cells grown in culture form a/n A. monolayer. B. bilayer. C. aggregate. D. plaque.

6-23

Chapter 06 - An Introduction to the Viruses

53. Diagnosis of viral infections sometimes involves analyzing the patient's blood for specific that the immune system produces against the virus. A. glycoproteins B. antibodies C. complement proteins D. antigens

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.19 Analyze the relative importance of viruses in human infection and disease. Section Number: 06.06 Topic: Viral Replication

54. Freshly isolated animal tissue that is placed in a growth medium and allowed to produce a cell monolayer is referred to as a/n cell culture. A. initial B. primary C. secondary D. continuous E. positive

6-24

Chapter 06 - An Introduction to the Viruses

55. A common method for cultivating viruses in the lab is to use in vitro systems called cultures. A. embryo B. cell C. plaque D. bacteriophage E. egg

56. Infectious protein particles are called A. viroids. B. phages. C. prions. D. oncogenic viruses. E. spikes.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.18 List three noncellular infectious agents besides viruses. Section Number: 06.07 Topic: Prions

6-25

Chapter 06 - An Introduction to the Viruses

57. Infectious naked strands of RNA that affect plants are called A. viroids. B. phages. C. prions. D. oncogenic viruses. E. spikes.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.18 List three noncellular infectious agents besides viruses. Section Number: 06.07 Topic: General Viral Properties

58. Creutzfeldt-Jacob disease is A. caused by a chronic latent virus. B. initiated by an oncogenic virus. C. caused by a viroid. D. a spongiform encephalopathy of humans. E. also called "mad cow disease."

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.18 List three noncellular infectious agents besides viruses. Section Number: 06.07 Topic: Prions

59. Satellite viruses are A. also called viroids. B. dependent on other viruses for replication. C. the cause of spongiform encephalopathies. D. significant pathogens of plants.

6-26

Chapter 06 - An Introduction to the Viruses ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 06.18 List three noncellular infectious agents besides viruses. Section Number: 06.07 Topic: General Viral Properties

60. Two noncellular agents, smaller than viruses, are infectious proteins called infectious RNA strands called . A. prions; capsomeres B. virions; prions C. viroids; phages D. prions; phages E. prions; viroids

and

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.18 List three noncellular infectious agents besides viruses. Section Number: 06.07 Topic: Prions

61. Who developed a rabies vaccine after realizing the disease was caused by something smaller than a bacterium? A. Leewonhoek B. Koch C. Pasteur D. Cohn E. Ivanovski

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.01 Describe the significance of viruses being recognized as "filterable." Section Number: 06.01 Topic: General Viral Properties

6-27

Chapter 06 - An Introduction to the Viruses

62. The primary purpose/s of viral cultivation is/are to A. isolate and identify viruses in clinical specimens. B. prepare viruses for vaccines. C. do detailed research on viral structure, lifestyle, genetics, and effects on host cells. D. perform wide-scale harvesting of viruses. E. All of the choices are correct.

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 03 Metabolic Pathways Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Learning Outcome: 06.16 List the three principal purposes for cultivating viruses. Section Number: 06.06 Topic: Viral Replication

True / False Questions 63. When a virus enters a host cell, the viral genes redirect the genetic and metabolic activities of the host cell. TRUE

64. Viruses are used to produce vaccines for prevention of certain viral infections. TRUE

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 06.17 Describe three ways in which viruses are cultivated. Learning Outcome: 06.19 Analyze the relative importance of viruses in human infection and disease.

6-28

Chapter 06 - An Introduction to the Viruses Section Number: 06.08 Topic: General Viral Properties

65. Viruses are considered ultramicroscopic because they range in size from 2 mm to 450 mm. 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 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.04 Discuss the size of viruses relative to other microorganisms. Section Number: 06.03 Topic: General Viral Properties

66. A fully formed virus that can cause an infection in a host cell is called a virion. TRUE

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.03 Identify effective terms to describe the behavior of viruses. Section Number: 06.03 Topic: General Viral Properties

67. Spikes are glycoproteins that can be found projecting from the viral capsid. TRUE

6-29

Chapter 06 - An Introduction to the Viruses

68. Each virus is assigned a genus status based on its host, target tissue, and type of disease it causes. FALSE

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.12 Diagram the six-step life cycle of animal viruses. Section Number: 06.06 Topic: Viral Classification

69. A specific animal virus has the ability to attach to and enter almost any animal host cell. FALSE

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.11 Demonstrate how family and genus names in viruses are written. Learning Outcome: 06.12 Diagram the six-step life cycle of animal viruses. Section Number: 06.05 Topic: Viral Replication

70. Viral spikes are inserted into the host cell membrane before budding or exocytosis. 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 Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.07 Explain the importance of viral surface proteins, or spikes. Section Number: 06.03 Topic: Viral Structure

71. Prophages can be activated into viral replication and enter the lytic cycle. TRUE

6-30

Chapter 06 - An Introduction to the Viruses ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.05 Topic: Bacteriophage Cycles

72. Bacteriophages do not undergo adsorption to specific host cell receptors prior to penetration. 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 Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 06.14 Provide examples of persistent and transforming infections, describing their effects on the host. Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.05 Topic: Bacteriophage Cycles

73. Viruses are the most common cause of acute infections that do not result in hospitalization. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 06.17 Describe three ways in which viruses are cultivated. Learning Outcome: 06.19 Analyze the relative importance of viruses in human infection and disease. Section Number: 06.08 Topic: General Viral Properties

74. The adeno-associated virus (AAV) and the delta agent are prions. FALSE

6-31

Chapter 06 - An Introduction to the Viruses Section Number: 06.08 Topic: Prions

75. Viruses are simple, noncellular, and lack mRNA. TRUE

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.03 Identify effective terms to describe the behavior of viruses. Section Number: 06.02 Topic: General Viral Properties

76. Viruses mutate and some have not been discovered. TRUE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 06.19 Analyze the relative importance of viruses in human infection and disease. Section Number: 06.08 Topic: General Viral Properties

77. Viruses are not filterable. 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 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 06.01 Describe the significance of viruses being recognized as "filterable." Section Number: 06.01 Topic: General Viral Properties

6-32

Chapter 06 - An Introduction to the Viruses

78. Viruses are unable to multiply outside of a host cell. TRUE

ASM Objective: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Blooms Level: 4. Analyze Learning Outcome: 06.02 Summarize arguments on both sides of the debate regarding the classification of viruses as living organisms. Learning Outcome: 06.03 Identify effective terms to describe the behavior of viruses. Section Number: 06.02 Topic: General Viral Properties

Multiple Choice Questions 79. A treatment for bacterial infections from the early 20th century has made a comeback-the use of bacterial viruses to eliminate bacterial infections. Which explanation most accurately describes this mechanism of action behind this treatment? A. A wide variety of bacteria cause a large percentage of human infections, producing much sickness and death. B. Viruses can infect bacteria, transferring pathogenic genes. The viral genes can then be suppressed, causing the bacteria to not replicate viruses. C. The attachment structures on the virus and the receptors on the host cells make for exquisite specificity of viruses for particular bacterial species. D. Antibiotic resistance in humans is on the increase, so using a different kind of therapy is more beneficial.

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: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 02 Structure and Function ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 4. Analyze Learning Outcome: 06.15 Provide a thorough description of lysogenic and lytic bacteriophage infections. Section Number: 06.08 Topic: Bacteriophage Cycles

6-33

Chapter 06 - An Introduction to the Viruses

80. Some animals can become infected with multiple influenza virus strains usually associated with other animals. Which statement below describes the result of these infections? A. A new novel strain of flu may be produced, for which the human population has no immunity. B. Major genetic variations in the flu viruses can be reproduced. C. The viral genomes within the host cells can become recombined. D. All of the above are possible outcomes.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 3. Apply Learning Outcome: 06.19 Analyze the relative importance of viruses in human infection and disease. Section Number: 06.08 Topic: Viral Replication

81. How are viroids transmitted? A. respiratory secretions B. sex C. plant seeds D. blood products

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 06.18 List three noncellular infectious agents besides viruses. Section Number: 06.07 Topic: General Viral Properties

6-34

Chapter 06 - An Introduction to the Viruses

82. Tamiflu is a common medication given for influenza treatment, its action being to protect and block sialic acid molecules on the surfaces of host cells and influenza virus envelopes as they leave the cell. Which statement reflects the mechanism of Tamiflu's action? A. Tamiflu blocks protein synthesis of the viral genome. B. Tamiflu interferes with the replication of +ssRNA from the -ssRNA genome of the flu virus. C. Tamiflu interferes with the release of the budding viruses from the infected host cells. D. Tamiflu interferes with the metabolic properties of the virus.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 06.12 Diagram the six-step life cycle of animal viruses. Section Number: 06.05 Topic: Viral Replication

83. Successful anti-HIV drug therapies today work by blocking the action of viral reverse transcriptase. Select which step of virus multiplication that would be directly blocked by this mechanism: A. adsorption B. penetration C. synthesis D. assembly E. release

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: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Objective: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 02 Structure and Function ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 04 Information Flow ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 06.20 Discuss the primary reason that antiviral drugs are more difficult to design than antibacterial drugs. Section Number: 06.08

6-35

Chapter 06 - An Introduction to the Viruses Topic: General Viral Properties

84. You are working in a laboratory that is studying a newly isolated virus. Your job is to culture the virus using in vitro methods. Upon observing your inoculated tissue culture specimen one day, you notice clumps of cells growing on top of the original monolayer of cells. Microscopic analysis of stained cells from the culture reveal an alteration in host cell membrane protein content and chromosomal structure. Based upon this information, you hypothesize that the virus you are studying is: A. a bacteriophage B. a prion C. a viroid D. an oncovirus E. a satellite virus

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: 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 Objective: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 02 Structure and Function ASM Topic: Module 04 Information Flow ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 06.13 Define the term cytopathic effect and provide one example. Section Number: 06.05 Topic: Viral Replication

6-36

Chapter 06 - An Introduction to the Viruses

85. Select the statement that most accurately describes the action of antimicrobial drugs today. A. Antiviral drug treatment is more effective than vaccination against a viral disease. B. Effective antiviral drugs have a long history of development and use. C. Antiviral drugs often result in toxic side effects due to their inhibition of host cell activity. D. The development of antiviral drug resistance has not been observed, as compared to the high rate of antibiotic resistance seen today.

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: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. 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 01 Evolution ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 04 Information Flow ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 06.20 Discuss the primary reason that antiviral drugs are more difficult to design than antibacterial drugs. Section Number: 06.08 Topic: General Viral Properties

6-37

Chapter 07 - Microbial Nutrition, Ecology, and Growth

Chapter 07 Microbial Nutrition, Ecology, and Growth

Multiple Choice Questions 1. Microorganisms require large quantities of metabolism: A. electrolytes B. macronutrients C. water D. growth factors E. trace elements

for use in cell structure and

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: 1. Remember Learning Outcome: 07.02 Differentiate between macronutrients and micronutrients. Section Number: 07.01 Topic: Microbial Nutrition

2. Microorganisms require small quantities of of protein structure: A. electrolytes B. macronutrients C. water D. growth factors E. trace elements

for enzyme function and maintenance

7-1

Chapter 07 - Microbial Nutrition, Ecology, and Growth

Topic: Microbial Nutrition

3. What compound has the highest concentration in a cell? A. CO2 B. CH4 C. H2O D. glucose E. NH3

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: 1. Remember Learning Outcome: 07.05 Compare and contrast the processes of diffusion and osmosis. Section Number: 07.01 Topic: Cellular Transport

4. Most of the dry weight of a microbial cell is from A. inorganic compounds. B. minerals. C. water. D. organic compounds. E. salts.

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: 1. Remember Learning Outcome: 07.02 Differentiate between macronutrients and micronutrients. Learning Outcome: 07.03 List and define four different terms that describe an organism's sources of carbon and energy. Section Number: 07.01 Topic: Microbial Nutrition

7-2

Chapter 07 - Microbial Nutrition, Ecology, and Growth

5. Which of the following is not a major element of a microbial cell? A. copper B. carbon C. hydrogen D. nitrogen E. oxygen

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: 1. Remember Learning Outcome: 07.01 List the essential nutrients of a bacterial cell. Section Number: 07.01 Topic: Microbial Nutrition

6. An organic nutrient that cannot be synthesized by the organism and must be provided is called a/n A. element. B. macronutrient. C. compound. D. growth factor. E. trace element.

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: 1. Remember Learning Outcome: 07.01 List the essential nutrients of a bacterial cell. Section Number: 07.01 Topic: Microbial Nutrition

7. An important mineral ion of the cytochrome pigments of cellular respiration is A. iron. B. zinc. C. calcium. D. magnesium. E. potassium.

7-3

Chapter 07 - Microbial Nutrition, Ecology, and Growth

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: 1. Remember Learning Outcome: 07.02 Differentiate between macronutrients and micronutrients. Section Number: 07.01 Topic: Microbial Nutrition

8. An important mineral ion that is a component of chlorophyll, and stabilizer of membranes and ribosomes is A. iron. B. zinc. C. calcium. D. magnesium. E. potassium.

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: 1. Remember Learning Outcome: 07.02 Differentiate between macronutrients and micronutrients. Section Number: 07.01 Topic: Microbial Nutrition

9. Calcium is required for bacteria because it A. stabilizes the cell wall. B. stabilizes the ribosomes. C. stabilizes the nucleoid. D. maintains cellular pH. E. makes strong cell walls.

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: 1. Remember Learning Outcome: 07.01 List the essential nutrients of a bacterial cell. Section Number: 07.01 Topic: Microbial Nutrition

7-4

Chapter 07 - Microbial Nutrition, Ecology, and Growth

10. Growth factors A. are inorganic. B. are synthesized by the organism. C. contain elemental oxygen. D. cannot be synthesized by the organism. E. All of the choices are correct.

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: 1. Remember Learning Outcome: 07.01 List the essential nutrients of a bacterial cell. Section Number: 07.01 Topic: Microbial Nutrition

11. An organism that uses CO2 for its carbon needs and sunlight for its energy needs would be called a A. heterotroph. B. photoautotroph. C. chemoheterotroph. D. saprobe. E. halotroph.

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: 1. Remember Learning Outcome: 07.03 List and define four different terms that describe an organism's sources of carbon and energy. Section Number: 07.01 Topic: Microbial Nutrition

7-5

Chapter 07 - Microbial Nutrition, Ecology, and Growth

12. The methanogens, producers of methane gas, require environments that A. have sunlight. B. are very acidic. C. have abundant oxygen and CO2. D. are extremely cold. E. are anaerobic with hydrogen gas and CO2.

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 Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 07.03 List and define four different terms that describe an organism's sources of carbon and energy. Section Number: 07.01 Topic: Microbial Nutrition

13. Organisms that feed on dead organisms for nutrients are called A. saprobes. B. parasites. C. autotrophs. D. lithoautotrophs. E. phototrophs.

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 07.04 Define saprobe and parasite, and provide microbial examples of each. Section Number: 07.01 Topic: Microbial Ecology Topic: Microbial Nutrition

7-6

Chapter 07 - Microbial Nutrition, Ecology, and Growth

14. The type of photosynthesis that does not produce oxygen A. occurs in cyanobacteria. B. does not require CO2 as a reactant. C. occurs in purple and green sulfur bacteria. D. does not require sunlight. E. occurs in algae and plants.

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 07.03 List and define four different terms that describe an organism's sources of carbon and energy. Section Number: 07.01 Topic: Microbial Nutrition

15. Aerobic respiration is an example of A. photosynthesis. B. methanoheterophy. C. photoheterotrophy. D. chemoheterotrophy. E. photoautotrophy.

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: 1. Remember Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.01 Topic: Microbial Nutrition

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Chapter 07 - Microbial Nutrition, Ecology, and Growth

16. Microorganisms that live in severe habitats, such as very hot, acidic, or salty environments, are called A. thermophiles. B. halophiles. C. psychrophiles. D. extremophiles. E. barophiles.

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 Systems Blooms Level: 1. Remember Learning Outcome: 07.10 Identify three other physical factors that microbes must contend with in the environment. Section Number: 07.01 Topic: Environmental Influences Topic: Microbial Nutrition

17. Organisms called A. mesophiles B. thermophiles C. commensals D. pathogens E. halophiles

live on or in the body of a host, and cause some degree of harm.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 07.04 Define saprobe and parasite, and provide microbial examples of each. Learning Outcome: 07.11 List and describe the five major types of microbial association. Section Number: 07.02 Topic: Microbial Ecology Topic: Microbial Nutrition

7-8

Chapter 07 - Microbial Nutrition, Ecology, and Growth

18. The term obligate refers to A. the ability to exist in a wide range of conditions. B. existing in a very narrow niche. C. using chemicals for energy production. D. using light for energy production. E. using oxygen for metabolism.

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: 1. Remember Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

19. The term facultative refers to A. the ability to exist in a wide range of conditions. B. existing in a very narrow niche. C. using chemicals for energy production. D. using light for energy production. E. using oxygen for metabolism.

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 07.03 List and define four different terms that describe an organism's sources of carbon and energy. Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

20. The movement of molecules from an area of high concentration to an area of lower concentration is called A. facilitated diffusion. B. diffusion. C. active transport. D. osmosis. E. endocytosis.

7-9

Chapter 07 - Microbial Nutrition, Ecology, and Growth

ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 07.07 Name two types of passive transport and three types of active transport. Section Number: 07.01 Topic: Cellular Transport

21. Diffusion of water through a semipermeable membrane is called A. facilitated diffusion. B. diffusion. C. active transport. D. osmosis. E. endocytosis.

22. The movement of substances from lower to higher concentration across a semipermeable membrane that must have a specific protein carrier and cell expenditure of energy is called A. facilitated diffusion. B. diffusion. C. active transport. D. osmosis. E. endocytosis.

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Chapter 07 - Microbial Nutrition, Ecology, and Growth

23. The movement of substances from higher to lower concentration across a semipermeable membrane that must have a specific protein carrier but no energy expenditure is called A. facilitated diffusion. B. diffusion. C. active transport. D. osmosis. E. endocytosis.

24. The process by which a cell uses ATP to enclose a substance in its membrane, by forming a vacuole and engulfing it, is called: A. facilitated diffusion. B. diffusion. C. active transport. D. osmosis. E. endocytosis.

25. Bacteria living in a freshwater stream that are moved to salty seawater would A. be in a hypotonic solution. B. gain water. C. be in an isotonic solution. D. become dehydrated due to the loss of water.

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Chapter 07 - Microbial Nutrition, Ecology, and Growth

ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 07.06 Identify the effects of isotonic, hypotonic, and hypertonic conditions on a cell. Section Number: 07.01 Topic: Cellular Transport

26. Which of the following microorganisms would find hypotonic conditions most detrimental? A. bacteria B. protozoa C. fungi D. algae E. cyanobacteria

ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 07.06 Identify the effects of isotonic, hypotonic, and hypertonic conditions on a cell. Section Number: 07.01 Topic: Cellular Transport

27. Which of the following require the cell to use ATP? A. facilitated diffusion B. diffusion C. endocytosis D. osmosis

ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. Blooms Level: 1. Remember Blooms Level: 6. Create Learning Outcome: 07.07 Name two types of passive transport and three types of active transport. Section Number: 07.01 Topic: Cellular Transport

7-12

Chapter 07 - Microbial Nutrition, Ecology, and Growth

28. Contractile vacuoles are A. used to expel excess water from cells. B. found in bacterial cells. C. important to certain organisms in hypertonic environments. D. protein carriers in cell membranes. E. used to bring solutes into a cell.

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 07.05 Compare and contrast the processes of diffusion and osmosis. Learning Outcome: 07.06 Identify the effects of isotonic, hypotonic, and hypertonic conditions on a cell. Section Number: 07.01 Topic: Cellular Transport

29. Nutrient absorption is mediated by the A. cell wall. B. peptidoglycan layer. C. proteins in the periplasmic space. D. cell membrane. E. nuclear membrane.

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities. ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 07.07 Name two types of passive transport and three types of active transport. Section Number: 07.01 Topic: Cellular Transport

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Chapter 07 - Microbial Nutrition, Ecology, and Growth

30. Facilitated diffusion is limited by A. substrate concentration. B. carrier proteins in the membrane. C. size of the pores in the membrane. D. osmotic pressure. E. size of the cell.

31. When whole cells or large molecules in solution are engulfed by a cell, this endocytosis is specifically termed A. pinocytosis. B. phagocytosis. C. facilitated transport. D. facilitated diffusion. E. exocytosis.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 07.07 Name two types of passive transport and three types of active transport. Section Number: 07.01 Topic: Cellular Transport

7-14

Chapter 07 - Microbial Nutrition, Ecology, and Growth

32. Mediated transport of polar molecules and ions across the plasma membrane utilizes a/n carrier that will bind to the substance, effecting a conformational change that allows movement across the membrane. A. protein B. lipid C. porin D. enzyme

ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Topic: Module 02 Structure and Function Blooms Level: 1. Remember Learning Outcome: 07.07 Name two types of passive transport and three types of active transport. Section Number: 07.01 Topic: Cellular Transport

33. In conditions, the cell wall will help prevent the cell from bursting. A. hypertonic B. hypotonic C. isotonic D. mesotonic

ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 07.06 Identify the effects of isotonic, hypotonic, and hypertonic conditions on a cell. Section Number: 07.01 Topic: Cellular Transport

7-15

Chapter 07 - Microbial Nutrition, Ecology, and Growth

34. Cultures of a bacterial species were incubated on the shelf of a refrigerator (5oC), out on a lab bench top (22oC), on the shelf of a 37 C incubator, and on the shelf of a 50 C incubator. After incubation, there was no growth at 37 C and 50 C, slight growth in the refrigerator, and abundant growth on the lab bench top. What term could be used for this species? A. halophile B. mesophile C. anaerobe D. psychrotroph E. capnophile

35. Cultures of a bacterial species were incubated in a standard incubator, in an anaerobic jar, and in a candle jar. After incubation, there was moderate growth of cultures in the candle and anaerobic jars, but heavy growth of the culture in the incubator. This species is a/n A. aerobe. B. anaerobe. C. facultative anaerobe. D. microaerophile. E. capnophile.

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: 1. Remember Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

7-16

Chapter 07 - Microbial Nutrition, Ecology, and Growth

36. A microorganism that has an optimum growth temperature of 37 C, but can survive short exposure to high temperatures is called a/n A. extremophile. B. thermophile. C. psychrophile. D. facultative psychrophile. E. thermoduric microbe.

37. An organism that grows slowly in the cold but has an optimum growth temperature of 32 C is called a/n A. extremophile. B. thermophile. C. psychrophile. D. facultative psychrophile. E. thermoduric.

7-17

Chapter 07 - Microbial Nutrition, Ecology, and Growth

38. An organism with a temperature growth range of 45 C to 60 C would be called a/n A. extremophile. B. thermophile. C. psychrophile. D. facultative psychrophile. E. thermoduric.

39. Human pathogens fall into the group called A. psychrophiles. B. thermophiles. C. halophiles. D. mesophiles. E. acidophiles.

40. All of the following could find a location in or on body tissues suitable for growth except A. psychrophiles. B. anaerobes. C. facultative anaerobes. D. mesophiles. E. capnophiles.

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

7-18

Chapter 07 - Microbial Nutrition, Ecology, and Growth ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 07.08 List and define five terms used to express a microbe's optimal growth temperature. Section Number: 07.02 Topic: Environmental Influences

41. A microorganism that does not have catalase or superoxide dismutase would find it difficult to live in an environment with A. carbon dioxide. B. oxygen. C. high salt. D. temperatures above 37 C. E. high acidity.

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: 2. Understand Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

42. A microaerophile A. grows best in an anaerobic jar. B. grows with or without oxygen. C. needs normal atmospheric levels of oxygen. D. requires a small amount of oxygen but won't grow at normal atmospheric levels of oxygen.

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: 1. Remember Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

7-19

Chapter 07 - Microbial Nutrition, Ecology, and Growth

43. The toxic superoxide ion is converted to harmless oxygen by two enzymes, A. catalase and hydrogen peroxidases. B. superoxide dismutase and hydrogen peroxidase. C. superoxide dismutase and catalase. D. catalase and oxidase. E. superoxide dismutase and oxidase.

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: 1. Remember Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

44. An organism that can use gaseous oxygen in metabolism and has the enzymes to process toxic oxygen products is a/n A. aerobe. B. obligate aerobe. C. facultative anaerobe. D. microaerophile. E. obligate anaerobe.

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: 1. Remember Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

45. An organism that can exist in both oxygen and oxygen-free environments is a/n A. aerobe. B. obligate aerobe. C. facultative anaerobe. D. microaerophile. E. obligate anaerobe.

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Chapter 07 - Microbial Nutrition, Ecology, and Growth

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: 1. Remember Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

46. An organism that cannot tolerate an oxygen environment is a/n A. aerobe. B. obligate aerobe. C. facultative anaerobe. D. microaerophile. E. obligate anaerobe.

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: 1. Remember Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

47. An organism that cannot grow without oxygen is a/n A. aerobe. B. obligate aerobe. C. facultative anaerobe. D. microaerophile. E. obligate anaerobe.

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: 1. Remember Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

7-21

Chapter 07 - Microbial Nutrition, Ecology, and Growth

48. What type of media is used to demonstrate oxygen requirements of microbes? A. blood agar B. thioglycollate C. sulfite polymyxin sulfadiazine D. sodium chloride

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Microbial Growth

49. A halophile would grow best in A. acid pools. B. fresh water ponds. C. hot geyser springs. D. arid, desert soil. E. salt lakes.

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 07.10 Identify three other physical factors that microbes must contend with in the environment. Section Number: 07.02 Topic: Environmental Influences

50. A barophile would grow best in A. acid pools. B. deep oceans. C. hot geyser springs. D. arid, desert soil. E. salt lakes.

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

7-22

Chapter 07 - Microbial Nutrition, Ecology, and Growth Blooms Level: 1. Remember Learning Outcome: 07.10 Identify three other physical factors that microbes must contend with in the environment. Section Number: 07.02 Topic: Environmental Influences

51. E. coli bacteria that normally live in the human large intestines and produce vitamin K that the body uses would be best termed a relationship. A. parasitic B. saprobic C. antagonistic D. mutualistic

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 Systems Blooms Level: 2. Understand Learning Outcome: 07.11 List and describe the five major types of microbial association. Section Number: 07.02 Topic: Microbial Ecology

52. The production of antibiotics is a form of antagonism called A. symbiosis. B. satellitism. C. antibiosis. D. mutualism. E. synergism.

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 07.11 List and describe the five major types of microbial association. Section Number: 07.02 Topic: Microbial Ecology

7-23

Chapter 07 - Microbial Nutrition, Ecology, and Growth

53. When microbes live independently but cooperate and share nutrients, it is called A. symbiosis. B. satellitism. C. antibiosis. D. mutualism. E. synergism.

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 07.11 List and describe the five major types of microbial association. Section Number: 07.02 Topic: Microbial Ecology

54. When microbes are in a close nutritional relationship, and one benefits but the other is not harmed, it is called A. symbiosis. B. satellitism. C. commensalism. D. mutualism. E. synergism.

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 07.11 List and describe the five major types of microbial association. Section Number: 07.02 Topic: Microbial Ecology

7-24

Chapter 07 - Microbial Nutrition, Ecology, and Growth

55. A change in one partner, in a close relationship, that leads to a change in the other partner is A. symbiosis. B. coevolution. C. antibiosis. D. mutualism. E. synergism.

56. The time interval from parent cell to two new daughter cells is called A. binary fission. B. growth curve. C. generation time. D. death phase. E. culture time.

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: 1. Remember Learning Outcome: 07.14 Define doubling time, and describe how it leads to exponential growth. Section Number: 07.03 Topic: Microbial Growth

7-25

Chapter 07 - Microbial Nutrition, Ecology, and Growth

57. The phase of the bacterial growth curve in which the rate of multiplication equals the rate of cell death is the A. lag phase. B. log phase. C. stationary phase. D. death phase. E. telophase.

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: 1. Remember Learning Outcome: 07.15 Compare and contrast the four phases of growth in a bacterial growth curve. Section Number: 07.03 Topic: Microbial Growth

58. The phase of the bacterial growth curve in which newly inoculated cells are adjusting to their new environment, metabolizing but not growing at an exponential rate, is the A. lag phase. B. log phase. C. stationary phase. D. death phase. E. prophase.

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: 1. Remember Learning Outcome: 07.15 Compare and contrast the four phases of growth in a bacterial growth curve. Section Number: 07.03 Topic: Microbial Growth

7-26

Chapter 07 - Microbial Nutrition, Ecology, and Growth

59. The phase of the bacterial growth curve that shows the maximum rate of cell division is the A. lag phase. B. log phase. C. stationary phase. D. death phase. E. prophase.

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: 1. Remember Learning Outcome: 07.15 Compare and contrast the four phases of growth in a bacterial growth curve. Section Number: 07.03 Topic: Microbial Growth

60. In the viable plate count method, a measured sample of a culture is evenly spread across an agar surface and incubated. Each represents one from the sample. A. cell; cell B. cell; colony C. colony; cell D. species; colony E. generation; cell

ASM Objective: 08.04 Estimate the number of microorganisms in a sample (using, for example, direct count, viable plate count, and spectrophotometric methods). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 07.16 Identify one quantitative and one qualitative method used for analyzing bacterial growth. Section Number: 07.03 Topic: Microbial Growth

7-27

Chapter 07 - Microbial Nutrition, Ecology, and Growth

61. When it is important to count the number of cells, determine cell size, and differentiate between dead and live cells, a/n is used. A. coulter counter B. flow cytometer C. SEM D. methylene dye indicator E. turbidity counter

ASM Objective: 08.04 Estimate the number of microorganisms in a sample (using, for example, direct count, viable plate count, and spectrophotometric methods). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 07.16 Identify one quantitative and one qualitative method used for analyzing bacterial growth. Section Number: 07.03 Topic: Microbial Growth

True / False Questions 62. Phosphorus is one of the major elements needed in larger quantities by microorganisms. TRUE

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: 1. Remember Learning Outcome: 07.02 Differentiate between macronutrients and micronutrients. Section Number: 07.01 Topic: Microbial Nutrition

63. Most microorganisms on earth can only live and survive in habitats that are similar to human body conditions. FALSE

7-28

Chapter 07 - Microbial Nutrition, Ecology, and Growth Section Number: 07.01 Topic: Microbial Nutrition

64. Inorganic nitrogen must be converted to ammonia to be used by a cell. TRUE

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: 1. Remember Learning Outcome: 07.01 List the essential nutrients of a bacterial cell. Section Number: 07.01 Topic: Microbial Nutrition

65. Whether an organism is an autotroph or heterotroph depends on its source of nitrogen. FALSE

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: 1. Remember Learning Outcome: 07.03 List and define four different terms that describe an organism's sources of carbon and energy. Section Number: 07.01 Topic: Microbial Nutrition

66. Whether an organism is a phototroph or a chemotroph depends on its source of energy. TRUE

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: 1. Remember Learning Outcome: 07.03 List and define four different terms that describe an organism's sources of carbon and energy. Section Number: 07.01 Topic: Microbial Nutrition

67. Obligate saprobes can adapt to a living host. FALSE

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

7-29

Chapter 07 - Microbial Nutrition, Ecology, and Growth ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 07.04 Define saprobe and parasite, and provide microbial examples of each. Section Number: 07.01 Topic: Microbial Nutrition

68. A saprobe with a cell wall will utilize extracellular digestion. TRUE

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 07.04 Define saprobe and parasite, and provide microbial examples of each. Section Number: 07.01 Topic: Microbial Nutrition

69. Saprobes do not need a carbon source for growth and metabolism. FALSE

70. Lithoautotrophs use inorganic nutrients for carbon and energy sources. TRUE

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: 1. Remember Learning Outcome: 07.03 List and define four different terms that describe an organism's sources of carbon and energy. Section Number: 07.01 Topic: Microbial Nutrition

7-30

Chapter 07 - Microbial Nutrition, Ecology, and Growth

71. Facilitated diffusion and active transport require a carrier protein to mediate the movement across the plasma membrane. TRUE

72. In a commensal relationship, the commensal benefits but the cohabitant is neither harmed nor benefited. TRUE

73. Anaerobes can be cultured in a CO2 environment. TRUE

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: 2. Understand Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

74. The majority of microbes live and grow in habitats between pH 7 and 9. FALSE

7-31

Chapter 07 - Microbial Nutrition, Ecology, and Growth 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: 1. Remember Learning Outcome: 07.10 Identify three other physical factors that microbes must contend with in the environment. Section Number: 07.02 Topic: Environmental Influences

75. Bacteria have an average generation time of 24 hours. FALSE

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: 1. Remember Learning Outcome: 07.14 Define doubling time, and describe how it leads to exponential growth. Section Number: 07.03 Topic: Microbial Growth

76. The time it takes for a freshly inoculated agar culture to develop visible colonies is primarily governed by the generation time of that species. TRUE

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: 2. Understand Learning Outcome: 07.14 Define doubling time, and describe how it leads to exponential growth. Section Number: 07.03 Topic: Microbial Growth

77. After binary fission, daughter cells will differ genetically. FALSE

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: 1. Remember Learning Outcome: 07.13 Summarize the steps of cell division used by most bacteria; describe another method used by fewer bacterial species. Section Number: 07.03 Topic: Microbial Growth

7-32

Chapter 07 - Microbial Nutrition, Ecology, and Growth

78. A closed culture system is used to determine a population growth curve. TRUE

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: 1. Remember Learning Outcome: 07.15 Compare and contrast the four phases of growth in a bacterial growth curve. Section Number: 07.03 Topic: Microbial Growth

79. The degree of turbidity in a broth culture correlates to the amount of cell growth. TRUE

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: 1. Remember Learning Outcome: 07.16 Identify one quantitative and one qualitative method used for analyzing bacterial growth. Section Number: 07.03 Topic: Microbial Growth

80. The direct cell count, using a cytometer, can calculate viable cell numbers from a sample without the use of dyes. FALSE

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: 1. Remember Learning Outcome: 07.16 Identify one quantitative and one qualitative method used for analyzing bacterial growth. Section Number: 07.03 Topic: Microbial Growth

81. A Coulter counter can count viable cells as well as determine the size. FALSE

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

7-33

Chapter 07 - Microbial Nutrition, Ecology, and Growth Blooms Level: 1. Remember Learning Outcome: 07.16 Identify one quantitative and one qualitative method used for analyzing bacterial growth. Section Number: 07.03 Topic: Microbial Growth

82. Bacterial biofilms stimulate the immune system differently than planktonic bacteria. TRUE

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 07.12 Discuss characteristics of biofilms that differentiate them from planktonic bacteria and their infections. Section Number: 07.02 Topic: Microbial Ecology

83. Planktonic bacteria are more susceptible to antibiotics as compared to biofilm microorganisms. TRUE

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 07.12 Discuss characteristics of biofilms that differentiate them from planktonic bacteria and their infections. Section Number: 07.02 Topic: Microbial Ecology

Multiple Choice Questions 84. This bacterium is photosynthetic, but without light it can use organic compounds to make energy. Its carbon source is a organic compound. The appropriate classification for this organisms would be: A. photoheterotroph B. photoautotroph C. chemoautotroph D. lithotroph

7-34

Chapter 07 - Microbial Nutrition, Ecology, and Growth 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: 3. Apply Learning Outcome: 07.03 List and define four different terms that describe an organism's sources of carbon and energy. Section Number: 07.01 Topic: Microbial Nutrition

85. Which of the following environmental conditions would be inappropriate for isolation of extremophilic microorganisms? A. mud, with 0% oxygen content B. a yogurt container, pH 4.7 C. a compost pile with decaying vegatables and grass, temperature of 55 degree celsius D. seawater, NaCl content of 3.5%

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: 3. Apply Learning Outcome: 07.10 Identify three other physical factors that microbes must contend with in the environment. Section Number: 07.01 Topic: Microbial Growth

86. You want to experiment with microbial growth in various nutrients, so you inoculate a loopful of E. coli into a tube of honey. Which statement best describes what you expect to happen and why? A. The bacterium grows incredibly well in the honey because fructose is such a great nutrient for bacteria. B. The bacteria do not grow because they have been dehydrated by the honey. C. The bacteria will not growth because the excessive sugar is directly toxic to the bacteria. D. The bacteria do not growth because there is only sugar in the honey, without other nutrients present they cannot survive.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 4. Analyze Learning Outcome: 07.06 Identify the effects of isotonic, hypotonic, and hypertonic conditions on a cell. Section Number: 07.02 Topic: Microbial Growth

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Chapter 07 - Microbial Nutrition, Ecology, and Growth

87. Which organism below has a problem in maintaining cellular electrolyte and fluid balance in its environment? A. a protozoan in a fresh-water lake B. a bacterium in a fresh-water lake C. a bacterium in Great Salt Lake D. all of the above have problems in maintaining electrolyte and fluid balance within the cell

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 07.06 Identify the effects of isotonic, hypotonic, and hypertonic conditions on a cell. Section Number: 07.01 Topic: Environmental Influences Topic: Microbial Ecology

88. What statement can one make about microbial growth within food in the refrigerator? A. There is no growth of microorganisms in food in the refrigerator: the cold temperature kills or inactivates microbial cells. B. The absence of light in this storage condition greatly reduces the growth of most microbial pathogens. C. Most food does not have enough oxygen content for most microorganisms to thrive. D. The growth of the microorganisms in the food depends on their optimal growth temperatures: some grow slow and others grow faster.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 07.08 List and define five terms used to express a microbe's optimal growth temperature. Section Number: 07.02 Topic: Environmental Influences

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Chapter 07 - Microbial Nutrition, Ecology, and Growth

89. The milk that you bought from a grocery store a month ago got pushed to the back of the refrigerator hidden by other objects. Finding it a month later, unopened, you would like to now use it. Which statement is true? A. The milk will still be fresh since it is a sterilized product. B. Only thermoduric bacteria will be thriving in the milk. C. The milk will still be fresh since the lactose sugar prevents the growth of any microorganisms. D. The milk will be spoiled, making you realize you should be purchased raw milk for it would still be fresh since it contains no microorganisms.

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 means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 07.08 List and define five terms used to express a microbe's optimal growth temperature. Section Number: 07.02 Topic: Environmental Influences

90. A bacterium is inoculated into a tube of nutrient broth and incubated. After incubation, it appears turbid throughout, top to bottom, with the most amount of turbidty at the very top. This bacterium would be called a: A. aerotolerant B. microaerophile C. obligate aerobe D. facultative anaerobe E. psychrotroph

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: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

7-37

Chapter 07 - Microbial Nutrition, Ecology, and Growth

91. You inoculate the bacterium into 3 tubes of nutrient broth medium containing salt--0.5% NaCl, 5% NaCl, and 15% NaCl. After incubation, you notice that the organism is growing very well in the 15%, and somewhat in the 5%. There is no growth in the third tube. This organism would be called: A. haloduric B. osmophobic C. halophilic D. barophilic

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: 3. Apply Learning Outcome: 07.10 Identify three other physical factors that microbes must contend with in the environment. Section Number: 07.02 Topic: Environmental Influences

92. You have inoculated your Clostridium species into a tube of media. After incubation, you find that it is not growing and you then realize that this organism is an obligate anaerobe. What is the best explanation for this lack of growth? A. Clostridium does not have enzymes to break down hydrogen peroxide. B. There is not enough oxygen for use when hydrogen peroxide is present. C. There is not enough water in the environment for Clostridium to grow. D. Oxygen in the medium destroys the enzymes needed by Clostridium to undergo aerobic respiration.

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: 3. Apply Learning Outcome: 07.09 Summarize three ways in which microorganisms function in the presence of oxygen. Section Number: 07.02 Topic: Environmental Influences

7-38

Chapter 07 - Microbial Nutrition, Ecology, and Growth

93. After using the jelly on a sandwich, you close the jar and inadvertently place it on a room temperature shelf instead of in the refrigerator. When looking for the jelly a couple of weeks later and finding it on the shelf, you notice growth of a microorganism on the top of the jelly. What type of organism is likely to grow in this environment? A. a bacterium B. a protozoan C. a fungus D. a virus

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: 07.10 Identify three other physical factors that microbes must contend with in the environment. Section Number: 07.02 Topic: Environmental Influences

94. What is the difference between mutualism and synergism? A. In a synergistic relationship the organisms cannot survive without each other. B. In a mutualistic relationship the organisms are dependant upon each other. C. In a mututalistic relationship both organisms benefit, but in a synergistic relationship both organisms are harmed. D. In a synergistic relationship both organisms benefit, but in a mutualistic relationship both organisms are harmed.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 07.11 List and describe the five major types of microbial association. Section Number: 07.02 Topic: Microbial Ecology

7-39

Chapter 07 - Microbial Nutrition, Ecology, and Growth

95. Which of the following statements is the best explanation of why communities of microorganisms in biofilms are synergistic. A. The various microbial species in the biofilm interact with each other. B. One microbial species may produce a metabolic end product that can be used as a substrate by another species. C. The different microbial species can all grow together. D. The various microbial species can change the environment to their growth advantage, allowing all to grow better.

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 07.12 Discuss characteristics of biofilms that differentiate them from planktonic bacteria and their infections. Section Number: 07.02 Topic: Microbial Ecology

96. The termite requires the protozoan Trichonympha in its gut to provide the enzyme cellulase for the termite's use of cellulose in wood products. The protozoan uses the end products of the cellulose breakdown. This would be a relationship. A. commensualistic B. mutualistic C. parasitic D. antagonistic

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 07.11 List and describe the five major types of microbial association. Section Number: 07.02 Topic: Microbial Ecology

7-40

Chapter 07 - Microbial Nutrition, Ecology, and Growth

97. A loopful of bacteria containing 1000 bacterial cells is inoculated into a nutrient broth and incubated. The culture was in lag phase for 10 minutes and then went into exponential log phase growth for 5 hours. The generation time for the bacterium is 15 minutes. Which equation set up is the correct one to determine how many cells at the end of the 5 hours of log phase growth. A. 1000 X 220 B. 1000 X 40 C. 1000 X 24 D. 1000 X 5 X 2 X 15

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: 3. Apply Learning Outcome: 07.14 Define doubling time, and describe how it leads to exponential growth. Section Number: 07.03 Topic: Microbial Growth

7-41

Chapter 07 - Microbial Nutrition, Ecology, and Growth

98. You have a tube of E. coli in nutrient broth that has been growing in a 37 degree C incubator. This culture is then inoculated into 3 tubes of media: • Tube B is lactose broth, warmed to room temperature, inoculated, and then placed at 37 C. • Tube C is nutrient broth taken right out of the refrigerator, inoculated, and then placed at 37oC. • Tube D is nutrient broth, warmed to room temperature, inoculated, and then placed at 37oC. o

The original tube of E. coli (called tube A) is placed back into the 37oC for incubation. In the next one-half hour, which culture will grow the fastest and why? A. Tube A will grow fastest because it is the original culture and has already been growing. B. Tube B will grow fastest because lactose is a good nutrient for all bacterial species. C. Tube C will grow fastest because the medium has been stored cold, and is fresher than the other media used. D. Tube D will grow fastest because the nutrients and the temperature are optimal for a fast lag phase.

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: 07.08 List and define five terms used to express a microbe's optimal growth temperature. Learning Outcome: 07.10 Identify three other physical factors that microbes must contend with in the environment. Learning Outcome: 07.15 Compare and contrast the four phases of growth in a bacterial growth curve. Section Number: 07.03 Topic: Environmental Influences Topic: Microbial Growth

7-42

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

Chapter 08 Microbial Metabolism: The Chemical Crossroads of Life

Multiple Choice Questions 1. The term used to describe all of the chemical reactions within a cell is: A. catabolism. B. redox reactions. C. phosphorylation. D. metabolism. E. cellular respiration.

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: 1. Remember Learning Outcome: 08.01 Describe the relationship among metabolism, catabolism, and anabolism. Section Number: 08.01 Topic: Principles of Metabolism

2. Enzymes are A. broken down in reactions that require energy input. B. proteins that function as catalysts. C. used up in chemical reactions. D. not needed for catabolic reactions. E. carbohydrate or protein in composition.

8-1

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

3. Formation of peptide bonds between amino acids to build a polypeptide would be called A. anabolism. B. phosphorylation. C. fermentation. D. catabolism. E. glycolysis.

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 Learning Outcome: 08.01 Describe the relationship among metabolism, catabolism, and anabolism. Section Number: 08.01 Topic: Principles of Metabolism

4. Reactants are converted to products by A. enzymes releasing energy. B. breaking and forming bonds. C. enzymes binding to reactants. D. reactants releasing energy.

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: 2. Understand Learning Outcome: 08.01 Describe the relationship among metabolism, catabolism, and anabolism. Section Number: 08.01 Topic: Principles of Metabolism

5. Each of the following are true of enzymes except A. they can be used over and over. B. they may or may not require cofactors. C. their active site is specific to the substrate. D. they increase the activation energy of a reaction. E. their action may involve minerals.

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

8-2

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life Blooms Level: 2. Understand Learning Outcome: 08.02 Fully discuss the structure and function of enzymes. Section Number: 08.01 Topic: Enzymes

6. The cell's metabolic reactions involve the participation of energy needed for the initiation of a reaction. A. cofactors B. vitamins C. enzymes D. ATP E. coenzymes

that lower the activation

7. An apoenzyme is A. part of a simple enzyme. B. also called a coenzyme. C. the protein part of a holoenzyme. D. often an inorganic metal ion. E. an RNA molecule.

8-3

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

8. A holoenzyme is a combination of a protein and one or more substances called A. substrates. B. apoenzymes. C. catalysts. D. cofactors. E. ribozymes.

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. Blooms Level: 1. Remember Learning Outcome: 08.03 Differentiate between an apoenzyme and a holoenzyme. Section Number: 08.01 Topic: Enzymes

9. Important components of coenzymes are A. vitamins. B. metallic ions. C. active sites. D. substrates. E. ribozymes.

10. A type of cofactor would be A. vitamins. B. metallic ions. C. active sites. D. substrates. E. ribozymes.

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

8-4

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 08.03 Differentiate between an apoenzyme and a holoenzyme. Section Number: 08.01 Topic: Enzymes

11. Ribozymes are A. ribosomes which catalyze reactions. B. unique to prokaryotes. C. unique to eukaryotes. D. catalysts for RNA splicing. E. catalysts for DNA splicing.

12. Enzymes that are only produced when substrate is present are termed A. exoenzymes. B. endoenzymes. C. constitutive enzymes. D. induced enzymes. E. conjugated enzymes.

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: 1. Remember Learning Outcome: 08.04 Differentiate between an endoenzyme and exoenzyme, and between constitutive and regulated enzymes. Section Number: 08.01 Topic: Enzymes

8-5

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

13. Enzymes that catalyze the removal of electrons from one substrate and the addition of electrons to another are called A. transferases. B. oxidoreductases. C. lyases. D. isomerases. E. ligases.

14. The bacterial genus Bacillus can utilize starch as a nutrient by splitting the starch molecule into smaller molecules of glucose, with the addition of water. The enzymes to do this would be classified as: A. transferases. B. oxidoreductases. C. ligases. D. hydrolases. E. isomerases.

8-6

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

15. Enzymes that catalyze the removal of a a functional group and its subsequent attachment to a new substrate are called: A. transferases. B. oxidoreductases. C. isomerases. D. lyases. E. ligases.

16. The most likely place where an exoenzyme participates in a chemical reaction is A. in mitochondria. B. within the cell membrane. C. in lysosomes. D. in cytoplasm. E. outside of the cell.

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: 2. Understand Learning Outcome: 08.04 Differentiate between an endoenzyme and exoenzyme, and between constitutive and regulated enzymes. Section Number: 08.01 Topic: Enzymes

17. All of the following are exoenzymes except A. ATP synthase. B. streptokinase. C. penicillinase. D. collagenase. E. elastase.

8-7

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

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: 1. Remember Learning Outcome: 08.04 Differentiate between an endoenzyme and exoenzyme, and between constitutive and regulated enzymes. Section Number: 08.01 Topic: Enzymes

18. During aerobic cellular respiration, the final electron acceptor is A. pyruvic acid. B. oxygen. C. nitrate. D. cytochrome C. E. FAD.

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. Blooms Level: 1. Remember Learning Outcome: 08.09 Identify electron carriers used by cells. Learning Outcome: 08.14 State two ways in which anaerobic respiration differs from aerobic respiration. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

19. reactions are anabolic reactions involving ligases for synthesis and the release of one water molecule for each bond formed. A. Reduction B. Condensation C. Oxidation D. Transfer

Learning Outcome: 08.02 Fully discuss the structure and function of enzymes.

8-8

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

20. Your bacterium is growing on a type of medium called casein agar, which contains milk protein (casein). There is a clear zone around the growth area of the bacterium, showing that it is synthesizing the enzymes needed to catalyze the breakdown of casein. These enzymes are considered: A. apoenzymes. B. exoenzymes. C. ribozymes. D. regulated enzymes. E. endoenzymes.

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: 3. Apply Learning Outcome: 08.04 Differentiate between an endoenzyme and exoenzyme, and between constitutive and regulated enzymes. Section Number: 08.01 Topic: Enzymes

21. Enzymes that function inside a cell are A. apoenzymes. B. exoenzymes. C. constitutive enzymes. D. regulated enzymes. E. endoenzymes.

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: 1. Remember Learning Outcome: 08.04 Differentiate between an endoenzyme and exoenzyme, and between constitutive and regulated enzymes. Section Number: 08.01 Topic: Enzymes

8-9

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

22. Enzymes that are always present, regardless of the amount of substrate, are A. apoenzymes. B. exoenzymes. C. constitutive enzymes. D. regulated enzymes. E. endoenzymes.

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: 1. Remember Learning Outcome: 08.04 Differentiate between an endoenzyme and exoenzyme, and between constitutive and regulated enzymes. Section Number: 08.01 Topic: Enzymes

23. When enzyme action stops due to a buildup of end product, this control is called A. competitive inhibition. B. enzyme induction. C. enzyme repression. D. positive feedback.

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: 1. Remember Learning Outcome: 08.04 Differentiate between an endoenzyme and exoenzyme, and between constitutive and regulated enzymes. Section Number: 08.01

24. Each of the following are denaturing agents except A. high temperature. B. low temperature. C. high pH. D. low pH.

8-10

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life Section Number: 08.01 Topic: Enzymes

25. Noncompetitive inhibition is best described as A. substrate binding to DNA, blocking enzyme transcription. B. end product binding to DNA, blocking enzyme transcription. C. substrate binding to enzyme in a regulatory site. D. end product binding to enzyme in noncompetitive site. E. an anabolic reaction.

26. Metabolic pathways that regenerate their starting point are called A. linear B. bidirectional C. convergent D. cyclic E. divergent

pathways.

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: 1. Remember Learning Outcome: 08.05 Diagram the four major patterns of metabolism. Section Number: 08.01 Topic: Enzymes Topic: Principles of Metabolism

8-11

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

27. When the product of reaction A becomes the reactant of reaction B, this exemplifies this type of metabolic pathway: A. linear. B. bidirectional. C. convergent. D. cyclic. E. divergent.

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: 1. Remember Learning Outcome: 08.05 Diagram the four major patterns of metabolism. Section Number: 08.01 Topic: Enzymes Topic: Principles of Metabolism

28. Most electron carriers are A. coenzymes. B. enzymes. C. hydrogen. D. inorganic phosphate.

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: 1. Remember Learning Outcome: 08.09 Identify electron carriers used by cells. Section Number: 08.02 Topic: Principles of Metabolism

29. Exergonic reactions A. include synthesis of large carbohydrates. B. only occur in heterotrophs. C. occur during aerobic cellular respiration. D. do not occur in anaerobic cellular respiration. E. occur when ADP binds to inorganic phosphate to form ATP.

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: 2. Understand Learning Outcome: 08.01 Describe the relationship among metabolism, catabolism, and anabolism. Section Number: 08.02 Topic: Principles of Metabolism

8-12

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

8-13

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

30. In the cell, energy released by electrons is often used to phosphorylate A. ATP. B. ADP. C. pyruvic acid. D. oxygen. E. NAD.

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: 1. Remember Learning Outcome: 08.07 Name the chemical in which energy is stored in cells. Section Number: 08.02 Topic: Principles of Metabolism

31. In addition to electrons, which of the following is also involved in electron transfer? A. ADP B. glucose C. carbon D. hydrogen E. carbon dioxide

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: 1. Remember Learning Outcome: 08.09 Identify electron carriers used by cells. Section Number: 08.02 Topic: Principles of Metabolism

8-14

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

32. Each of the following are electron carriers except A. NAD. B. FAD. C. NADP. D. FADP.

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: 1. Remember Learning Outcome: 08.09 Identify electron carriers used by cells. Section Number: 08.02 Topic: Principles of Metabolism

33. FAD, NADP, NAD, and coenzyme A are all carriers of: A. hydrogens B. electrons C. ATP D. Both hydrogens and electrons are correct.

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: 1. Remember Learning Outcome: 08.09 Identify electron carriers used by cells. Section Number: 08.02 Topic: Principles of Metabolism

8-15

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

34. The step involving ATP, hexokinase, and the phosphorylation of glucose to glucose-6phosphate is A. the final step of the Krebs cycle. B. the first redox reaction of the electron transport system. C. an example of oxidative phosphorylation. D. an example of substrate-level phosphorylation. E. an example of photophosphorylation.

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: 2. Understand Learning Outcome: 08.11 Construct a paragraph summarizing glycolysis. Section Number: 08.02 Topic: Principles of Metabolism

35. Which of the following is not a process that regenerates ATP? A. oxidative phosphorylation B. reductive phosphorylation C. substrate-level phosphorylation D. photophosphorylation E. autophosphorylation

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: 1. Remember Learning Outcome: 08.07 Name the chemical in which energy is stored in cells. Section Number: 08.02 Topic: Principles of Metabolism

36. All of the following pertain to glycolysis except A. occurs without oxygen. B. ends with formation of pyruvic acid. C. occurs during fermentation. D. degrades glucose to CO2 and H2O. E. involves reduction of NAD.

8-16

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

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: 1. Remember Learning Outcome: 08.11 Construct a paragraph summarizing glycolysis. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

37. Glycolysis uses 2 ATP, produces A. 2 ATP, and requires oxygen. B. 2 ATP without oxygen. C. 4 ATP, and requires oxygen. D. 4 ATP all without oxygen.

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: 2. Understand Learning Outcome: 08.10 List three basic catabolic pathways and the estimated ATP yield for each. Learning Outcome: 08.11 Construct a paragraph summarizing glycolysis. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

38. The formation of citric acid from oxaloacetic acid and an acetyl group begins A. glycolysis. B. the electron transport system. C. the Krebs cycle. D. fermentation. E. oxidative phosphorylation.

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: 2. Understand Learning Outcome: 08.12 Describe the Krebs cycle and compare the process between bacteria and eukaryotes. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

8-17

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

39. Which of the following is not involved in the step that occurs between glycolysis and the Krebs cycle? A. reduction of NAD B. decarboxylation of pyruvic acid C. coenzyme A attaches to an acetyl group D. dehydrogenation of pyruvic acid E. pyruvic acid accepts electrons from NADH

Learning Outcome: 08.11 Construct a paragraph summarizing glycolysis.

40. Substrate-level phosphorylation occurs in A. glycolysis and the electron transport chain. B. photosynthesis and glycolysis. C. glycolysis and the Krebs cycle. D. the Krebs cycle and the electron transport system. E. the electron transport system only.

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: 2. Understand Learning Outcome: 08.07 Name the chemical in which energy is stored in cells. Learning Outcome: 08.11 Construct a paragraph summarizing glycolysis. Section Number: 08.02 Topic: Principles of Metabolism

41. The majority of reduced NAD is produced in A. glycolysis. B. the Krebs cycle. C. the electron transport system. D. photosynthesis. E. fermentation.

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

8-18

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 08.09 Identify electron carriers used by cells. Learning Outcome: 08.12 Describe the Krebs cycle and compare the process between bacteria and eukaryotes. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

42. In bacterial cells, the electron transport system is located in the A. cell membrane. B. mitochondria. C. chloroplasts. D. ribosomes. E. cytoplasm.

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: 2. Understand Learning Outcome: 08.13 Discuss the significance of the electron transport system. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

43. Each NADH that enters the electron transport system gives rise to A. 2 B. 3 C. 24 D. 36 E. 38

ATP.

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: 1. Remember Learning Outcome: 08.13 Discuss the significance of the electron transport system. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

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Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

44. As the electron transport carriers shuttle electrons, they actively pump into the outer membrane compartment, setting up a concentration gradient called the proton motive force. A. ATP B. phosphate C. hydrogen ions D. oxygen E. NADH

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: 2. Understand Learning Outcome: 08.13 Discuss the significance of the electron transport system. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

45. The redox carriers of the electron transport system that have a tightly bound metal atom responsible for accepting and donating electrons are A. NAD B. FAD C. NADP D. the cytochromes. E. the flavoproteins.

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: 08.08 Create a general diagram of a redox reaction. Learning Outcome: 08.09 Identify electron carriers used by cells. Learning Outcome: 08.13 Discuss the significance of the electron transport system. Section Number: 08.02 Topic: Principles of Metabolism

8-20

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

46. Each FADH2 from the Krebs cycle that enters the electron transport system gives rise to ATP/s. A. 1 B. 2 C. 3 D. 4 E. 5

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: 1. Remember Learning Outcome: 08.13 Discuss the significance of the electron transport system. Section Number: 08.05 Topic: Aerobic/Anaerobic Respiration

47. In which pathway is the most NADH generated? A. the electron transport system B. the Krebs cycle C. glycolysis D. alcoholic fermentation E. mixed acid fermentation

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: 1. Remember Learning Outcome: 08.12 Describe the Krebs cycle and compare the process between bacteria and eukaryotes. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

48. During which of the phases of cellular respiration is the majority of ATP formed? A. electron transport system B. the Krebs cycle C. glycolysis D. processing of pyruvic acid for the Krebs cycle E. All phases produce the same number of ATP molecules.

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Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

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: 1. Remember Learning Outcome: 08.13 Discuss the significance of the electron transport system. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

49. In bacterial cells, when glucose is completely oxidized by all the pathways of aerobic cellular respiration, what is the maximum number of ATP generated? A. 2 B. 3 C. 24 D. 36 E. 38

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: 08.14 State two ways in which anaerobic respiration differs from aerobic respiration. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

50. In which stage of aerobic respiration is water produced? A. glycolysis B. the Krebs cycle C. the electron transport system

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: 1. Remember Learning Outcome: 08.14 State two ways in which anaerobic respiration differs from aerobic respiration. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

8-22

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

51. How many carbon dioxide molecules are produced by the complete aerobic breakdown of one glucose molecule? A. 2 B. 3 C. 4 D. 5 E. 6

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: 1. Remember Learning Outcome: 08.12 Describe the Krebs cycle and compare the process between bacteria and eukaryotes. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

52. An oxidase detection test can be used to identify certain bacteria because they are missing or lack expression of: A. cytochrome C oxidase. B. NAD. C. mitochondria. D. ATP synthase. E. coenzyme Q.

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: 2. Understand Learning Outcome: 08.13 Discuss the significance of the electron transport system. Learning Outcome: 08.14 State two ways in which anaerobic respiration differs from aerobic respiration. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

8-23

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

53. What chemical causes death in many eukaryotes because it blocks cytochrome C oxidase? A. copper B. iron C. cyanide D. oxygen E. carbon monoxide

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: 1. Remember Learning Outcome: 08.13 Discuss the significance of the electron transport system. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

54. Which of the following is not true of anaerobic respiration? A. is also called fermentation B. involves glycolysis C. generates some ATP D. utilizes an electron transport system E. uses the same final electron acceptors as aerobic respiration

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: 2. Understand Learning Outcome: 08.14 State two ways in which anaerobic respiration differs from aerobic respiration. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

8-24

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

55. Reduction of nitrogen-oxygen ions and compounds by some bacteria is called A. aerobic respiration. B. denitrification. C. nitrification. D. fermentation. E. deamination.

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: 1. Remember Learning Outcome: 08.14 State two ways in which anaerobic respiration differs from aerobic respiration. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

56. The reactions of fermentation function to produce A. pyruvic acid B. ATP C. NAD D. NADH E. glucose

molecules for use in glycolysis.

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: 1. Remember Learning Outcome: 08.15 Summarize the steps of microbial fermentation and list three useful products it can create. Section Number: 08.03 Topic: Fermentation

8-25

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

57. When glucose is broken down by glycolysis during bacterial fermentation, what is the usual net production of ATP? A. 2 B. 3 C. 24 D. 36 E. 38

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: 1. Remember Learning Outcome: 08.10 List three basic catabolic pathways and the estimated ATP yield for each. Section Number: 08.03 Topic: Fermentation

58. Mixed acid fermentation A. produces butyric acid. B. occurs in all bacteria. C. produces several different acids plus CO2 and H2 gases. D. is seen in Streptococcus and Lactobacillus. E. also produces ethanol.

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: 2. Understand Learning Outcome: 08.15 Summarize the steps of microbial fermentation and list three useful products it can create. Section Number: 08.03 Topic: Fermentation

59. Fermentation A. requires an organic electron acceptor. B. requires oxygen. C. only occurs in aerobic organisms. D. is equivalent to aerobic respiration in ATP production. E. is the same as anaerobic respiration.

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Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

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: 1. Remember Learning Outcome: 08.15 Summarize the steps of microbial fermentation and list three useful products it can create. Section Number: 08.03 Topic: Fermentation

60. Which of the following is not a photosynthetic pigment? A. carotenoid B. leukophyll C. phycobilin D. chlorophyll E. thylakoid

61. Which of the following is not true of the light-dependent reactions of photosynthesis? A. occurs in thylakoid membranes B. generates NADPH C. generates glucose from CO2 and H2O D. photons cause magnesium to release electrons E. ATP is generated by a chemiosmotic mechanism

8-27

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

62. The unknown bacterium that you are testing makes the enzyme phenyalanine deaminase, as indicated by the results of the phenylalanine test that was run. This enzyme facilitates the removal of a(n) group from the organic compound so it can be converted into an intermediate compound for the Krebs cycle. A. carboxyl B. amino C. phosphate D. hydroxyl

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: 3. Apply Learning Outcome: 08.16 Describe how noncarbohydrate compounds are catabolized. Section Number: 08.04 Topic: Biosynthesis

63. The property of organisms to integrate catabolic and anabolic pathways to improve cell efficiency is called A. metabolism. B. amphibolism. C. anabolism. D. catabolism. E. biosynthesis.

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Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

64. The process of forming glucose from various metabolic intermediates is called A. glycolysis. B. amphibolism. C. phosphorylation. D. amination. E. gluconeogenesis.

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: 1. Remember Learning Outcome: 08.16 Describe how noncarbohydrate compounds are catabolized. Section Number: 08.04 Topic: Biosynthesis

65. The principle sites of amphibolic interaction occur during A. glycolysis and photosynthesis. B. the Krebs cycle and the electron transport system. C. glycolysis and the Krebs cycle. D. fermentation and the Krebs cycle. E. fermentation and glycolysis.

66. Intermediates from the Krebs cycle can be converted to amino acids by the process of A. amination. B. deamination. C. phosphorylation. D. beta oxidation. E. gluconeogenesis.

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: 1. Remember Learning Outcome: 08.17 Provide an overview of the anabolic stages of metabolism. Section Number: 08.04 Topic: Biosynthesis

8-29

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

67. Which of the following characterize the Calvin cycle? A. a process that requires light B. nitrogen is fixed into an organic form C. produces glucose as an end product D. produces carbon dioxide and water E. produces oxygen

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: 1. Remember Learning Outcome: 08.21 Explain the role of the Calvin cycle in the process of photosynthesis. Section Number: 08.05 Topic: Photosynthesis

True / False Questions 68. ATP molecules are catalysts that lower the activation energy needed to initiate a reaction. FALSE

8-30

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

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: 1. Remember Learning Outcome: 08.02 Fully discuss the structure and function of enzymes. Learning Outcome: 08.07 Name the chemical in which energy is stored in cells. Section Number: 08.02 Topic: Enzymes Topic: Principles of Metabolism

69. Building block molecules for biosynthetic pathways come from the cell's catabolic pathways and from the environment. TRUE

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: 1. Remember Learning Outcome: 08.17 Provide an overview of the anabolic stages of metabolism. Section Number: 08.04 Topic: Biosynthesis

70. Hydrolysis reactions are catabolic reactions that use water to split the reactant into smaller subunits. TRUE

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: 1. Remember Learning Outcome: 08.01 Describe the relationship among metabolism, catabolism, and anabolism. Section Number: 08.02 Topic: Enzymes

71. Exoenzymes from pathogens are called virulence factors. TRUE

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: 2. Understand Learning Outcome: 08.04 Differentiate between an endoenzyme and exoenzyme, and between constitutive and regulated enzymes. Section Number: 08.02 Topic: Enzymes

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Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

72. The best way to control a metabolic pathway is to control the fastest enzyme in the series. FALSE

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: 2. Understand Learning Outcome: 08.04 Differentiate between an endoenzyme and exoenzyme, and between constitutive and regulated enzymes. Section Number: 08.02 Topic: Enzymes

73. Denaturing an apoenzyme will destroy the three-dimensional shape of the protein, making it nonfunctional. TRUE

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: 1. Remember Learning Outcome: 08.04 Differentiate between an endoenzyme and exoenzyme, and between constitutive and regulated enzymes. Section Number: 08.02 Topic: Enzymes

74. ATP is composed of deoxyribose, adenine, and three phosphate groups. FALSE

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: 1. Remember Learning Outcome: 08.07 Name the chemical in which energy is stored in cells. Section Number: 08.03 Topic: Principles of Metabolism

75. Glyceraldehyde-3-phosphate is an intermediary of glycolysis that can also be utilized in biosynthetic pathways. TRUE

8-32

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life 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: 2. Understand Learning Outcome: 08.11 Construct a paragraph summarizing glycolysis. Section Number: 08.04 Topic: Aerobic/Anaerobic Respiration

76. ATP synthase is a complex enzyme needed for oxidative phosphorylation. TRUE

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: 1. Remember Learning Outcome: 08.13 Discuss the significance of the electron transport system. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

77. All aerobic bacterial species have identical electron acceptors in their electron transport systems. FALSE

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: 2. Understand Learning Outcome: 08.14 State two ways in which anaerobic respiration differs from aerobic respiration. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

78. Only yeast produce alcohol as a fermentation product. FALSE

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. Blooms Level: 2. Understand Learning Outcome: 08.15 Summarize the steps of microbial fermentation and list three useful products it can create. Section Number: 08.03 Topic: Fermentation

8-33

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

79. Oxygen-containing ions are used by some bacteria in a cytochrome-like system. TRUE

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: 1. Remember Learning Outcome: 08.13 Discuss the significance of the electron transport system. Learning Outcome: 08.14 State two ways in which anaerobic respiration differs from aerobic respiration. Section Number: 08.02 Topic: Aerobic/Anaerobic Respiration

80. Microbes can utilize only carbohydrates for energy production. FALSE

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: 1. Remember Learning Outcome: 08.16 Describe how noncarbohydrate compounds are catabolized. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

81. Photosynthesis occurs in chloroplasts of prokaryotes. FALSE

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: 1. Remember Learning Outcome: 08.19 Summarize the overall process of photosynthesis in a single sentence. Section Number: 08.05 Topic: Photosynthesis

82. All organisms that are photosynthetic are oxygenic. FALSE

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

8-34

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life Blooms Level: 2. Understand Learning Outcome: 08.19 Summarize the overall process of photosynthesis in a single sentence. Section Number: 08.05 Topic: Photosynthesis

83. Recently discovered bacteria, inhabiting the ocean floor, undergo photosynthesis using light from chemical reactions, the breaking of mineral crystals or from bubble formation. TRUE

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: 2. Understand Learning Outcome: 08.19 Summarize the overall process of photosynthesis in a single sentence. Section Number: 08.05 Topic: Photosynthesis

Multiple Choice Questions 84. Sulfa drugs like Bactrim, given for bacterial infections, inhibit bacteria by blocking folic acid synthesis. The precursor molecule of folic acid is para-amino benzoic acid (PABA). Interestingly, PABA has a structure very similar to a sulfa drug. If a sulfa drug is present, the bacterial enzyme will bind the sulfa drug because of structural similarity. This is an example of: A. enzyme induction. B. enzyme repression. C. noncompetitive inhibition. D. competitive inhibition. E. catabolite repression.

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 means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 08.06 Describe how enzymes are controlled. Section Number: 08.02 Topic: Enzymes

8-35

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

85. You have a tube of nutrient broth, in which E. coli is growing. Upon analyzing the broth chemistry, you find: • oxygen content has dropped a bit, but carbon dioxide has gone up a lot • formic, acetic, and lactic acids are present What kind of metabolism has most likely occurred? A. fermentation B. aerobic respiration C. anaerobic respiration D. 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: 08.15 Summarize the steps of microbial fermentation and list three useful products it can create. Section Number: 08.03 Topic: Fermentation

86. When comparing fermentation and anaerobic respiration, which statement would be true? A. Fermentation and anaerobic respiration are the same. B. Fermentation produces carbon dioxide, anaerobic respiration does not. C. Anaerobic respiration and fermentation both employ the electron transport system. D. Both anaerobic respiration and fermentation use phosphorylation to make ATP.

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: 3. Apply Learning Outcome: 08.10 List three basic catabolic pathways and the estimated ATP yield for each. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration Topic: Fermentation

8-36

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

87. The space between the cell membrane and the cell wall is important during aerobic respiration. Why? A. Hydrogen ions are transported out into the space to set up a hydrogen gradient. B. Cytochrome electron carriers are located in the space. C. Oxygen combines with electrons in that space to form water. D. Pyruvate is transported into the space to be converted into acetyl coenzyme A to enter the Krebs cycle.

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: 08.13 Discuss the significance of the electron transport system. Section Number: 08.03 Topic: Aerobic/Anaerobic Respiration

88. The bacterium, isolated from pond water, that you are working with appears to use light for energy. Based upon this information, you inoculate the organism into fresh media, infused with lots of carbon dioxide. Even after incubation at the correct temperature (of pond water), the organism is not growing. Your best explanation of what might have happened is: A. there was no sulfur compound added to the medium, that could be used as an electron donor. B. no oxygen was added to the medium so the organism died. C. there is some inhibitory chemical that is preventing the growth of the bacterium. D. you were using the wrong type of sunlight as the energy source for the bacterium.

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: 08.19 Summarize the overall process of photosynthesis in a single sentence. Section Number: 08.05 Topic: Photosynthesis

8-37

Chapter 08 - Microbial Metabolism: The Chemical Crossroads of Life

89. Below is a metabolic pathway having 3 chemical reactions and 3 enzymes. Enzyme 1 has 2 binding sites--1 for the substrate A and another for the end product D. As the pathway proceeds, the end product in higher quantities will react with enzyme 1, blocking the enzyme's binding to the substrate. Which statement is true about this pathway? enz1 enz2 enz3 Substrate A --> B --> C --> D end product A. This is a case of noncompetitive inhibition. B. As a result of the inhibition of the enzyme, there will eventually be less substrate converted to the end product D and this pathway will shut down. C. Enzyme 1 has 2 binding sites. D. All of the statements are true.

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: 08.06 Describe how enzymes are controlled. Section Number: 08.01 Topic: Enzymes Topic: Principles of Metabolism

8-38

Chapter 09 - Microbial Genetics

Chapter 09 Microbial Genetics

Multiple Choice Questions 1. Microorganisms exhibit genomes contained on A. chromosomes. B. plasmids. C. mitochondrial DNA. D. chloroplast DNA. E. All of the choices are correct depending on the type of microorganism observed.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.01 Define the terms genome and gene. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

2. Eukaryotic chromosomes differ from prokaryotic chromosomes because only eukaryotes have A. histone proteins. B. chromosomes in a nucleus. C. several to many chromosomes. D. elongated, not circular, chromosomes. E. All of the choices are correct.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.01 Define the terms genome and gene. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

9-1

Chapter 09 - Microbial Genetics

3. Which of the following is not true of an organism's genotype? A. is inherited B. are structural genes coding for proteins C. are genes coding for RNA D. are regulatory genes controlling gene expression E. are the expressed traits governed by the genes

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.02 Differentiate between genotype and phenotype. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

4. The is all of the genetic material of a cell. A. chromosome B. plasmid C. prophage D. genome E. proteome

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.01 Define the terms genome and gene. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

5. A nucleosome is a linear chromosome wound around the A. nuclear membrane. B. rRNA. C. mRNA. D. histone. E. nucleolus.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

9-2

Chapter 09 - Microbial Genetics

9-3

Chapter 09 - Microbial Genetics

6. A is a specific segment of DNA that codes for the production of one functional product. A. intron B. exon C. gene D. operator E. triplet

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.01 Define the terms genome and gene. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

7. The expression of genetic traits is referred to as the organism's A. genome. B. genotype. C. proteome. D. phenotype. E. proteotype.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.02 Differentiate between genotype and phenotype. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

8. The DNA of an organism is made up of subunits called A. histones. B. amino acids. C. nucleotides. D. mRNA. E. polymerases.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

9-4

Chapter 09 - Microbial Genetics

9-5

Chapter 09 - Microbial Genetics

9. Which is incorrect about purines? A. only found in DNA, not in RNA B. are nitrogenous bases C. always paired with a specific pyrimidine D. include adenine and guanine E. found within nucleotides

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.07 Identify important structural and functional differences between RNA and DNA. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

10. The antiparallel arrangement within DNA molecules refers to A. each base bonding at the 1' position of the sugar. B. a purine always bonding to a pyrimidine. C. one helix strand that runs from the 5' to 3' direction and the other strand runs from the 3' to 5' direction. D. an original parent DNA strand and one newly synthesized DNA strand comprising a new DNA molecule.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

11. All of the following pertain to nitrogenous bases except A. form pairs by hydrogen bonding. B. guanine pairs with uracil. C. adenine pairs with thymine. D. cytosine and thymine are pyrimidines. E. allows variation from one nucleotide to another which creates the encoded information.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

9-6

Chapter 09 - Microbial Genetics

9-7

Chapter 09 - Microbial Genetics

12. Each nucleotide is composed of A. one phosphate, one nitrogenous base, and one sugar. B. one phosphate, one nitrogenous base, and two sugars. C. two phosphates, one nitrogenous base, and one sugar. D. two phosphates, one nitrogenous base, and two sugars. E. one phosphate, two nitrogenous bases, and one sugar.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

13. Base pairs in DNA are held together by A. peptide B. nonpolar covalent C. polar covalent D. hydrogen E. sulfhydryl

bonds.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.03 Diagram a segment of DNA, labeling all important chemical groups within the molecule. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

14. The duplication of a cell's DNA is called A. mitosis. B. replication. C. transcription. D. translation. E. mutation.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

15. Structural genes code for A. ribosomal RNA molecules. B. transfer RNA molecules. C. cellular proteins. D. gene expression elements.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). Blooms Level: 2. Understand Learning Outcome: 09.01 Define the terms genome and gene. Learning Outcome: 09.06 Explain how the classical view of the "central dogma" has been changed by modern science. Section Number: 09.02 Topic: Protein Synthesis

16. During replication, each parent DNA strand serves as a strands. A. copy point B. template C. comparison molecule D. scaffold E. reservoir

for synthesis of new DNA

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

17. Semiconservative replication refers to A. each base bonding at the 1' position of the sugar. B. a purine always bonding to a pyrimidine. C. one helix strand that runs from the 5' to 3' direction and the other strand that runs from the 3' to 5' direction. D. an original parent DNA strand and one newly synthesized DNA strand comprising a new DNA molecule.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

18. DNA polymerase III A. is needed for adding nucleotides during mRNA synthesis. B. synthesizes new DNA only in the 5' to 3' direction. C. cannot add nucleotides to the lagging strand. D. synthesizes an RNA primer.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

19. Okazaki fragments are attached to the growing end of the lagging strand by A. DNA ligase. B. DNA polymerase. C. DNA helicase. D. DNA gyrase. E. primase.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.05 Compare and contrast the synthesis of leading and lagging strands during DNA replication. Section Number: 09.01 Topic: DNA Replication

20. The enzyme that helps pack DNA into the cell by coiling the DNA into a tight bundle is A. DNA ligase. B. DNA polymerase. C. DNA helicase. D. DNA gyrase. E. primase.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

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Chapter 09 - Microbial Genetics

21. The enzyme that can proofread replicating DNA, detect incorrect bases, excise them, and correctly replace them is A. DNA ligase. B. DNA polymerase. C. DNA helicase. D. DNA gyrase. E. primase.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

22. The site where the old DNA strands separate and new DNA strands will be synthesized is called the A. primer. B. Okazaki fragment. C. template. D. rolling circle. E. replication fork.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

23. DNA gyrase A. unwinds DNA. B. supercoils DNA. C. cleaves DNA. D. joins free DNA ends.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

24. Helicase A. unwinds DNA. B. supercoils DNA. C. unwinds RNA. D. winds RNA.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

25. DNA Polymerase I A. removes primers. B. adds bases to new DNA chain. C. seals DNA gaps. D. proofreads DNA chain.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

26. DNA Polymerase III A. synthesizes primer. B. removes primer. C. joins Okazaki fragments. D. unzips the DNA helix. E. proofreads new DNA.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

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Chapter 09 - Microbial Genetics

27. A permanent, inheritable change in the genetic information is called a/n A. translation. B. transcription. C. mutation. D. alteration. E. regeneration.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Section Number: 09.05 Topic: Mutations

28. Replication of DNA begins at a/n A. guanine-cytosine B. uracil-adenine C. adenine-thymine D. adenine-cytosine E. guanine-adenine

rich area.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

29. A primer comprised of A. polymerase III B. polymerase I C. helicase D. RNA E. DNA

is needed at the origin of nucleotide addition.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

30. Groups of three consecutive bases along the DNA of a gene have the code for one A. protein. B. nucleotide. C. amino acid. D. purine.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.07 Identify important structural and functional differences between RNA and DNA. Learning Outcome: 09.10 Define the terms codon and anticodon and list the four known start and stop codons. Section Number: 09.01 Topic: DNA Replication

31. The three-base sequence on DNA that codes for an amino acid is called a/n A. codon. B. exon. C. anticodon. D. intron. E. triplet.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Learning Outcome: 09.07 Identify important structural and functional differences between RNA and DNA. Section Number: 09.01 Topic: DNA Replication

32. The RNA molecules that carry amino acids to the ribosomes during protein synthesis are called A. ribosomal RNA. B. messenger RNA. C. transfer RNA. D. primer RNA. E. ribozymes.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.09 List the three types of RNA directly involved in translation. Section Number: 09.02 Topic: Protein Synthesis

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

33. This molecule is translated into an amino acid sequence: A. ribosomal RNA B. messenger RNA C. transfer RNA D. primer RNA E. ribozymes

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.09 List the three types of RNA directly involved in translation. Section Number: 09.02 Topic: Protein Synthesis

34. RNA molecules differ from DNA molecules because only RNA A. has ribose. B. has uracil. C. is typically one strand of nucleotides. D. does not have thymine. E. All of the choices are correct.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.07 Identify important structural and functional differences between RNA and DNA. Section Number: 09.02 Topic: Nucleic Acid Structure/Function

35. Which of the following is not a type of microRNA? A. tRNA B. miRNA C. antisense RNA D. riboswitch E. siRNA

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.06 Explain how the classical view of the "central dogma" has been changed by modern science. Learning Outcome: 09.07 Identify important structural and functional differences between RNA and DNA. Learning Outcome: 09.09 List the three types of RNA directly involved in translation. Section Number: 09.02 Topic: Protein Synthesis

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

36. All of the following pertain to transcription except A. occurs on a ribosome in the cytoplasm. B. occurs before translation. C. requires RNA polymerase. D. requires a template DNA strand. E. a process used in the synthesis of protein.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis. Section Number: 09.02 Topic: Protein Synthesis

37. The nontranscribed region of DNA to which RNA polymerase binds to initiate transcription is called the A. promoter. B. operator. C. operon. D. exon. E. intron.

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 Blooms Level: 2. Understand Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis. Learning Outcome: 09.11 Identify the locations of the promoter, the start codon, and the A and P sites during translation. Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Section Number: 09.02 Section Number: 09.03 Topic: Gene Regulation Topic: Protein Synthesis

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Chapter 09 - Microbial Genetics

38. RNA polymerase binds to the A. start codon. B. termination sequence. C. regulation sequence. D. promoter sequence.

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 Blooms Level: 1. Remember Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis. Learning Outcome: 09.11 Identify the locations of the promoter, the start codon, and the A and P sites during translation. Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Topic: Gene Regulation Topic: Protein Synthesis

39. Which of the following is incorrect about transfer RNA? A. has a bottom hairpin loop with an anticodon B. has an anticodon that is complementary to a codon C. contains a binding site for an amino acid D. the initiator tRNA that binds to the P site has the anticodon UAC E. initiator tRNA in bacteria carries tryptophan

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 3. Apply Learning Outcome: 09.09 List the three types of RNA directly involved in translation. Section Number: 09.02 Topic: Protein Synthesis

40. If a codon for alanine is GCA, then the anticodon is A. GCA. B. CGT. C. ACG. D. CGU. E. UGC.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.10 Define the terms codon and anticodon and list the four known start and stop codons. Section Number: 09.02 Topic: Protein Synthesis

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

41. The following pertain to ribosomes during protein synthesis except A. contain codons within their rRNA molecules. B. participate only in translation. C. bind to the 5' end of mRNA by their small subunit. D. use their large subunit to supply enzymes for peptide bonding. E. shift towards the 3' direction along the mRNA strand from one codon to the next.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis. Learning Outcome: 09.09 List the three types of RNA directly involved in translation. Section Number: 09.02 Topic: Protein Synthesis

42. Which of the following is incorrect about termination codons? A. are also called nonsense codons B. where the bond between the final tRNA and the polymerase is broken C. include AUG D. include UAA, UAG, and UGA E. do not have corresponding tRNA

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.10 Define the terms codon and anticodon and list the four known start and stop codons. Section Number: 09.02 Topic: Protein Synthesis

43. Which of the following is not associated with a prokaryotic ribosome? A. has a 70s subunit B. has a peptide (P) site C. has an exit site D. small unit provides the enzymes for making peptide bonds E. has an amino acid (A) site

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these processes in bacteria and archaea. Section Number: 09.02 Topic: Protein Synthesis

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

44. A sequence of bases within a gene that does not code for protein is called a/n A. promoter. B. operator. C. operon. D. exon. E. intron.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these processes in bacteria and archaea. Section Number: 09.02 Topic: Protein Synthesis

45. Split genes A. are common in prokaryotes and eukaryotes. B. only have exons initially transcribed to mRNA. C. have introns located only at the beginning and end of a coding region. D. are acted upon by spliceosomes to excise introns and then join exons.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis. Section Number: 09.02 Topic: Protein Synthesis

46. Which is incorrect about inducible operons? A. have genes turned off by a buildup of end product B. are often for use in catabolic pathways C. are normally turned off D. are turned on by the substrate of the enzyme E. include the lac operon

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 Blooms Level: 2. Understand Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each. Section Number: 09.03 Topic: Gene Regulation

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

47. The operon segment composed of the gene that codes for a protein repressor is called the A. operator. B. structural locus. C. regulator. D. promoter.

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 Blooms Level: 1. Remember Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Section Number: 09.03 Topic: Gene Regulation

48. Synthesis of an inducible enzyme requires A. repressor alone bound to operator. B. substrate bound to repressor. C. substrate bound to promoter. D. corepressor and repressor binding to operator.

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 Blooms Level: 2. Understand Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each. Section Number: 09.03 Topic: Gene Regulation

49. Synthesis of a repressible enzyme is inhibited by A. repressor alone bound to operator. B. substrate bound to repressor. C. substrate bound to promoter. D. corepressor and repressor binding to operator.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each. Section Number: 09.03 Topic: Gene Regulation

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Chapter 09 - Microbial Genetics

50. Full induction of the lactose operon requires A. lactose present. B. lactose and glucose present. C. lactose present without glucose. D. lactose and arabinose present.

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 Blooms Level: 3. Apply Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each. Section Number: 09.03 Topic: Gene Regulation

51. The lactose repressor A. is transcribed with the structural lac genes. B. is activated by binding lactose. C. is inactivated by binding lactose. D. requires lactose for its transcription.

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 Blooms Level: 2. Understand Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each. Section Number: 09.03 Topic: Gene Regulation

52. Gene regulation can involve a protein repressor that blocks transcription. A. DNA polymerase I B. DNA polymerase III C. RNA polymerase D. mRNA E. rRNA

from initiating

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 Blooms Level: 1. Remember Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each. Section Number: 09.03 Topic: Gene Regulation

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

53. Repressible operons require that the operator. A. the product B. a cofactor C. a coenzyme D. the substrate E. the reactant

binds to the repressor protein before it can bind to

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 Blooms Level: 2. Understand Learning Outcome: 09.13 Explain the relationship between genomics and proteomics. Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each. Section Number: 09.03 Topic: Gene Regulation

54. A mutation that changes a normal codon to a stop codon is called a A. point B. silent C. back D. missense E. nonsense

mutation.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations. Section Number: 09.05 Topic: Mutations

55. The most serious type of mutation is a A. point B. silent C. frameshift D. back

mutation.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations. Section Number: 09.05 Topic: Mutations

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

56. If the wild type DNA sequence reads THE CAT ATE THE BIG RAT, what type of mutation would change the sequence to THE CAT ATA ETH EBI GRA T? A. missense B. nonsense C. insertion D. deletion E. silent

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 3. Apply Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations. Section Number: 09.05 Topic: Mutations

57. If the wild type DNA sequence reads THE CAT ATE THE BIG RAT, what type of mutation would change the sequence to THE CAT ATE THE BAG RAT? A. point B. nonsense C. insertion D. deletion E. silent

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 3. Apply Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations. Section Number: 09.05 Topic: Mutations

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Chapter 09 - Microbial Genetics

58. If the wild type DNA sequence reads THE CAT ATE THE BIG RAT, what type of mutation would change the sequence to THE CAT ATE (stop)? A. missense B. nonsense C. insertion D. deletion E. silent

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 3. Apply Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations. Section Number: 09.05 Topic: Mutations

59. A frameshift is caused by A. missense and insertion B. missense and nonsense C. nonsense and deletion D. deletion and insertion E. insertion and nonsense

mutations.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations. Section Number: 09.05 Topic: Mutations

60. What type of mutation alters the base but not the amino acid being coded for? A. silent B. back C. point D. nonsense E. missense

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations. Section Number: 09.05 Topic: Mutations

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

61. A screening system called the carcinogenic potential. A. Koch B. Ames C. mutation D. cancer E. Iowa

test is used for detecting chemicals with

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Section Number: 09.05 Topic: Mutations

62. The process in which mutations are removed and the correct bases added is called A. transduction. B. excision repair. C. frameshift. D. back-mutation. E. transformation.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.17 Explain the defining characteristics of a recombinant organism. Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Section Number: 09.05 Topic: Mutations

63. Bacterial conjugation involves A. bacteriophage carrying donor DNA to the recipient cell. B. a donor cell with a plasmid that synthesizes a pilus. C. naked DNA fragments from a lysed donor cell taken up by a recipient cell. D. new progeny cells with genes from two parent bacterial cells.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria. Section Number: 09.04 Topic: Genetic Recombination in Bacteria

9-37

Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

64. Which cell can transfer the most DNA? A. F+ cell B. F- cell C. Hfr cell D. R cell E. B cell

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.17 Explain the defining characteristics of a recombinant organism. Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria. Section Number: 09.04 Topic: Genetic Recombination in Bacteria

65. Which of the following is not a type of bacterial DNA recombination? A. transformation B. conjugation C. mitosis D. transduction

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria. Section Number: 09.04 Topic: Genetic Recombination in Bacteria

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Chapter 09 - Microbial Genetics

66. Which of the following is not true of conjugation? A. involves direct contact between cells B. transfers genes for drug resistance C. transfers genes for enzymes and adherence molecules D. involves the action of bacteriophage E. the donor retains a copy of the transferred genes

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Chapter 09 - Microbial Genetics

67. Hfr transfer involves all of the following except A. gene integration into the bacterial chromosome. B. plasmid gene transfer. C. F factor is part of the F+ donor chromosome. D. high frequency transfer. E. a pilus connection between F+ and F- cells.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria. Section Number: 09.04 Topic: Genetic Recombination in Bacteria

68. The transfer of DNA fragments from a dead cell to a live, competent recipient cell that results in a changed recipient cell is termed A. transduction. B. conjugation. C. transformation. D. transmission. E. mitosis.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria. Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Section Number: 09.04 Topic: Genetic Recombination in Bacteria

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Chapter 09 - Microbial Genetics

69. The development of virulent, toxin-producing bacterial strains due to the presence of a temperate phage can occur through the process of: A. bacterial conjugation. B. transformation. C. generalized transduction. D. specialized transduction.

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Chapter 09 - Microbial Genetics

70. A bacteriophage transfers a random fragment of DNA of the previous host to the current host. This is an example of A. conjugation. B. generalized transduction. C. specialized transduction. D. creation of an Hfr cell.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Section Number: 09.04 Topic: Genetic Recombination in Bacteria

71. The jumping of a gene from one location to another is done by A. conjugation. B. transposons. C. transformation. D. transduction. E. transmission.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.01 Define the terms genome and gene. Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Section Number: 09.04 Topic: Genetic Recombination in Bacteria

72. Which of the following is not true of transposons? A. can change pigmentation B. can replace damaged DNA C. can transfer drug resistance D. can change the genome E. are always part of plasmids

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.01 Define the terms genome and gene. Section Number: 09.04 Topic: Genetic Recombination in Bacteria

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

73. Which of the following additions have been made to principles of the central dogma of biology? A. DNA information cannot be converted into RNA information. B. Protein information can be converted into DNA information. C. RNA can be used to regulate gene function. D. DNA codes for proteins.

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 Blooms Level: 1. Remember Learning Outcome: 09.06 Explain how the classical view of the "central dogma" has been changed by modern science. Section Number: 09.02 Topic: Protein Synthesis

74. In Griffith's experiments with Streptococcus pneumoniae, rough nonencapsulated Streptococci were converted into smooth encapsulated Streptococci in the presence of the heat-killed smooth encapsulated Streptococci. Which microbial process had Griffith identified? A. transduction B. conjugation C. transformation D. cloning

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria. Section Number: 09.04 Topic: Genetic Recombination in Bacteria

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Chapter 09 - Microbial Genetics

75. Of the following list, which antibiotics affect protein synthesis? A. penicillin B. tetracycline C. chloramphenicol D. ciprofloxacin E. Both tetracycline and chloramphenicol are correct.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.16 List several antibiotic drugs and their targets within transcription and translation machinery. Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Section Number: 09.02 Topic: Protein Synthesis

True / False Questions 76. The smallest unit of heredity is a chromosome. FALSE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.01 Define the terms genome and gene. Section Number: 09.01 Topic: Nucleic Acid Structure/Function

77. DNA polymerase can only add new nucleotides to the 3' DNA end of the template. TRUE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.02 Topic: Protein Synthesis

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Chapter 09 - Microbial Genetics

78. DNA replication proceeds in one direction around the bacterial chromosome. FALSE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Section Number: 09.01 Topic: DNA Replication

79. Transcription occurs within the nucleus or at the nucleoid. TRUE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis. Section Number: 09.02 Topic: Protein Synthesis

80. In bacteria, initiator tRNA carries formyl methionine. TRUE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). Blooms Level: 1. Remember Learning Outcome: 09.10 Define the terms codon and anticodon and list the four known start and stop codons. Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these processes in bacteria and archaea. Section Number: 09.02 Topic: Protein Synthesis

81. Introns have no detectable functions. FALSE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis. Section Number: 09.02 Topic: Protein Synthesis

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Chapter 09 - Microbial Genetics

82. Excised introns form structures called lariats. TRUE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). Blooms Level: 1. Remember Blooms Level: 4. Analyze Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis. Section Number: 09.02 Topic: Protein Synthesis

83. Lactose is a corepressor in the lac operon. FALSE

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 Blooms Level: 1. Remember Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each. Section Number: 09.03 Topic: Gene Regulation

84. Repressible operons are normally turned on in the cell. TRUE

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 Blooms Level: 1. Remember Learning Outcome: 09.14 Define the term operon and explain advantages it provides to a bacterial cell. Learning Outcome: 09.15 Differentiate between repressible and inducible operons and provide an example of each. Section Number: 09.04 Topic: Gene Regulation

85. Induced mutations result from errors in DNA replication. FALSE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations. Section Number: 09.05 Topic: Mutations

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Chapter 09 - Microbial Genetics

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Chapter 09 - Microbial Genetics

86. DNA photolyase, in the presence of visible light, can repair DNA damage due to ultraviolet radiation. TRUE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations. Section Number: 09.05 Topic: Mutations

87. All mutations are not beneficial to the cell. FALSE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Section Number: 09.05 Topic: Mutations

Multiple Choice Questions

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Chapter 09 - Microbial Genetics

88. An unidentified cell was found to contain introns and exons, to express DNA polymerase and RNA polymerase. Although it exhibits a promoter region it has no operons. You conclude that this cell: A. is eukaryotic. B. is prokaryotic. C. is either a prokaryotic or eukaryotic cell. D. is actually a virus.

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 Topic: Module 04 Information Flow Blooms Level: 3. Apply Learning Outcome: 09.04 Summarize the steps of bacterial DNA replication and the enzymes used in this process. Learning Outcome: 09.08 Illustrate the steps of transcription, noting the key elements and the direction of mRNA synthesis. Learning Outcome: 09.12 Indicate how eukaryotic transcription and translation differ from these processes in bacteria and archaea. Section Number: 09.01 Section Number: 09.02 Section Number: 09.04 Topic: DNA Replication Topic: Gene Regulation Topic: Protein Synthesis

89. Looking at your results of the Ames test, using bacteriological agar medium plates lacking the amino acid histidine, you find that there are many colonies growing on the agar. Your interpretation of this result is: A. the bacterium has turned its operon genes on, producing proteins necessary for growth. B. the chemical being tested is mutagenic. C. the bacterium does not have any plasmids, so it cannot grow on the medium. D. the drug being tested has no inhibitory effect on the bacterium, therefore it is not a good antibiotic to give for treatment of disease.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals. Blooms Level: 4. Analyze Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations. Section Number: 09.05 Topic: Mutations

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Chapter 09 - Microbial Genetics

90. A mutation has occurred during DNA replication while the cell was preparing to divide. As a result of this, the codon ACU of mRNA has now become ACC. Interestingly, there is no change to the protein being made. Why not? A. This is a silent mutation. B. The original amino acid isoleucine was changed to leucine, but they are the same variation of amino acid so no change to the protein. C. The mutation was fixed, and even though the codon is now ACC the correct amino acid is put into place for the normal protein. D. This is not a mutation that causes a big change, so there is no change to the protein being made.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 4. Analyze Learning Outcome: 09.19 Define the term mutation and discuss one positive and one negative example of it in microorganisms. Learning Outcome: 09.20 Differentiate among frameshift, nonsense, silent, and missense mutations. Section Number: 09.05 Topic: Mutations

True / False Questions 91. A bacterial cell has replicated its plasmid, and when this cell divides into 2 daughter cells, each cell receives one copy of the plasmid. This is an example of horizontal gene transfer. FALSE

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria. Section Number: 09.04 Topic: Genetic Recombination in Bacteria

Multiple Choice Questions

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Chapter 09 - Microbial Genetics

92. You have taken E. coli strain A, which has its own plasmids, and mixed it with E. coli B strain without plasmids. E. coli B cells now have plasmids but, in addition, they also carry some genes from E. coli A strain. What has happened is: A. the E. coli B cells have become mutants of the original culture. B. vertical transmission of DNA has occurred. C. an example of transformation. D. the cells of E. coli A were Hfr cells.

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance). ASM Topic: Module 04 Information Flow Blooms Level: 4. Analyze Learning Outcome: 09.18 Describe three forms of horizontal gene transfer used in bacteria. Section Number: 09.04 Topic: Genetic Recombination in Bacteria

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Chapter 10 - Genetic Engineering and Recombinant DNA

Chapter 10 Genetic Engineering and Recombinant DNA

Multiple Choice Questions 1. The use of an organism's biochemical processes to create a product is referred to as A. genetic engineering. B. biotechnology. C. recombinant DNA. D. gel electrophoresis. E. gene probes.

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 04 Information Flow ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Learning Outcome: 10.14 Define proteome, and how it differs from the genome. Section Number: 10.01 Topic: Basics of Genetic Engineering

2. The various techniques by which scientists manipulate DNA in the lab are termed A. genetic engineering. B. biotechnology. C. recombinant DNA. D. gel electrophoresis. E. gene probes.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.01 Topic: Basics of Genetic Engineering

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Chapter 10 - Genetic Engineering and Recombinant DNA

3. A technique that separates a readable pattern of DNA fragments is A. genetic engineering. B. biotechnology. C. recombinant DNA. D. gel electrophoresis. E. gene probes.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 10.03 Describe how gel electrophoresis is used to analyze DNA. Section Number: 10.02 Topic: Basics of Genetic Engineering Topic: Genetic Analyses

4. DNA strands can be clipped crosswise at selected positions by using enzymes called A. palindromes. B. reverse transcriptases. C. restriction endonucleases. D. ligases. E. DNA polymerases.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 10.02 Explain the role of restriction endonucleases in the process of genetic engineering. Section Number: 10.02 Topic: Basics of Genetic Engineering

5. Geneticists can create sequences of DNA from RNA using enzymes called A. palindromes. B. reverse transcriptases. C. restriction endonucleases. D. ligases. E. DNA polymerases.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Learning Outcome: 10.02 Explain the role of restriction endonucleases in the process of genetic engineering. Section Number: 10.02 Topic: Basics of Genetic Engineering Topic: Recombinant DNA Technology

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Chapter 10 - Genetic Engineering and Recombinant DNA

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Chapter 10 - Genetic Engineering and Recombinant DNA

6. EcoRI and HindIII are A. palindromes. B. reverse transcriptases. C. restriction endonucleases. D. ligases. E. DNA polymerases.

7. Sequences of DNA that are identical when read from the 5' to 3' direction on one strand and the 3' to 5' direction on the other strand are A. palindromes. B. reverse transcriptases. C. restriction endonucleases. D. ligases. E. DNA polymerases.

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Chapter 10 - Genetic Engineering and Recombinant DNA

8. Analysis of DNA fragments in gel electrophoresis is based on A. larger fragments moving slowly and remaining closer to the wells. B. DNA having an overall negative charge and moving to the positive pole. C. DNA fragments being stained so that they can be seen. D. application of an electric current through the gel causing DNA fragments to migrate. E. All of the choices are correct.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 10.03 Describe how gel electrophoresis is used to analyze DNA. Section Number: 10.01 Section Number: 10.02 Topic: Recombinant DNA Technology

9. This process is often used in forensic science in order to distinguish one sequence of DNA from another by comparing the sequence of the strands at specific loci: A. cloning B. gene therapy C. antisense therapeutic D. DNA fingerprinting

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.02 Topic: Genetic Analyses

10. DNA strands can begin to separate at the temperature of: A. 37oC. B. 42oC. C. 60oC. D. 90oC. E. 100oC.

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: 10.04 List the steps in the polymerase chain reaction; discuss one disadvantage to this technique. Section Number: 10.02 Topic: Genetic Analyses

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Chapter 10 - Genetic Engineering and Recombinant DNA

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Chapter 10 - Genetic Engineering and Recombinant DNA

11. DNA fragments can be separated in gel electrophoresis because A. nitrogenous bases have a net positive charge. B. nitrogenous bases have a net negative charge. C. phosphate groups have a net positive charge. D. phosphate groups have a net negative charge.

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: 10.03 Describe how gel electrophoresis is used to analyze DNA. Section Number: 10.02 Topic: Basics of Genetic Engineering Topic: Genetic Analyses

12. Restriction endonucleases recognize and clip DNA base sequences called A. codons. B. palindromes. C. introns. D. exons. E. genes.

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: 10.02 Explain the role of restriction endonucleases in the process of genetic engineering. Learning Outcome: 10.03 Describe how gel electrophoresis is used to analyze DNA. Section Number: 10.02 Topic: Basics of Genetic Engineering Topic: Genetic Analyses

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Chapter 10 - Genetic Engineering and Recombinant DNA

13. In the formation of recombinant DNA, what enzyme is needed to seal the sticky ends of genes into plasmids or chromosomes? A. DNA polymerase I B. DNA polymerase II C. DNA helicase D. DNA ligase E. primase

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.02 Explain the role of restriction endonucleases in the process of genetic engineering. Section Number: 10.02 Topic: Basics of Genetic Engineering Topic: Genetic Analyses

14. Labeled, known, short stretches of DNA used to detect a specific sequence of nucleotides in a mixture are known as A. genetic engineering. B. biotechnology. C. recombinant DNA. D. gel electrophoresis. E. gene probes.

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: 10.01 Provide examples of practical applications of modern genetic technologies. Learning Outcome: 10.04 List the steps in the polymerase chain reaction; discuss one disadvantage to this technique. Section Number: 10.02 Topic: Genetic Analyses

10-8

Chapter 10 - Genetic Engineering and Recombinant DNA

15. Gene probes can be labeled for detection with reporter molecules such as A. enzymes. B. fluorescent dyes. C. radioisotopes. D. All of the choices above can be used.

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: 10.01 Provide examples of practical applications of modern genetic technologies. Learning Outcome: 10.04 List the steps in the polymerase chain reaction; discuss one disadvantage to this technique. Section Number: 10.02 Topic: Genetic Analyses

16. Fluorescent in situ hybridization (FISH) probes are applied to intact cells and observed microscopically for the presence and location of A. DNA. B. RNA. C. proteins. D. recombinant DNA. E. specific genetic marker sequence on genes.

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: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.02 Topic: Genetic Analyses

17. Two different nucleic acids can A. hybridize B. covalently bond C. form a peptide bond D. ligate

by uniting at their complementary sites.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.02 Topic: Genetic Analyses

10-9

Chapter 10 - Genetic Engineering and Recombinant DNA

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Chapter 10 - Genetic Engineering and Recombinant DNA

18. Which of the following is not true of fluorescent in situ hybridization (FISH)? A. applied to intact cells B. can locate genes on chromosomes C. can identify unknown bacteria without culturing D. uses electrophoresis to separate the DNA E. can detect RNA in cells

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Learning Outcome: 10.07 List examples of genetically modified bacteria, plants, and animals and a purpose for each. Section Number: 10.02 Topic: Genetic Analyses

19. The size of DNA is often given in the number of A. genes B. codons C. base pairs D. proteins E. triplets

that it contains.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.03 Describe how gel electrophoresis is used to analyze DNA. Section Number: 10.02 Topic: Basics of Genetic Engineering Topic: Genetic Analyses

20. Amplification of DNA is accomplished by A. polymerase chain reaction. B. DNA sequencing. C. gene probes. D. Southern blot. E. Western blot.

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Chapter 10 - Genetic Engineering and Recombinant DNA

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Chapter 10 - Genetic Engineering and Recombinant DNA

21. DNA polymerases used in PCR A. use an RNA template to make complementary DNA. B. must remain active at very cold temperatures. C. include Taq polymerases and Vent polymerase. D. are labeled with fluorescent dyes.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.04 List the steps in the polymerase chain reaction; discuss one disadvantage to this technique. Section Number: 10.02 Topic: Genetic Analyses

22. Which PCR step causes the denaturation of double-stranded DNA? A. add DNA polymerase and nucleotides at 72 C B. cool DNA to between 50 C and 65 C C. add primers D. heat target DNA to 94 C E. repeat the cycle of heating and cooling

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.04 List the steps in the polymerase chain reaction; discuss one disadvantage to this technique. Section Number: 10.02 Topic: Genetic Analyses

23. Which PCR step synthesizes complimentary DNA strands? A. add DNA polymerase and nucleotides at 72 C B. cool DNA to between 50 C and 65 C C. add primers D. heat target DNA to 94 C E. repeat the cycle of heating and cooling

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.04 List the steps in the polymerase chain reaction; discuss one disadvantage to this technique. Section Number: 10.02 Topic: Genetic Analyses

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Chapter 10 - Genetic Engineering and Recombinant DNA

24. Thermococcus litoralis and Thermus aquaticus are thermophilic bacteria that are A. used as cloning vectors. B. sources of heat-stable DNA polymerases. C. genetically engineered bacteria. D. principal sources of restriction endonucleases.

25. The primers in PCR are A. synthetic DNA oligonucleotides. B. bacterial enzymes. C. short RNA strands. D. DNA polymerases. E. reverse transcriptases.

26. If you start with 3 double-stranded DNA fragments, after 4 cycles of PCR you will have fragments. A. 12 B. 24 C. 27 D. 48 E. 81

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 10.04 List the steps in the polymerase chain reaction; discuss one disadvantage to this technique. Section Number: 10.02 Topic: Genetic Analyses

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Chapter 10 - Genetic Engineering and Recombinant DNA

10-15

Chapter 10 - Genetic Engineering and Recombinant DNA

27. Which of the following it a list of the materials required for PCR? A. reverse transcriptase, Taq RNA polymerase, nucleotides B. reverse transcriptase, Taq DNA polymerase, nucleotides C. primers, Taq DNA polymerase, nucleotides D. primers, Taq RNA polymerase, nucleotides

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.04 List the steps in the polymerase chain reaction; discuss one disadvantage to this technique. Section Number: 10.02 Topic: Genetic Analyses

28. The deliberate removal of genetic material from one organism and its subsequent transfer into the genome of another organism is a specific technique called A. genetic engineering. B. biotechnology. C. recombinant DNA technology. D. gel electrophoresis. E. gene probe technology.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 04 Information Flow ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.02 Topic: Recombinant DNA Technology

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Chapter 10 - Genetic Engineering and Recombinant DNA

29. Each of the following are features of a cloning host except A. quick generation time. B. minimal growth requirements. C. mapped genome. D. pathogenic. E. transformable.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.05 Describe how recombinant DNA is created; discuss its role in gene cloning. Section Number: 10.02 Topic: Recombinant DNA Technology

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Chapter 10 - Genetic Engineering and Recombinant DNA

30. Each of the following are features of a vector except A. origin of replication. B. reverse transcriptases. C. genetic markers used to screen for recombinants D. capacity for large inserts. E. multiple cloning sites.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 04 Information Flow ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.05 Describe how recombinant DNA is created; discuss its role in gene cloning. Section Number: 10.02 Topic: Recombinant DNA Technology

31. Common vectors used to transfer a piece of DNA into a cloning host are A. plasmids. B. viruses. C. bacteriophages. D. artificial chromosomes. E. All of the choices are correct.

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: 10.05 Describe how recombinant DNA is created; discuss its role in gene cloning. Section Number: 10.02 Topic: Recombinant DNA Technology

10-18

Chapter 10 - Genetic Engineering and Recombinant DNA

32. Genomic A. DNA B. libraries C. clones D. digests E. books

are collections of isolated genes maintained in a cloning host.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 04 Information Flow ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.05 Describe how recombinant DNA is created; discuss its role in gene cloning. Section Number: 10.02 Topic: Recombinant DNA Technology

33. Which of the following is not true of vectors? A. an origin of replication (ORI) is present. B. must accept DNA of desired size C. contain a gene for drug resistance D. easy to manipulate E. can detect RNA in cells

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 10.05 Describe how recombinant DNA is created; discuss its role in gene cloning. Section Number: 10.02 Topic: Recombinant DNA Technology

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Chapter 10 - Genetic Engineering and Recombinant DNA

34. This is the second step in gene mapping A. target DNA removed from cells and isolated. B. cloning host treated with calcium chloride and receives plasmid. C. separate DNA fragments with gel electrophoresis. D. desired protein is produced by cloning host. E. gene is amplified by multiplication of cloning host.

35. Which step involves transformation? A. target DNA removed from cells and isolated B. cloning host receives plasmid C. target DNA and plasmid treated with the same restriction endonuclease D. desired protein is produced by cloning host E. gene is amplified by multiplication of cloning host

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 04 Information Flow ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.05 Describe how recombinant DNA is created; discuss its role in gene cloning. Section Number: 10.02 Topic: Recombinant DNA Technology

36. Which step can occur even more rapidly by PCR? A. target DNA removed from cells and isolated B. cloning host treated with calcium chloride and receives plasmid C. target DNA and plasmid treated with the same restriction endonuclease D. desired protein is produced by cloning host E. gene is amplified by multiplication of cloning host

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.04 List the steps in the polymerase chain reaction; discuss one disadvantage to this technique. Section Number: 10.02 Topic: Genetic Analyses

10-20

Chapter 10 - Genetic Engineering and Recombinant DNA

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Chapter 10 - Genetic Engineering and Recombinant DNA

37. Making new genomes is called A. bioengineering. B. synthetic biology. C. genetic engineering. D. cloning. E. recombinant DNA.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 04 Information Flow ASM Topic: Module 06 Impact of Microorganisms ASM Topic: Module 07 Scientific Thinking Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Learning Outcome: 10.06 Provide several examples of recombinant products that have contributed to human health. Section Number: 10.03 Topic: Recombinant DNA Technology

38. The commercial product Frostban consists of a genetically altered bacterium which prevents ice crystals from forming on plants, thereby reducing freezing of plants and financial distress to the farmers as a result of freezing weather. This product contains a strain of A. Escherichia coli. B. Saccharomyces cerevisiae. C. Thermus aquaticus. D. Pseudomonas syringae. E. Pseudomonas fluorescens.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 04 Information Flow ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.03 Topic: Recombinant DNA Technology

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Chapter 10 - Genetic Engineering and Recombinant DNA

39. Recombinant strains of this organism are released to colonize plant roots to produce an insecticide to destroy invading insects: A. Escherichia coli B. Saccharomyces cerevisiae C. Thermus aquaticus D. Pseudomonas syringae E. Pseudomonas fluorescens

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 04 Information Flow ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.03 Topic: Recombinant DNA Technology

40. Transgenic animals A. can be engineered to become factories for manufacturing proteins. B. are often obtained from germline engineering. C. will pass the genes on to their offspring. D. commonly include mice. E. All of the choices are correct.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 04 Information Flow ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.03 Topic: Recombinant DNA Technology

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Chapter 10 - Genetic Engineering and Recombinant DNA

41. Transgenic organisms are A. created in nature. B. only microorganisms. C. copyrighted. D. patented.

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 1. Remember Blooms Level: 2. Understand Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.03 Topic: Recombinant DNA Technology

42. Transgenic animals are referred to as A. genetically B. naturally C. chemically D. physically

modified organisms.

43. Genetically modified organisms include: A. bacteria. B. viruses. C. plants. D. nonhuman animals. E. All of the above have been genetically modified

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Chapter 10 - Genetic Engineering and Recombinant DNA

44. When patient tissues are transfected with viruses carrying a needed, normal human gene, the technique is called A. cloning. B. gene therapy. C. antisense therapy. D. DNA fingerprinting.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.08 Differentiate between somatic and germline gene therapy. Learning Outcome: 10.11 Outline the general steps in DNA profiling. Section Number: 10.04 Topic: Genetic Medicine

45. This is a promising treatment for stopping the expression of an unwanted gene: A. cloning B. gene therapy C. antisense therapy D. DNA fingerprinting

ASM Objective: 04.05 Cell genomes can be manipulated to alter cell function. ASM Topic: Module 04 Information Flow Blooms Level: 2. Understand Learning Outcome: 10.09 Describe miRNAs and ways in which their discovery can impact human disease. Section Number: 10.04 Topic: Genetic Medicine

46. The first genetically engineered protein approved for human use was A. human growth hormone. B. hemophilia factor VIII. C. human testosterone. D. human insulin. E. human adrenaline.

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: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.03 Topic: Genetic Medicine Topic: Recombinant DNA Technology

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Chapter 10 - Genetic Engineering and Recombinant DNA

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Chapter 10 - Genetic Engineering and Recombinant DNA

47. Humans display how much DNA similarity with mice? A. 50% B. 60% C. 70% D. 80% E. 90%

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 Blooms Level: 1. Remember Learning Outcome: 10.10 Outline in general terms the process of DNA sequencing. Section Number: 10.04 Topic: Genetic Analyses

48. What type of DNA map is most detailed? A. linkage B. sequence C. physical D. geographical E. chromosomal

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 Blooms Level: 1. Remember Learning Outcome: 10.10 Outline in general terms the process of DNA sequencing. Section Number: 10.04 Topic: Genetic Analyses

49. What type of DNA map gives locations and sizes of DNA sections? A. linkage B. sequence C. physical D. geographical E. chromosomal

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 Learning Outcome: 10.10 Outline in general terms the process of DNA sequencing. Section Number: 10.04 Topic: Genetic Analyses

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Chapter 10 - Genetic Engineering and Recombinant DNA

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Chapter 10 - Genetic Engineering and Recombinant DNA

50. The study of genomes of a particular community is called A. metagenomics. B. genomics. C. proteomics. D. genomology. E. metabolomics.

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: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 04 Information Flow ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.05 Topic: Genetic Analyses

51. Which of the following techniques is mismatched with its use in DNA fingerprinting? A. restriction endonucleases to cut DNA B. PCR amplification to get more copies of DNA C. electrophoresis to separate DNA fragments D. hybridization probes to digest the DNA sample E. Southern blot for a visual record of DNA fragments

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Chapter 10 - Genetic Engineering and Recombinant DNA

52. Of the following choices, which could be used in the treatment of a patient in order to determine the patient's cancer subtype? A. transformation B. PCR C. microarray analysis D. Oryza sativa E. Western Blot analysis

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Section Number: 10.05 Topic: Genetic Analyses

True / False Questions 53. Restriction endonucleases are obtained from various species of bacteria. TRUE

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: 10.02 Explain the role of restriction endonucleases in the process of genetic engineering. Section Number: 10.02 Topic: Basics of Genetic Engineering

54. When DNA is heated, the two strands will separate. TRUE

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 Blooms Level: 1. Remember Learning Outcome: 10.04 List the steps in the polymerase chain reaction; discuss one disadvantage to this technique. Section Number: 10.02 Topic: Basics of Genetic Engineering

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Chapter 10 - Genetic Engineering and Recombinant DNA

55. Reverse transcriptase is used to make cDNA from an RNA template. TRUE

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: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.02 Topic: Basics of Genetic Engineering

56. After three replication cycles in PCR, there will be a total of three double-stranded DNA molecules. FALSE

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.04 List the steps in the polymerase chain reaction; discuss one disadvantage to this technique. Section Number: 10.02 Topic: Genetic Analyses

57. Viruses are often used as cloning hosts in recombinant DNA methods. FALSE

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.05 Describe how recombinant DNA is created; discuss its role in gene cloning. Section Number: 10.02 Topic: Recombinant DNA Technology

58. Vectors often contain a gene conferring drug resistance to their cloning host, in order to detect cells harboring the plasmid. TRUE

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.05 Describe how recombinant DNA is created; discuss its role in gene cloning. Section Number: 10.02 Topic: Recombinant DNA Technology

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Chapter 10 - Genetic Engineering and Recombinant DNA

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Chapter 10 - Genetic Engineering and Recombinant DNA

59. E. coli is an excellent host for cloning because it possesses the mechanisms for processing and modifying proteins. FALSE

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.07 List examples of genetically modified bacteria, plants, and animals and a purpose for each. Section Number: 10.03 Topic: Recombinant DNA Technology

60. An example of gene therapy is the insertion of the gene for human growth hormone into E. coli cells. FALSE

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.07 List examples of genetically modified bacteria, plants, and animals and a purpose for each. Section Number: 10.03 Topic: Recombinant DNA Technology

61. Transformation and transduction are methods used to introduce DNA into host cells. TRUE

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: 10.05 Describe how recombinant DNA is created; discuss its role in gene cloning. Section Number: 10.03 Topic: Recombinant DNA Technology

62. The process of introducing a needed, normal gene, into human cells is called DNA mapping. FALSE

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Chapter 10 - Genetic Engineering and Recombinant DNA

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Chapter 10 - Genetic Engineering and Recombinant DNA

63. It is now possible to very quickly map the genome of an organism or virus. TRUE

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.05 Topic: Genetic Analyses

64. It is possible to identify mRNA molecules using fluorescently labeled cDNA. TRUE

65. Identification of unique DNA fingerprints relies on the presence of single nucleotide polymorphisms among samples. TRUE

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: 10.12 Discuss the significance of single nucleotide polymorphisms (SNPs) in DNA analysis. Section Number: 10.05 Topic: Genetic Analyses

Multiple Choice Questions

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Chapter 10 - Genetic Engineering and Recombinant DNA

66. What is the evolutionary advantage of bacteria producing restriction endonucleases? A. They make these enzymes for humans to use in manipulating DNA. B. Bacteria use these enzymes to repair their own mistakes made during DNA replication. C. Bacteria use these enzymes to attack other bacteria and destroy their DNA. D. These enzymes are a defensive measure of bacteria to defend themselves against invading DNA of bacteriophages.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 4. Analyze Learning Outcome: 10.02 Explain the role of restriction endonucleases in the process of genetic engineering. Section Number: 10.01 Topic: Basics of Genetic Engineering

67. You want to identify Mycobacterium tuberculosis in a patient sputum sample. Which procedure would be most useful in this case? A. polymerase chain reaction B. whole genome sequencing C. DNA probe analysis D. microarray analysis

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.02 Topic: Genetic Analyses

68. Why is an enzyme from a thermophilic bacterium used in PCR? A. The enzyme makes DNA that is more similar to human DNA. B. It is cheaper to obtain from live microorganisms than producing the enzyme in a lab. C. This thermohile's enzyme will synthesize DNA. D. DNA is replicated at a high temperature that denatures most proteins.

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Chapter 10 - Genetic Engineering and Recombinant DNA

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Chapter 10 - Genetic Engineering and Recombinant DNA

69. In choosing the vector used to carry human genes into a host cell, which of the following should be the important consideration? A. whether the vector contains RNA or DNA B. what kind of plasmid it is C. whether the vector comes from a bacterium or a virus D. how much donor DNA can be carried on the vector

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 4. Analyze Learning Outcome: 10.05 Describe how recombinant DNA is created; discuss its role in gene cloning. Section Number: 10.02 Section Number: 10.03 Topic: Recombinant DNA Technology

70. Your infant has been diagnosed with severe combined immunodeficiency disease (SCID). Your doctor suggests which treatment as a possible cure for the disease A. gene therapy B. genome mapping C. reverse transcription D. microarrays

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.04 Topic: Genetic Medicine

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Chapter 10 - Genetic Engineering and Recombinant DNA

71. You have made a specific DNA probe that will bind to a key sequence on the DNA of Neisseria gonorrhoeae, allowing your company to market a gonorrhea test kit that can be used to identify the bacterium in genital tract specimens. However, upon testing it out against a known Neisseria gonorrhoeae culture, you find that it does not work. Which of the following is a possible explanation for this negative result? A. You forgot to label the probe sequence with a reporter molecule. B. You forgot to digest the probe with restriction endonucleases. C. You forgot to add the mRNA to the DNA probe sample. D. You forgot to incubate the test at the 75C temperature required for hybridization.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 4. Analyze Learning Outcome: 10.01 Provide examples of practical applications of modern genetic technologies. Section Number: 10.02 Topic: Genetic Analyses Topic: Genetic Medicine

72. The enzyme required to attach the sticky ends of DNA and used when splicing DNA fragments into other DNA is: A. helicase. B. ligase. C. reverse transcriptase. D. endonuclease.

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: 10.02 Explain the role of restriction endonucleases in the process of genetic engineering. Section Number: 10.01 Topic: Basics of Genetic Engineering

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Chapter 11 - Physical and Chemical Control of Microbes

Chapter 11 Physical and Chemical Control of Microbes

Multiple Choice Questions 1. Which of the following microbial forms has the highest resistance to physical and chemical controls? A. naked viruses B. protozoan cysts C. fungal spores D. bacterial endospores E. yeast

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.02 Identify the microorganisms that are most resistant and least resistant to control measures. Section Number: 11.01 Topic: Basics of Microbial Control

2. The process that destroys or removes all microorganisms and microbial forms, including bacterial endospores, on inanimate objects is A. disinfection. B. sterilization. C. antisepsis. D. sanitization. E. degermation.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.01 Distinguish among the terms sterilization, disinfection, antisepsis, and decontamination. Section Number: 11.01 Topic: Basics of Microbial Control

11-1

Chapter 11 - Physical and Chemical Control of Microbes

3. The use of a physical or chemical process to destroy vegetative pathogens on inanimate objects is A. disinfection. B. sterilization. C. antisepsis. D. sanitization. E. degermation.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.01 Distinguish among the terms sterilization, disinfection, antisepsis, and decontamination. Section Number: 11.01 Topic: Basics of Microbial Control

4. The use of chemical agents directly on exposed body surfaces to destroy or inhibit vegetative pathogens is A. disinfection. B. sterilization. C. antisepsis. D. sanitization.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.01 Distinguish among the terms sterilization, disinfection, antisepsis, and decontamination. Section Number: 11.01 Topic: Basics of Microbial Control

5. Scrubbing or immersing the skin in chemicals to reduce the numbers of microbes on the skin is A. disinfection. B. sterilization. C. sanitization. D. degermation.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.01 Distinguish among the terms sterilization, disinfection, antisepsis, and decontamination. Section Number: 11.01 Topic: Basics of Microbial Control

11-2

Chapter 11 - Physical and Chemical Control of Microbes

11-3

Chapter 11 - Physical and Chemical Control of Microbes

6. Which of the following types of control agents would be used to achieve sterility? A. virucide B. bactericide C. germicide D. sporicide E. fungicide

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.01 Distinguish among the terms sterilization, disinfection, antisepsis, and decontamination. Section Number: 11.01 Topic: Basics of Microbial Control

7. The easiest microbial forms to kill or inhibit are A. naked viruses. B. vegetative bacteria and fungi. C. endospores. D. protozoan cysts. E. mycobacteria and staphylococci.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.02 Identify the microorganisms that are most resistant and least resistant to control measures. Section Number: 11.01 Topic: Basics of Microbial Control

8. The method of removing vegetative microbial life forms and debris to reduce contamination to safe levels is termed A. antisepsis. B. disinfection. C. sterilization. D. decontamination. E. sanitization.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.01 Distinguish among the terms sterilization, disinfection, antisepsis, and decontamination. Section Number: 11.01 Topic: Basics of Microbial Control

11-4

Chapter 11 - Physical and Chemical Control of Microbes

11-5

Chapter 11 - Physical and Chemical Control of Microbes

9. The method of removing vegetative life forms from living surfaces is termed A. antisepsis. B. disinfection. C. sterilization. D. decontamination.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.01 Distinguish among the terms sterilization, disinfection, antisepsis, and decontamination. Section Number: 11.01 Topic: Basics of Microbial Control

10. The removal of all life forms from inanimate objects is termed A. antisepsis. B. disinfection. C. sterilization. D. decontamination. E. degerming.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.01 Distinguish among the terms sterilization, disinfection, antisepsis, and decontamination. Section Number: 11.01 Topic: Basics of Microbial Control

11. The alcohol wipe used on a patient's skin before an injection is an example of A. antisepsis. B. disinfection. C. sterilization. D. decontamination. E. sanitization.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.17 Explain the mode of action of alcohols and their limitation as effective antimicrobials. Section Number: 11.03 Topic: Chemical Control Methods

11-6

Chapter 11 - Physical and Chemical Control of Microbes

12. Which is correct regarding the rate of microbial death? A. Cells die at increasingly greater rates. B. Only older cells die in a culture. C. Cells in a culture die at a constant rate. D. Upon contact with the control agent, all cells die at one time. E. Cells become metabolically inactive but are never killed.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.03 Define -static and -cidal. Compare the action of microbicidal and microbiostatic agents, providing an example of each. Section Number: 11.01 Topic: Basics of Microbial Control

13. Which of the following factors will influence the action of microbial agents? A. the number of microorganisms B. the type of microorganisms present C. temperature and pH D. mode and dosage of the agent E. All of the choices will influence the action.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.01 Distinguish among the terms sterilization, disinfection, antisepsis, and decontamination. Section Number: 11.01 Topic: Basics of Microbial Control

14. Microbial death occurs when there is A. no movement. B. no reproduction. C. a change in appearance. D. a decrease in size. E. All of the choices occur.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.03 Define -static and -cidal. Compare the action of microbicidal and microbiostatic agents, providing an example of each. Section Number: 11.01 Topic: Basics of Microbial Control

11-7

Chapter 11 - Physical and Chemical Control of Microbes

11-8

Chapter 11 - Physical and Chemical Control of Microbes

15. Each of the following is a target of antimicrobial agents except A. cell walls. B. cell membranes. C. ribosomes. D. cellular proteins. E. cytoplasm.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.04 Name four categories of cellular targets for physical and chemical agents. Section Number: 11.01 Topic: Basics of Microbial Control

16. Surfactants work by A. coating the organism preventing interaction with its environment. B. blocking transport into the organism. C. blocking transport out from the organism. D. disrupting membrane integrity.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.04 Name four categories of cellular targets for physical and chemical agents. Section Number: 11.01 Topic: Basics of Microbial Control

17. Some microbial control agents are able to cell proteins by breaking bonds that maintain the native state, the three-dimensional configuration of the proteins. A. denature B. bind C. dissolve D. mutate

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.04 Name four categories of cellular targets for physical and chemical agents. Section Number: 11.01 Topic: Basics of Microbial Control

11-9

Chapter 11 - Physical and Chemical Control of Microbes

18. Agents that can denature microbial proteins include all of the following except A. moist heat. B. alcohol. C. acids. D. metallic ions. E. X rays.

ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.11 Differentiate between the two types of radiation control methods, providing an application of each. Section Number: 11.01 Topic: Basics of Microbial Control

19. Which of the following does not affect microbial nucleic acids? A. moist heat B. ultraviolet light C. X rays D. ethylene dioxide E. formaldehyde

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.05 Name six methods of physical control of microorganisms. Section Number: 11.01 Topic: Chemical Control Methods Topic: Physical Control Methods

20. Physical agents for controlling microbial growth include all of the following except A. ultraviolet radiation. B. boiling water. C. HEPA filters. D. pasteurization. E. hydrogen peroxide.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.05 Name six methods of physical control of microorganisms. Learning Outcome: 11.14 Name the desirable characteristics of chemical control agents. Section Number: 11.03 Topic: Physical Control Methods

11-10

Chapter 11 - Physical and Chemical Control of Microbes

11-11

Chapter 11 - Physical and Chemical Control of Microbes

21. Sterilization is achieved by A. flash pasteurization. B. hot water. C. boiling water. D. steam autoclave. E. All of the choices are correct.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.01 Distinguish among the terms sterilization, disinfection, antisepsis, and decontamination. Section Number: 11.01 Topic: Basics of Microbial Control

22. Dry heat A. is less efficient than moist heat. B. cannot sterilize. C. includes tyndallization. D. is used in devices called autoclaves. E. will sterilize at 121 C for 15 minutes.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.06 Compare and contrast moist and dry heat methods of control, and identify multiple examples of each. Section Number: 11.02 Topic: Physical Control Methods

23. The minimum sterilizing conditions in a steam autoclave are A. 121C at 15 psi for 15 minutes. B. 63C for 30 minutes. C. 160C for 2 hours. D. 71.6C for 15 seconds. E. 100C for 30 minutes.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.06 Compare and contrast moist and dry heat methods of control, and identify multiple examples of each. Section Number: 11.02 Topic: Physical Control Methods

11-12

Chapter 11 - Physical and Chemical Control of Microbes

11-13

Chapter 11 - Physical and Chemical Control of Microbes

24. The shortest time required to kill or inactivate all the microbes in a sample at a specified temperature is called the A. thermal death point (TDP). B. thermal death time (TDT). C. sporicidal time. D. death phase point.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.07 Define thermal death time and thermal death point, and describe their role in proper sterilization. Section Number: 11.02 Topic: Physical Control Methods

25. The lowest temperature needed to kill or inactivate all microbes in 10 minutes is the A. thermal death point (TDP). B. thermal death time (TDT). C. sporicidal time. D. death phase point.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.07 Define thermal death time and thermal death point, and describe their role in proper sterilization. Section Number: 11.02 Topic: Physical Control Methods

26. Disinfection of beverages such as apple juice, milk, and wine is optimally achieved by A. pasteurization. B. chlorination. C. moist heat autoclave. D. filtration. E. boiling water.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.05 Name six methods of physical control of microorganisms. Section Number: 11.02 Topic: Physical Control Methods

11-14

Chapter 11 - Physical and Chemical Control of Microbes

27. Placing organisms at 4oC is A. bactericidal. B. bacteriostatic. C. decontamination. D. sterilization. E. germicidal.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.03 Define -static and -cidal. Compare the action of microbicidal and microbiostatic agents, providing an example of each. Section Number: 11.02 Topic: Physical Control Methods

28. Pasteurization A. kills all vegetative forms. B. reduces the number of vegetative forms. C. reduces the number of endospores. D. increases food nutrient value. E. is used to sterilize food products.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.06 Compare and contrast moist and dry heat methods of control, and identify multiple examples of each. Section Number: 11.02 Topic: Physical Control Methods

29. heat is more rapidly effective and efficient compared to A. High; dry B. High; moist C. Dry; moist D. Moist; dry E. Moist; high

heat.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.06 Compare and contrast moist and dry heat methods of control, and identify multiple examples of each. Section Number: 11.02 Topic: Physical Control Methods

11-15

Chapter 11 - Physical and Chemical Control of Microbes

11-16

Chapter 11 - Physical and Chemical Control of Microbes

30. A method for sterilizing milk, called A. pasteurization B. batch pasteurization C. flash pasteurization D. ultra high temperature E. tyndallization

treatment, uses 134 C for 1 to 2 seconds.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.06 Compare and contrast moist and dry heat methods of control, and identify multiple examples of each. Learning Outcome: 11.08 Explain four different methods of moist heat control. Section Number: 11.02 Topic: Physical Control Methods

31. What instrument is most effective for pressure-temperature sterilization? A. oven B. autoclave C. water-bath D. Bunsen burner E. incubator

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.08 Explain four different methods of moist heat control. Section Number: 11.02 Topic: Physical Control Methods

11-17

Chapter 11 - Physical and Chemical Control of Microbes

32. Intermittent sterilization, which uses 3 days of lower temperature steam for short periods of time, is also called A. pasteurization. B. incubation. C. tyndallization. D. disinfection. E. desiccation.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.08 Explain four different methods of moist heat control. Section Number: 11.02 Topic: Physical Control Methods

11-18

Chapter 11 - Physical and Chemical Control of Microbes

33. Which of the following is not a primary target of milk pasteurization? A. Salmonella B. Campylobacter jejuni C. Lactobacillus D. Listeria monocytogenes E. Brucella

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.08 Explain four different methods of moist heat control. Section Number: 11.02 Topic: Physical Control Methods

34. Vials of microorganisms that undergo the freeze-drying process called preserved and viable for years. A. desiccation B. flash freeze C. lyophilization D. pasteurization E. sterilization

, will remain

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.10 Identify advantages and disadvantages of cold treatment and desiccation. Section Number: 11.02 Topic: Physical Control Methods

35. Removal of moisture by dehydration is called A. desiccation. B. flash freeze. C. lyophilization. D. pasteurization. E. sterilization.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.10 Identify advantages and disadvantages of cold treatment and desiccation. Section Number: 11.02 Topic: Physical Control Methods

11-19

Chapter 11 - Physical and Chemical Control of Microbes

11-20

Chapter 11 - Physical and Chemical Control of Microbes

36. radiation excites atoms to a higher energy state within molecules such as DNA that then leads to the formation of pyrimidine dimers. A. Infrared B. Ultraviolet C. Gamma D. Particle E. Ionizing

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.11 Differentiate between the two types of radiation control methods, providing an application of each. Section Number: 11.02 Topic: Physical Control Methods

37. Electrons are ejected from atoms in cells when organisms are exposed to A. desiccation. B. ultraviolet light. C. ethyl alcohol. D. hydrogen peroxide. E. gamma rays and X rays.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.11 Differentiate between the two types of radiation control methods, providing an application of each. Section Number: 11.02 Topic: Physical Control Methods

38. Which of the following items are typically irradiated in order to kill microbes? A. cured meats B. human tissues such as heart valves and skin C. operating room air D. surgical gloves E. All of the choices are correct.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 06 Impact of Microorganisms Learning Outcome: 11.11 Differentiate between the two types of radiation control methods, providing an application of each. Section Number: 11.02 Topic: Physical Control Methods

11-21

Chapter 11 - Physical and Chemical Control of Microbes

11-22

Chapter 11 - Physical and Chemical Control of Microbes

39. Which control method would not be a suitable choice for killing Mycobacterium in a capped culture tube? A. ultraviolet (germicidal) light B. gamma rays C. 121C at 15 psi for 15 minutes D. 160C for 2 hours E. All of the choices are correct.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 11.11 Differentiate between the two types of radiation control methods, providing an application of each. Section Number: 11.02 Topic: Physical Control Methods

40. Place the following forms of radiation in order from the most penetrating to the least penetrating. A. gamma, cathode, X rays B. gamma, X rays, cathode C. cathode, gamma, X ray D. cathode, X ray, gamma E. X ray, gamma, cathode

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 11.11 Differentiate between the two types of radiation control methods, providing an application of each. Section Number: 11.02 Topic: Physical Control Methods

11-23

Chapter 11 - Physical and Chemical Control of Microbes

41. HEPA filters are used to remove microbes from A. air. B. liquids. C. human tissues. D. medical instruments. E. All of the choices are correct.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.12 Outline the process of filtration and describe its two advantages in microbial control. Explain how filtration functions as a control method. Section Number: 11.02 Topic: Physical Control Methods

42. Filtration sterilization A. can remove viruses. B. relies on gravity. C. removes toxins. D. uses heat and filtration. E. leaves behind endospores.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.12 Outline the process of filtration and describe its two advantages in microbial control. Explain how filtration functions as a control method. Section Number: 11.02 Topic: Physical Control Methods

11-24

Chapter 11 - Physical and Chemical Control of Microbes

43. is a control method that removes microorganisms rather than inhibiting or killing them. A. Boiling B. Sterilization C. Radiation D. Filtration E. Disinfection

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.12 Outline the process of filtration and describe its two advantages in microbial control. Explain how filtration functions as a control method. Section Number: 11.02 Topic: Physical Control Methods

44. Which of the following is not a factor that affects germicidal activity? A. material being treated B. length of exposure C. strength of the germicide D. microorganism being treated E. All of the choices are factors.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.14 Name the desirable characteristics of chemical control agents. Section Number: 11.03 Topic: Chemical Control Methods

45. All of the following pertain to hypochlorites except A. release hypochlorous acid in solution. B. cause denaturation of enzymes. C. found in iodophors. D. used to disinfect dairy, restaurant, and medical equipment. E. found in common household bleach.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.14 Name the desirable characteristics of chemical control agents. Section Number: 11.03 Topic: Chemical Control Methods

11-25

Chapter 11 - Physical and Chemical Control of Microbes

11-26

Chapter 11 - Physical and Chemical Control of Microbes

46. Iodophors include A. chloramines. B. betadine. C. tincture of iodine. D. alcohols. E. chlorhexidine.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.15 Discuss several different halogen agents and their uses in microbial control. Section Number: 11.03 Topic: Chemical Control Methods

47. is a halogen used in gaseous and liquid form for large scale disinfection of drinking water and sewage. A. Iodine B. Chlorine C. Bromine D. Fluorine E. Betadine

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.15 Discuss several different halogen agents and their uses in microbial control. Section Number: 11.03 Topic: Chemical Control Methods

48. Which of the following is not true of chloramines? A. contain chlorine B. can sanitize and disinfect C. form trihalomethanes with organic compounds D. are safer than free chlorine E. treat wounds and skin surfaces

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.16 List advantages and disadvantages to the use of phenolic compounds as control agents. Section Number: 11.03 Topic: Chemical Control Methods

11-27

Chapter 11 - Physical and Chemical Control of Microbes

11-28

Chapter 11 - Physical and Chemical Control of Microbes

49. All of the following are phenols or phenolics except A. Lysol. B. hexachlorophene. C. triclosan. D. cresols. E. chlorhexidine.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.16 List advantages and disadvantages to the use of phenolic compounds as control agents. Section Number: 11.03 Topic: Chemical Control Methods

50. The compound that is an organic base containing chlorine and two phenolic rings, and is used increasingly for wound degerming, neonatal washes, hand scrubbing, and prepping surgical skin sites is A. carbolic acid. B. chlorhexidine. C. triclosan. D. formalin. E. quaternary ammonium compounds.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.14 Name the desirable characteristics of chemical control agents. Section Number: 11.03 Topic: Chemical Control Methods

11-29

Chapter 11 - Physical and Chemical Control of Microbes

51. Which of the following germicides is/are also sporicidal? A. Betadine B. chlorine C. phenolics D. chlorhexidine E. chlorine, chlorhexidine, and Betadine

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.15 Discuss several different halogen agents and their uses in microbial control. Section Number: 11.03 Topic: Chemical Control Methods

11-30

Chapter 11 - Physical and Chemical Control of Microbes

52. Alcohols A. denature proteins when in a 50-95% alcohol-water solution. B. disinfect items when soaking method is utilized. C. are skin degerming agents. D. at 50% or higher concentrations dissolve cell membrane lipids. E. All of the choices are correct.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.17 Explain the mode of action of alcohols and their limitation as effective antimicrobials. Section Number: 11.03 Topic: Chemical Control Methods

53. The chemical agent/s that produce/s highly reactive hydroxyl-free radicals and also decomposes to O2 gas is A. Cidex. B. cationic detergents. C. hydrogen peroxide. D. chlorhexidine. E. iodophors.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.18 Pinpoint the most appropriate applications of hydrogen peroxide agents. Section Number: 11.03 Topic: Chemical Control Methods

54. Hydrogen peroxide is A. sporicidal. B. fungicidal. C. bactericidal. D. virucidal. E. All of the choices are correct.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.18 Pinpoint the most appropriate applications of hydrogen peroxide agents. Section Number: 11.03 Topic: Chemical Control Methods

11-31

Chapter 11 - Physical and Chemical Control of Microbes

11-32

Chapter 11 - Physical and Chemical Control of Microbes

55. All of the following act as surfactants except A. detergents. B. soaps. C. quaternary ammonia. D. alcohols. E. iodine.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.19 Define the term surfactant, and explain this antimicrobial's mode of action. Section Number: 11.03 Topic: Chemical Control Methods

56. Which of the following is not a heavy metal? A. tincture of iodine B. merthiolate C. silver nitrate solution D. zinc E. mercurochrome

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.20 Identify examples of some heavy metal control agents and their most common applications. Section Number: 11.03 Topic: Chemical Control Methods

57. solution was introduced in the late 19th century for preventing gonococcal infections in a newborn's eyes after exposure to the mother's infected birth canal. A. Merthiolate B. Triclosan C. Betadine D. Silver nitrate E. Zinc oxide

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.20 Identify examples of some heavy metal control agents and their most common applications. Section Number: 11.03 Topic: Chemical Control Methods

11-33

Chapter 11 - Physical and Chemical Control of Microbes

11-34

Chapter 11 - Physical and Chemical Control of Microbes

58. Heavy metals work by A. rupturing the cell membrane. B. inactivating proteins. C. binding to DNA. D. dissolving the cell wall. E. mutating DNA.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.20 Identify examples of some heavy metal control agents and their most common applications. Section Number: 11.03 Topic: Chemical Control Methods

59. Which of the following is not used as an antiseptic? A. iodophor B. chlorhexidine C. 3% hydrogen peroxide D. merthiolate E. aqueous glutaraldehyde

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.21 Discuss the advantages and disadvantages of aldehyde agents in microbial control. Section Number: 11.03 Topic: Chemical Control Methods

60. Which of the following is not true of glutaraldehyde? A. is classified as a carcinogen B. inactivates viruses C. does not damage plastics D. cross-links proteins on cell surfaces E. inactivates endospores in 3 hours

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.21 Discuss the advantages and disadvantages of aldehyde agents in microbial control. Section Number: 11.03 Topic: Chemical Control Methods

11-35

Chapter 11 - Physical and Chemical Control of Microbes

11-36

Chapter 11 - Physical and Chemical Control of Microbes

61. Endospores can be inactivated by A. dry heat at 170 C for 2 hours. B. incineration. C. glutaraldehyde for 3 or more hours. D. ethylene oxide for 3 or more hours. E. All of the choices are correct.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.02 Identify the microorganisms that are most resistant and least resistant to control measures. Section Number: 11.01 Topic: Chemical Control Methods Topic: Physical Control Methods

62. Which is mismatched? A. sodium hypochlorite - chlorine B. iodophor - iodine C. benzalkonium chloride - quaternary ammonium compound D. merthiolate - silver E. formalin - formaldehyde

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.15 Discuss several different halogen agents and their uses in microbial control. Section Number: 11.03 Topic: Chemical Control Methods

11-37

Chapter 11 - Physical and Chemical Control of Microbes

63. All of the following are alkylating control agents except A. ethylene oxide. B. iodophor. C. glutaraldehyde. D. formaldehyde. E. propylene oxide.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.15 Discuss several different halogen agents and their uses in microbial control. Learning Outcome: 11.21 Discuss the advantages and disadvantages of aldehyde agents in microbial control. Learning Outcome: 11.22 Identify applications for ethylene oxide sterilization. Section Number: 11.03 Topic: Chemical Control Methods

11-38

Chapter 11 - Physical and Chemical Control of Microbes

64. The sterilizing gas used in chemiclaves is A. ethylene oxide. B. iodophor. C. glutaraldehyde. D. formaldehyde. E. chlorine dioxide.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.22 Identify applications for ethylene oxide sterilization. Section Number: 11.03 Topic: Chemical Control Methods

65. Ethylene oxide is A. sporicidal. B. only effective with high heat. C. the active agent in household bleach. D. used as an antiseptic against anaerobes. E. a halogen.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.22 Identify applications for ethylene oxide sterilization. Section Number: 11.03 Topic: Chemical Control Methods

66. Which of the following acids is not used to destroy or inhibit microbial cells in food? A. acetic acid B. benzoic acid C. lactic acid D. phosphoric acid E. propionic acid

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.14 Name the desirable characteristics of chemical control agents. Section Number: 11.03 Topic: Chemical Control Methods

11-39

Chapter 11 - Physical and Chemical Control of Microbes

11-40

Chapter 11 - Physical and Chemical Control of Microbes

67. Using a HEPA filter in a vacuum or furnace is an example of which microbial control method? A. physical method B. dry method C. chemical agent D. gases E. surfactant

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.12 Outline the process of filtration and describe its two advantages in microbial control. Explain how filtration functions as a control method. Section Number: 11.02 Topic: Physical Control Methods

68. In lab, inoculating loops are sterilized using A. moist heat. B. chemicals. C. incineration. D. filtration. E. gas sterilization.

69. Antimicrobial agents can target the cell wall by A. blocking its synthesis. B. digesting it. C. denaturing proteins. D. All of the choices are correct.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.04 Name four categories of cellular targets for physical and chemical agents. Section Number: 11.01 Topic: Basics of Microbial Control

11-41

Chapter 11 - Physical and Chemical Control of Microbes

11-42

Chapter 11 - Physical and Chemical Control of Microbes

70. Which of the following represents the use of osmotic pressure as a microbial control method? A. bleaching a kitchen counter B. salting of meat C. rinsing of a cut with Betadine D. exposing dental equipment to UV light

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.13 Identify some common uses of osmotic pressure as a control method. Section Number: 11.02 Topic: Physical Control Methods

True / False Questions 71. Microbicidal agents are sterilants. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.01 Distinguish among the terms sterilization, disinfection, antisepsis, and decontamination. Section Number: 11.01 Topic: Basics of Microbial Control

72. Bacteriostatic agents kill bacterial cells. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.03 Define -static and -cidal. Compare the action of microbicidal and microbiostatic agents, providing an example of each. Section Number: 11.01 Topic: Basics of Microbial Control

11-43

Chapter 11 - Physical and Chemical Control of Microbes

73. Prions require more extensive methods of sterilization than are needed for bacterial endospores. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.02 Identify the microorganisms that are most resistant and least resistant to control measures. Section Number: 11.01 Topic: Basics of Microbial Control

74. The presence of organic matter such as saliva and pus can interfere with the actions of disinfectants. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.02 Identify the microorganisms that are most resistant and least resistant to control measures. Learning Outcome: 11.03 Define -static and -cidal. Compare the action of microbicidal and microbiostatic agents, providing an example of each. Section Number: 11.01 Topic: Basics of Microbial Control

75. When a control agent targets the metabolic processes of microbial cells, active younger cells typically die more rapidly than older cells. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.02 Identify the microorganisms that are most resistant and least resistant to control measures. Section Number: 11.01 Topic: Basics of Microbial Control

11-44

Chapter 11 - Physical and Chemical Control of Microbes

76. A microorganism that is not motile and has stopped metabolizing is considered dead. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.03 Define -static and -cidal. Compare the action of microbicidal and microbiostatic agents, providing an example of each. Section Number: 11.01 Topic: Basics of Microbial Control

77. Most microbial contaminants of food are killed or inactivated at freezing temperatures. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 06 Impact of Microorganisms Learning Outcome: 11.10 Identify advantages and disadvantages of cold treatment and desiccation. Section Number: 11.02 Topic: Physical Control Methods

78. Pasteurization is used to sterilize milk. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.06 Compare and contrast moist and dry heat methods of control, and identify multiple examples of each. Learning Outcome: 11.08 Explain four different methods of moist heat control. Section Number: 11.02 Topic: Physical Control Methods

79. Pasteurization does not inactivate endospores or thermoduric microbes. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.06 Compare and contrast moist and dry heat methods of control, and identify multiple examples of each. Learning Outcome: 11.08 Explain four different methods of moist heat control. Section Number: 11.02 Topic: Physical Control Methods

11-45

Chapter 11 - Physical and Chemical Control of Microbes

11-46

Chapter 11 - Physical and Chemical Control of Microbes

80. Ionizing radiation is more effective than nonionizing radiation in killing or inactivating microbes. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.11 Differentiate between the two types of radiation control methods, providing an application of each. Section Number: 11.02 Topic: Physical Control Methods

81. Chlorine compounds remain stable and effective in the presence of excess organic matter. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.15 Discuss several different halogen agents and their uses in microbial control. Section Number: 11.03 Topic: Chemical Control Methods

82. Alcohols are more effective at inactivating enveloped viruses than naked viruses. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.17 Explain the mode of action of alcohols and their limitation as effective antimicrobials. Section Number: 11.03 Topic: Chemical Control Methods

83. Isopropyl alcohol wiped across a skin site can sterilize it. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.17 Explain the mode of action of alcohols and their limitation as effective antimicrobials. Section Number: 11.03 Topic: Chemical Control Methods

11-47

Chapter 11 - Physical and Chemical Control of Microbes

11-48

Chapter 11 - Physical and Chemical Control of Microbes

84. Hydrogen peroxide is used in the process of sterilizing instruments such as endoscopes. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 11.18 Pinpoint the most appropriate applications of hydrogen peroxide agents. Section Number: 11.03 Topic: Chemical Control Methods

85. Ozone is a very effective disinfectant. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.14 Name the desirable characteristics of chemical control agents. Section Number: 11.03 Topic: Chemical Control Methods

86. Soaps and detergents are very effective as sterilants. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.19 Define the term surfactant, and explain this antimicrobial's mode of action. Section Number: 11.03 Topic: Chemical Control Methods

87. Organisms in the genus Pseudomonas are resistant to quarts. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.19 Define the term surfactant, and explain this antimicrobial's mode of action. Section Number: 11.03 Topic: Chemical Control Methods

11-49

Chapter 11 - Physical and Chemical Control of Microbes

88. Chlorine and ethylene oxide are sterilizing gases. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 11.22 Identify applications for ethylene oxide sterilization. Section Number: 11.03 Topic: Chemical Control Methods

89. Aniline dyes like crystal violet have antimicrobial activity particularly against grampositive bacteria and some fungi. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 11.14 Name the desirable characteristics of chemical control agents. Section Number: 11.03 Topic: Chemical Control Methods

Multiple Choice Questions 90. Your little girl is in the ICU ward of a hospital, and you would like to take her favorite little cloth doll to her. However, it must be sterilized. Your choices of sterilization are ethylene oxide gas, ultraviolet radiation, or an iodophor containing solution. Which of the following is an accurate evaluation of these choices? A. Betadine is not feasible as a choice since most iodophore solutions do not sterilize. B. Ethylene oxide gas is a great sterilant, and there is no toxicity associated with it. C. Ultraviolet radiation is a good choice for complete sterilization because it is cheap. D. All of these choices are equally good as sterilizing agents and will not harm the doll.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. Blooms Level: 4. Analyze Learning Outcome: 11.05 Name six methods of physical control of microorganisms. Learning Outcome: 11.14 Name the desirable characteristics of chemical control agents. Section Number: 11.02 Section Number: 11.03 Topic: Chemical Control Methods Topic: Physical Control Methods

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Chapter 11 - Physical and Chemical Control of Microbes

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Chapter 11 - Physical and Chemical Control of Microbes

91. You have inherited some old glass baby milk bottles from your grandmother and you would like to use them instead of plastic bottles. The bottles are placed into a large metal container and placed in the oven, at 325 degrees F for about 2 hours. What factor would you change if you wanted the sterilization to occur much quicker? A. Use a pressure cooker to sterilize the bottles, in steam. B. Increase the temperature of the oven by 5 degrees. C. Pour an antimicrobial chemical into the bottles before placing into the oven. D. Place the bottles outside in the sunlight and then place in the oven.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. Blooms Level: 3. Apply Learning Outcome: 11.08 Explain four different methods of moist heat control. Learning Outcome: 11.09 Explain two methods of dry heat control. Section Number: 11.02 Topic: Physical Control Methods

92. Your aim is to sterilize prosthetic devices like heart valves and artificial joint structures before being used in the patient. Considering where they will be placed and the probable composition of the devices, what would be the best chemical to use? A. iodine B. crystal violet dye C. quaternary ammonium compounds D. bleach

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 4. Analyze Learning Outcome: 11.14 Name the desirable characteristics of chemical control agents. Section Number: 11.03 Topic: Chemical Control Methods

11-52

Chapter 11 - Physical and Chemical Control of Microbes

93. Which antimicrobial method does not sterilize? A. autoclave B. ethylene oxide gas C. pasteurization D. ionizing radiation

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 11.08 Explain four different methods of moist heat control. Learning Outcome: 11.14 Name the desirable characteristics of chemical control agents. Learning Outcome: 11.22 Identify applications for ethylene oxide sterilization. Section Number: 11.02 Section Number: 11.03 Topic: Chemical Control Methods Topic: Physical Control Methods

94. You have some old plastic Petri dishes that you would like to use for pouring bacteriological agar plates. The only method of physical sterilization is ultraviolet radiation sterilization with your UV light (you cannot use the autoclave because it will disfigure and melt the plastic). After sterilizing the plates, pouring the sterilized agar medium, and then leaving the plates out at room temperature for a day or two to let them solidify and dry, you find contaminating bacterial colonies growing on the agar. Predict what has happened in this situation. A. The agar had bacteria in it, even after sterilization in the autoclave. B. The lids of the Petri dishes were inadvertently left on while being sterilized. C. The room temperature enhanced the growth of normal biota of the agar. D. Air got into the poured agar plates, contaminating them.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 4. Analyze Learning Outcome: 11.11 Differentiate between the two types of radiation control methods, providing an application of each. Section Number: 11.02 Topic: Physical Control Methods

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Chapter 11 - Physical and Chemical Control of Microbes

95. Your friend Joe recently visited the doctor for steroid injections into his knee to reduce swelling due to previous knee injury. Within a couple of days, he had an infection caused by Pseudomonas, a very pathogenic and drug resistant bacterium. Luckily, Joe went to the doctor immediately and received antibiotics. The doctor tells him that problem has occurred to many other people across the U.S. Predict the most likely cause of this situation: A. The staff giving the steroid injections did not use proper aseptic technique. B. The steroid was contaminated at the production plant, so all batches of that drug made at that plant were contaminated with the bacterium. C. The bacterium is normally on the skin of people, so can easily access the patient's blood during the needle stick. D. The needles were re-used and already contaminated before being used on the patients.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 4. Analyze Learning Outcome: 11.03 Define -static and -cidal. Compare the action of microbicidal and microbiostatic agents, providing an example of each. Learning Outcome: 11.05 Name six methods of physical control of microorganisms. Learning Outcome: 11.14 Name the desirable characteristics of chemical control agents. Section Number: 11.01 Topic: Basics of Microbial Control

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

Chapter 12 Drugs, Microbes, Host-The Elements of Chemotherapy

Multiple Choice Questions 1. Substances that are naturally produced by certain microorganisms that can inhibit or destroy bacteria are called A. antibiotics. B. narrow-spectrum drugs. C. semisynthetic drugs. D. synthetic drugs. E. broad-spectrum drugs.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.02 Identify sources of the most commonly used antimicrobial drugs. Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

2. Antimicrobials effective against a wide variety of microbial types are termed A. antibiotics. B. narrow-spectrum drugs. C. semisynthetic drugs. D. synthetic drugs. E. broad-spectrum drugs.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.08 Distinguish between broad-spectrum and narrow-spectrum antimicrobials, and explain the significance of the distinction. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

3. Antibiotics are derived from all of the following except A. Penicillium. B. Bacillus. C. Staphylococcus. D. Streptomyces. E. Cephalosporium.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.02 Identify sources of the most commonly used antimicrobial drugs. Learning Outcome: 12.14 Identify the cellular target of quinolones, and provide two examples of these drugs. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

4. Important characteristics of antimicrobial drugs include A. low toxicity for human tissues. B. high toxicity against microbial cells. C. do not cause serious side effects in humans. D. stable and soluble in body tissues and fluids. E. All of the choices are correct.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.01 State the main goal of antimicrobial treatment. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

5. An ideal antimicrobial therapeutic drug exhibits all of the following characteristics except A. nontoxic to host. B. easily broken down by host. C. easily administered. D. limited capacity to elicit resistance. E. nonallergenic.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.01 State the main goal of antimicrobial treatment. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

6. The use of a drug to prevent imminent infection is called A. competitive inhibition. B. synergism. C. prebiotics. D. prophylaxis. E. lantibiotics.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.01 State the main goal of antimicrobial treatment. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

7. The use of any chemical in the treatment, relief, or prophylaxis of a disease is called A. prophylaxis. B. chemotherapy. C. selective toxicity. D. nephrotoxicity. E. synergism.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.01 State the main goal of antimicrobial treatment. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

8. Penicillins and cephalosporins A. interfere with elongation of peptidoglycan. B. are metabolic analogs of PABA and block folic acid synthesis. C. attach to the 30S ribosomal subunit and disrupt protein synthesis. D. damage cell membranes. E. block peptidases that cross-link glycan molecules.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.09 Trace the development of penicillin antimicrobials, and identify which microbes they are effective against. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

9. Selective toxicity refers to damage to A. pathogenic organisms. B. prokaryotic cell membranes. C. the target organisms but not vertebrate cells. D. nucleic acids.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.03 Summarize two methods for testing antimicrobial susceptibility. Section Number: 12.02 Topic: Principles of Antimicrobial Therapy

10. Each of the following effect cell walls except A. penicillin. B. cycloserine. C. vancomycin. D. erythromycin. E. cephalosporin.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.09 Trace the development of penicillin antimicrobials, and identify which microbes they are effective against. Learning Outcome: 12.11 List examples of other beta-lactam antibiotics. Learning Outcome: 12.12 Describe common cell wall antibiotics that are not in the beta-lactum class of drugs. Section Number: 12.03 Topic: Antibacterials

11. Aminoglycosides A. interfere with elongation of peptidoglycan. B. are metabolic analogs of PABA and block folic acid synthesis. C. attach to the 30S ribosomal subunit and disrupt protein synthesis. D. damage cell membranes. E. block peptidases that cross-link glycan molecules.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

12. Each of the following target prokaryotic ribosomes except A. streptomycin. B. gentamycin. C. polymyxins. D. tetracycline. E. erythromycin.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.03 Topic: Antibacterials

13. Antibiotics which disrupt prokaryotic ribosomes can also affect A. eukaryotic large ribosomal subunit. B. eukaryotic small ribosomal subunit. C. ribosomal RNA. D. eukaryotic mitochondrial ribosomes.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.03 Topic: Antibacterials

14. Drugs that insert on the ribosomal subunit prevent peptide bond formation or inhibit translocation of the subunit during translation.

A. 30S B. 40S C. 50S D. 60S E. 70S ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

15. Which of the following microbials does not inhibit DNA synthesis? A. chloroquine B. quinolone C. penicillin D. azidothymidine E. acyclovir

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.10 Describe the action of beta-lactamases, and explain their importance in drug resistance. Learning Outcome: 12.14 Identify the cellular target of quinolones, and provide two examples of these drugs. Section Number: 12.03 Topic: Antibacterials

16. Sulfonamides A. interfere with elongation of peptidoglycan. B. are metabolic analogs of PABA and block folic acid synthesis. C. attach to the 30S ribosomal subunit and disrupt protein synthesis. D. damage cell membranes. E. block peptidases that cross-link glycan molecules.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.06 Describe the five major targets of antimicrobial agents, and list major drugs associated with each. Section Number: 12.03 Topic: Antibacterials

17. Sulfa drugs work on A. nucleic acid biosynthesis. B. ribosome biosynthesis. C. peptidoglycan biosynthesis. D. folic acid biosynthesis.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.06 Describe the five major targets of antimicrobial agents, and list major drugs associated with each. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

18. Sulfonamides are analogs of PABA and, as a result, they inhibit A. protein B. DNA C. RNA D. folic acid E. phospholipid

synthesis.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.06 Describe the five major targets of antimicrobial agents, and list major drugs associated with each. Section Number: 12.03 Topic: Antibacterials

19. Drugs that act by mimicking the normal substrate of an enzyme, thereby blocking its active site, are called A. inhibitors. B. blockers. C. competitive inhibitors. D. noncompetitive inhibitors

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.06 Describe the five major targets of antimicrobial agents, and list major drugs associated with each. Section Number: 12.03 Topic: Antibacterials

20. Ampicillin, amoxicillin, mezlocillin, and penicillin G all have A. a beta-lactam ring. B. resistance to the action of penicillinase. C. a semisynthetic nature. D. an expanded spectrum of activity.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.09 Trace the development of penicillin antimicrobials, and identify which microbes they are effective against. Learning Outcome: 12.11 List examples of other beta-lactam antibiotics. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

21. A chemical that inhibits beta-lactamase enzymes is A. synercid. B. penicillinase. C. aztreonam. D. clavulanic acid. E. imipenem.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.10 Describe the action of beta-lactamases, and explain their importance in drug resistance. Section Number: 12.03 Topic: Antibacterials

22. What type of chemical will allow some bacteria to be resistant to many penicillins? A. synercid B. penicillinase C. aztreonam D. clavulanic acid E. imipenem

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.10 Describe the action of beta-lactamases, and explain their importance in drug resistance. Section Number: 12.03 Topic: Antibacterials

23. All of the following pertain to cephalosporins except A. have a beta-lactam ring. B. greater resistance to beta-lactamases. C. newer generations have activity against gram-negative bacteria. D. many administered by injection, not orally. E. are synthetic drugs.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.06 Describe the five major targets of antimicrobial agents, and list major drugs associated with each. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

24. Which antimicrobial does not inhibit cell wall synthesis? A. gentamicin B. vancomycin C. cephalosporins D. penicillins E. carbapenems

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.06 Describe the five major targets of antimicrobial agents, and list major drugs associated with each. Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.03 Topic: Antibacterials

25. Which drug is used to treat cases of tuberculosis? A. penicillin G B. vancomycin C. tetracycline D. synercid E. isoniazid

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.06 Describe the five major targets of antimicrobial agents, and list major drugs associated with each. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

26. What drug is used in cases of penicillin and methicillin resistance and also used to treat endocarditis? A. penicillin G B. vancomycin C. tetracycline D. erythromycin E. isoniazid

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.11 List examples of other beta-lactam antibiotics. Learning Outcome: 12.14 Identify the cellular target of quinolones, and provide two examples of these drugs. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

27. Clavulanic acid inhibits A. beta-lactamase activity. B. peptidoglycan synthesis. C. formation of peptidoglycan cross linkages. D. cell membrane synthesis.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.10 Describe the action of beta-lactamases, and explain their importance in drug resistance. Section Number: 12.03 Topic: Antibacterials

28. All consist of a thiazolidine ring, a beta-lactam ring, and an R group. A. penicillins B. tetracyclines C. macrolides D. cephalosporins E. aminoglycosides

29. The major source of naturally produced penicillin is the mold A. Penicillium notatum. B. Penicilium chrysogenum. C. Penicilium familiaris. D. Naturally produced penicillin is no longer used.

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

30. What antibiotic is mixed with neomycin and polymyxin to make an antibiotic ointment (Neosporin) for superficial skin infections? A. vancomycin B. bacitracin C. chloramphenicol D. streptomycin E. clindamycin

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.12 Describe common cell wall antibiotics that are not in the beta-lactum class of drugs. Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.03 Topic: Antibacterials

31. Infections caused by gram-negative bacilli are often treated with A. penicillin G. B. vancomycin. C. aminoglycosides. D. synercid. E. isoniazid.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.03 Topic: Antibacterials

32. Which antimicrobial does not interfere with protein synthesis? A. aminoglycosides B. tetracyclines C. erythromycin D. trimethroprim E. chloramphenicol

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

33. Which of these drugs has the most narrow-spectrum activity? A. tetracycline B. isoniazid C. erythromycin D. aminoglycosides E. cephalosporins

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.07 Identify which categories of drugs are most selectively toxic, and explain why they exhibit this effect. Learning Outcome: 12.08 Distinguish between broad-spectrum and narrow-spectrum antimicrobials, and explain the significance of the distinction. Section Number: 12.03 Topic: Antibacterials

34. Antimicrobials that are macrolides A. disrupt cell membrane function. B. include tetracyclines. C. include azithromycin, clarithromcyin, and erythromycin. D. are very narrow-spectrum drugs. E. are hepatotoxic.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

35. The drug that is used to treat typhoid fever and brain abscesses, but can cause aplastic anemia, is: A. chloramphenicol. B. clindamycin. C. ciprofloxacin. D. bacitracin. E. gentamicin.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. 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 Systems Blooms Level: 1. Remember Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Learning Outcome: 12.23 Distinguish between drug toxicity and allergic reactions to drugs. Section Number: 12.03 Topic: Antibacterials

36. Which of the following is not an aminoglycoside? A. streptomycin B. gentamicin C. tetracycline D. amikacin E. tobramycin

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

37. Which of the following antibacterial drug groups does not target protein synthesis? A. oxazolidinones B. macrolides C. aminoglycosides D. sulfonamides E. tetracyclines

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.04 Define therapeutic index, and identify whether a high or a low index is preferable in a drug. Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.03 Topic: Antibacterials

38. Which antibiotic is used to treat MRSA and VRE infections? A. synercid B. clindamycin C. linezolid D. azithromycin E. clarithromycin

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 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.13 Identify the ribosomal targets of several antibiotics that inhibit protein synthesis. Section Number: 12.04 Topic: Drug Resistance

39. Which group are the key drugs used to treat Hansen's disease (leprosy)? A. sulfonamides B. sulfones C. fluoroquinolones D. polymyxins E. streptomyces

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 12.06 Describe the five major targets of antimicrobial agents, and list major drugs associated with each. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

40. All of the following pertain to fluoroquinolones except A. broad spectrum. B. include ciprofloxacin and levofloxacin. C. are nephrotoxic. D. used to treat respiratory, urinary, and sexually transmitted infections. E. readily absorbed from intestines.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.14 Identify the cellular target of quinolones, and provide two examples of these drugs. Learning Outcome: 12.17 Name the four main categories of antifungal agents, and provide one example of each. Section Number: 12.03 Topic: Antibacterials

41. Which of the following is not true of polymyxins? A. source is Bacillus polymyxa B. narrow spectrum C. toxic to kidneys D. target cell walls E. can treat severe urinary tract infections caused by gram-negative bacilli

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.15 Name two drugs that target the cellular membrane. Learning Outcome: 12.18 List four antiprotozoal drugs and three antihelminthic drugs used today. Section Number: 12.03 Topic: Antibacterials

42. The antifungal drug that can be used to treat serious systemic fungal infections is A. nystatin. B. griseofulvin. C. amphotericin B. D. sulfa drugs. E. metronidazole.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.18 List four antiprotozoal drugs and three antihelminthic drugs used today. Section Number: 12.03 Topic: Antimicrobials for Eukaryotic Infections

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

43. Ketoconazole, fluconazole, clotrimazole, and miconazole are broad-spectrum azoles used to treat infections. A. bacterial B. fungal C. protozoan D. helminthic E. viral

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.18 List four antiprotozoal drugs and three antihelminthic drugs used today. Section Number: 12.03 Topic: Antimicrobials for Eukaryotic Infections

44. Which of the following is not a drug group used to treat fungal infections? A. quinolones B. macrolide polyene antibiotics C. griseofulvin D. synthetic azoles E. flucytosine

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.14 Identify the cellular target of quinolones, and provide two examples of these drugs. Learning Outcome: 12.17 Name the four main categories of antifungal agents, and provide one example of each. Learning Outcome: 12.18 List four antiprotozoal drugs and three antihelminthic drugs used today. Section Number: 12.03 Topic: Antimicrobials for Eukaryotic Infections

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

45. The drug used for several protozoan infections is A. nystatin. B. griseofulvin. C. amphotericin B. D. sulfa drugs. E. metronidazole.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.18 List four antiprotozoal drugs and three antihelminthic drugs used today. Learning Outcome: 12.21 List five cellular or structural mechanisms that microbes use to resist antimicrobials. Section Number: 12.03 Topic: Antimicrobials for Eukaryotic Infections

46. Mebendazole, thiabendazole, and ivermectin are drugs used to treat A. bacterial B. fungal C. protozoan D. helminthic E. viral

infections.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.18 List four antiprotozoal drugs and three antihelminthic drugs used today. Learning Outcome: 12.21 List five cellular or structural mechanisms that microbes use to resist antimicrobials. Section Number: 12.03 Topic: Antimicrobials for Eukaryotic Infections

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

47. There are fewer antifungal, antiprotozoan, and antihelminthic drugs compared to antibacterial drugs because fungi, protozoa, and helminths A. do not cause many human infections. B. are not affected by antimicrobials. C. are so similar to human cells that drug selective toxicity is difficult to achieve. D. are parasites found inside human cells. E. fewer target sites in their cells compared to bacteria.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.18 List four antiprotozoal drugs and three antihelminthic drugs used today. Learning Outcome: 12.21 List five cellular or structural mechanisms that microbes use to resist antimicrobials. Section Number: 12.03 Topic: Antimicrobials for Eukaryotic Infections

48. Primaquine and chloroquine are drugs used in the treatment of A. gram-positive bacterial B. gram-negative bacterial C. fungal D. protozoan E. viral

infections.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.18 List four antiprotozoal drugs and three antihelminthic drugs used today. Section Number: 12.03 Topic: Antimicrobials for Eukaryotic Infections

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

49. Which of the following is not used to treat malaria? A. quinine B. chloroquine C. metronidazole D. primaquine E. meflaquine

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.18 List four antiprotozoal drugs and three antihelminthic drugs used today. Learning Outcome: 12.21 List five cellular or structural mechanisms that microbes use to resist antimicrobials. Section Number: 12.03 Topic: Antimicrobials for Eukaryotic Infections

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

50. Which of the following is not a mode of action of antiviral drugs? A. block penetration B. block transcription and translation C. inhibit DNA synthesis D. block maturation E. bond to ergosterol in the cell membrane

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.19 Describe two major modes of action of antiviral drugs. Learning Outcome: 12.22 Discuss at least three novel antimicrobial strategies that are under investigation. Section Number: 12.03 Topic: Antivirals

51. An antiviral that is a guanine analog would have an antiviral mode of action that A. blocks penetration. B. blocks transcription and translation. C. inhibits DNA synthesis. D. blocks maturation. E. bonds to ergosterol in the cell membrane.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.19 Describe two major modes of action of antiviral drugs. Learning Outcome: 12.22 Discuss at least three novel antimicrobial strategies that are under investigation. Section Number: 12.03 Topic: Antivirals

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

52. Antiviral drugs that target reverse transcriptase would be used to treat infections caused by: A. influenza A virus. B. HIV. C. herpes zoster virus. D. respiratory syncytial virus. E. hepatitis C virus.

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

53. Acyclovir is used to treat infections caused by: A. influenza A virus. B. HIV. C. herpes simplex virus. D. respiratory syncytial virus. E. hepatitis C virus.

54. Which of the following blocks HIV binding to host cell receptors? A. AZT B. acyclovir C. nevirapine D. Fuzeon E. amantidine

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.19 Describe two major modes of action of antiviral drugs. Learning Outcome: 12.22 Discuss at least three novel antimicrobial strategies that are under investigation. Section Number: 12.03 Topic: Antivirals

55. Which of the following is not a therapeutic benefit of interferon? A. reduces healing time B. increases white blood cell count C. prevents or reduces some cold symptoms D. slows progress of some cancers E. treats hepatitis C

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.19 Describe two major modes of action of antiviral drugs. Learning Outcome: 12.22 Discuss at least three novel antimicrobial strategies that are under investigation. Section Number: 12.03 Topic: Antivirals

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

56. The cellular basis for bacterial resistance to antimicrobials include A. bacterial chromosomal mutations. B. synthesis of enzymes that alter drug structure. C. prevention of drug entry into the cell. D. alteration of drug receptors on cell targets. E. All of the choices are correct.

ASM Objective: 01.02 Mutations and horizontal gene transfer, with the immense variety of microenvironments, have selected for a huge diversity of microorganisms. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: 12.20 Discuss two possible ways that microbes acquire antimicrobial resistance. Section Number: 12.04 Topic: Drug Resistance

57. The multidrug resistant pumps in many bacterial cell membranes function by A. bacterial chromosomal mutations. B. synthesis of enzymes that alter drug structure. C. removing the drug from the cell when it enters.

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Topic: Module 02 Structure and Function Blooms Level: 2. Understand Learning Outcome: 12.21 List five cellular or structural mechanisms that microbes use to resist antimicrobials. Section Number: 12.04 Topic: Drug Resistance

58. Microbial resistance resulting from mutation occurs because A. prokaryotic genomes undergo mutation rapidly. B. prokaryotic genomes undergo mutation often. C. short generation times accumulate mutations in populations. D. mutations are passed between organisms. E. All of the choices are correct.

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

59. Each of the following results in drug resistance except a drug A. being pumped out of the cell. B. being used as a nutrient by the cell. C. binding site being altered. D. being inactivated. E. being blocked from entering the cell.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 5. Evaluate Learning Outcome: 12.20 Discuss two possible ways that microbes acquire antimicrobial resistance. Learning Outcome: 12.24 Define the term superinfection, and summarize how it develops in a patient. Section Number: 12.04 Topic: Drug Resistance

60. Each of the following is a mechanism for drug resistance transfer between microorganisms except A. transposons. B. R-plasmids. C. conjugation. D. mutation.

ASM Objective: 01.02 Mutations and horizontal gene transfer, with the immense variety of microenvironments, have selected for a huge diversity of microorganisms. ASM Topic: Module 01 Evolution Blooms Level: 1. Remember Learning Outcome: 12.20 Discuss two possible ways that microbes acquire antimicrobial resistance. Learning Outcome: 12.23 Distinguish between drug toxicity and allergic reactions to drugs. Section Number: 12.04 Topic: Drug Resistance

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

61. Each of the following contributes to emerging drug resistance except A. overuse of antibiotics. B. improper use of antibiotics. C. multiple drug therapy. D. ingestion of antibiotics with animal feed. E. addition of antibiotics to common household products.

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 Systems Blooms Level: 1. Remember Learning Outcome: 12.21 List five cellular or structural mechanisms that microbes use to resist antimicrobials. Section Number: 12.04 Topic: Drug Resistance

62. Nutrients that encourage the growth of beneficial microbes in the intestines are known as A. prebiotics. B. probiotics. C. lantibiotics. D. phytobiotics. E. riboswitches.

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

63. The use of vaginal inserts of Lactobacillus to restore a healthy acidic environment is an example of A. prebiotics. B. probiotics. C. lantibiotics. D. phytobiotics. E. riboswitches.

64. Broad-spectrum drugs that disrupt the body's normal biota often cause A. nephrotoxicity. B. superinfections. C. allergic reactions. D. drug toxicity.

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 Systems Blooms Level: 1. Remember Learning Outcome: 12.24 Define the term superinfection, and summarize how it develops in a patient. Section Number: 12.05 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

65. The drug used against intestinal anaerobic bacteria, that can also alter normal biota leading to antibiotic-associated colitis, is A. chloramphenicol. B. clindamycin. C. ciprofloxacin. D. bacitracin. E. gentamicin.

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Objective: 05.02 Most bacteria in nature live in biofilm communities. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 12.24 Define the term superinfection, and summarize how it develops in a patient. Section Number: 12.04 Topic: Principles of Antimicrobial Therapy

66. Side effects that occur in patient tissues while they are on antimicrobial drugs include all of the following except A. development of resistance to the drug. B. hepatotoxicity. C. nephrotoxicity. D. diarrhea. E. deafness.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.23 Distinguish between drug toxicity and allergic reactions to drugs. Section Number: 12.05 Topic: Principles of Antimicrobial Therapy

67. A superinfection results from A. build up of a drug to toxic levels in the patient. B. the wrong drug administered to the patient. C. an immune system reaction to the drug. D. a decrease in most normal biota resulting in the overgrowth of an unaffected species.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.24 Define the term superinfection, and summarize how it develops in a patient. Section Number: 12.05 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

68. The are drugs that deposit in developing teeth and cause a permanent brown discoloration. A. streptomycins B. cephalosporins C. macrolides D. tetracyclines E. penicillins

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.08 Distinguish between broad-spectrum and narrow-spectrum antimicrobials, and explain the significance of the distinction. Learning Outcome: 12.23 Distinguish between drug toxicity and allergic reactions to drugs. Section Number: 12.03 Topic: Antibacterials

69. Drug susceptibility testing determines A. the patient's response to various antimicrobials. B. the pathogen's response to various antimicrobials. C. if normal biota will be affected by antimicrobials. D. if the drug is increasing to toxic levels in a patient.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.03 Summarize two methods for testing antimicrobial susceptibility. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

70. A clinical microbiologist makes serial dilutions of several antimicrobials in broth, and then incubates each drug dilution series with a standard amount of a patient's isolated pathogen. What is this microbiologist setting up? A. Kirby-Bauer technique B. antibiogram C. E-test D. minimum inhibitory concentration (MIC) test E. therapeutic index (TI)

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: 12.03 Summarize two methods for testing antimicrobial susceptibility. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

71. A ratio of the dose of the drug that is toxic to humans versus the minimum effective dose for that pathogen is assessed to predict the potential for toxic drug reactions. This is called the A. Kirby-Bauer technique. B. antibiogram. C. E-test. D. minimum inhibitory concentration (MIC). E. therapeutic index (TI).

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 12.03 Summarize two methods for testing antimicrobial susceptibility. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

72. If pathogen A is more resistant to an erythromycin disc on a Kirby-Bauer plate compared to pathogen B, then pathogen A will have a/n zone of inhibition compared to pathogen B. A. smaller B. equal C. larger

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Objective: 08.07 Document and report on experimental protocols, results and conclusions. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: 12.03 Summarize two methods for testing antimicrobial susceptibility. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

73. A drug exhibiting which therapeutic index value would be the safest, most effective to use on a patient? A. 20 B. 10 C. 1 D. 0.1 E. Any choice would be equally effective.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 12.03 Summarize two methods for testing antimicrobial susceptibility. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

74. Who is considered to be the father of modern antibiotics? A. Fleming B. Chargaff C. Watson D. Crick E. Domagk

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.09 Trace the development of penicillin antimicrobials, and identify which microbes they are effective against. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

75. Which two antibiotics affect nucleic acids of bacteria? A. tetracycline and amphotericin B B. trimethoprim and sulfonamides C. rifampin and quinolones D. tetracycline and bacitracin E. penicillin and vancomycin

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.14 Identify the cellular target of quinolones, and provide two examples of these drugs. Section Number: 12.03 Topic: Antibacterials

True / False Questions 76. Antimicrobial drugs that inhibit folic acid synthesis work with no side effects because mammals must get folic acid from their diet. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.06 Describe the five major targets of antimicrobial agents, and list major drugs associated with each. Section Number: 12.05 Topic: Principles of Antimicrobial Therapy

77. Species of Bacillus produce bacitracin and the polymyxin drugs. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.14 Identify the cellular target of quinolones, and provide two examples of these drugs. Learning Outcome: 12.15 Name two drugs that target the cellular membrane. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

78. An antibiotic of the penicillin family is penicillin G. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.09 Trace the development of penicillin antimicrobials, and identify which microbes they are effective against. Section Number: 12.03 Topic: Antibacterials

79. The first modern antimicrobial drugs were sulfa drugs. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.06 Describe the five major targets of antimicrobial agents, and list major drugs associated with each. Section Number: 12.03 Topic: Antibacterials

80. Ciprofloxacin is used to treat viral respiratory infections. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.14 Identify the cellular target of quinolones, and provide two examples of these drugs. Section Number: 12.03 Topic: Antibacterials

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

81. Resistance genes can be transferred to other bacterial cells during transformation, transduction, and conjugation. TRUE

ASM Objective: 01.02 Mutations and horizontal gene transfer, with the immense variety of microenvironments, have selected for a huge diversity of microorganisms. ASM Topic: Module 01 Evolution Blooms Level: 1. Remember Learning Outcome: 12.20 Discuss two possible ways that microbes acquire antimicrobial resistance. Learning Outcome: 12.23 Distinguish between drug toxicity and allergic reactions to drugs. Section Number: 12.04 Topic: Drug Resistance

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

82. Bacteria can have a natural resistance to a drug which they have never been exposed. TRUE

ASM Objective: 01.02 Mutations and horizontal gene transfer, with the immense variety of microenvironments, have selected for a huge diversity of microorganisms. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.20 Discuss two possible ways that microbes acquire antimicrobial resistance. Learning Outcome: 12.23 Distinguish between drug toxicity and allergic reactions to drugs. Section Number: 12.04 Topic: Drug Resistance

83. When a patient's immune system reacts adversely to a drug, this serious side effect is called a superinfection. 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 Systems Blooms Level: 2. Understand Learning Outcome: 12.24 Define the term superinfection, and summarize how it develops in a patient. Section Number: 12.05 Topic: Principles of Antimicrobial Therapy

84. Drugs that are hepatotoxic cause damage to a patient's kidneys. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 12.07 Identify which categories of drugs are most selectively toxic, and explain why they exhibit this effect. Learning Outcome: 12.23 Distinguish between drug toxicity and allergic reactions to drugs. Section Number: 12.01 Section Number: 12.05 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

85. The MIC is the smallest concentration of an antimicrobial required to inhibit the growth of the microbe. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 12.03 Summarize two methods for testing antimicrobial susceptibility. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

86. The Kirby-Bauer test uses an agar surface, seeded with the test bacterium, to which small discs containing a specific concentration of several drugs are placed on the surface. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 12.03 Summarize two methods for testing antimicrobial susceptibility. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

87. An antimicrobial with a low therapeutic index is a safer choice compared to a drug with a high therapeutic index. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. Blooms Level: 2. Understand Blooms Level: 3. Apply Learning Outcome: 12.04 Define therapeutic index, and identify whether a high or a low index is preferable in a drug. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

88. It is better to use a broad-spectrum drug instead of a more specific, narrow-spectrum drug. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.08 Distinguish between broad-spectrum and narrow-spectrum antimicrobials, and explain the significance of the distinction. Section Number: 12.03 Topic: Principles of Antimicrobial Therapy

89. Newer, more expensive antimicrobials are always better to use than cheaper, older drugs. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 12.01 State the main goal of antimicrobial treatment. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

90. Indwelling catheter biofilm infections are more resistant to antibiotics than nonbiofilm infections. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 12.16 Describe the unique methods used to treat biofilm infections. Learning Outcome: 12.19 Describe two major modes of action of antiviral drugs. Section Number: 12.05 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

91. The use of antibiotics in cattle feed leads to the development of antibiotic-resistant bacteria. TRUE

ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.23 Distinguish between drug toxicity and allergic reactions to drugs. Learning Outcome: 12.24 Define the term superinfection, and summarize how it develops in a patient. Section Number: 12.05 Topic: Principles of Antimicrobial Therapy

92. Drug toxicity occurs when an antimicrobial drug acts as antigen and stimulates an allergic response. 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 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 12.23 Distinguish between drug toxicity and allergic reactions to drugs. Section Number: 12.05 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

Multiple Choice Questions 93. The patient has a staphylococcal infection of the blood, a septicemia--very serious and possibly deadly. As the doctor, you would like to prescribe a relatively non-toxic and inexpensive drug out of the cephalosporin family. However, if the patient harbors a strain of Staphylococcus that is resistant to a variety of antibiotics, you would prefer to use vancomycin-- which is highly effective against Staphylococcus. Which of the following explains why the cephalosporin drug is preferred for use over the vancomycin? A. You would rather give an inexpensive drug to save the family money. B. You really do not know that much about vancomycin, so you would rather go with a drug that you can find out more about. C. Vancomycin is very toxic, and the Staphylococcus strain could become resistant leaving no back-up drugs with which to treat the infection. D. Vancomycin is one of the most selectively toxic drugs there is, so you would prefer one that has a more broad-spectrum effect.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 12.21 List five cellular or structural mechanisms that microbes use to resist antimicrobials. Section Number: 12.03 Topic: Drug Resistance

94. You have given a dosage of an antibiotic to a patient for his infection, but the patient is not getting any better. The MIC tests shows that the drug that you prescribed, at the dosage that was given, should work against this particular strain of bacterium. What do you think might be the problem? A. The drug might be broken down in the patient's body before it can have its full effect on the bacterium. B. The patient is resistant to the drug. C. The bacterium is immune to the chemical effects of the drug. D. The drug was improperly made at the pharmaceutical company, so is no longer effective.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 3. Apply Learning Outcome: 12.01 State the main goal of antimicrobial treatment. Section Number: 12.01 Topic: Principles of Antimicrobial Therapy

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

95. Alexander Fleming had been running tests using Staphylococcus, and left some plates out to incubate. Evidently, after returning to his lab after the weekend, he found that Penicillium mold was growing on his agar plates containing the growth of Staphylococcus. Looking more closely, he found a large, clear area around the mold colony where Staphylococcus colonies did not grow. Given this situation, a valid hypothesis would be that: A. The Staphylococcus was being inhibited by the Penicillium mold. B. The Penicillium mold was being killed by the Staphylococcus. C. The bacteriological medium being used in the plates was somehow inhibitory to the Staphylococcus growth. D. The room temperature incubation was inhibitory to the growth of Staphylococcus.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 4. Analyze Learning Outcome: 12.09 Trace the development of penicillin antimicrobials, and identify which microbes they are effective against. Section Number: 12.01 Topic: Antibacterials

96. Your patient has been on antibiotics for 6 weeks after a case of streptococcal endocarditis, an infection of the inner heart wall. The infection clears up. However, the patient just visited you about a urinary tract infection, and the lab verified that the culprit was E. coli. What do you hypothesize happened in this situation? A. The lab has made a mistake in identifying the cause, and, in fact, the UTI was caused by the original Streptococcus. B. The lab has made a mistake in identifying the cause, and, in fact, the endocarditis was caused by the E. coli. C. Her normal microbiota in the genitourinary tract were killed, allowing E. coli (not killed by the antibiotics) to establish an infection. D. The antibiotics damaged her immune system, making her very susceptible to environmental bacteria.

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Chapter 12 - Drugs, Microbes, Host-The Elements of Chemotherapy

97. In a conversation with your friends from microbiology class, you are talking about drug resistance. The three of you disagree about the definition of the term so each of you state his or her definition and give a justification. Compare the various definitions and justifications below and pick the one that is most accurate. A. The bacterium becomes immune to the drug: the drug no longer kills or inhibits the bacterium. B. The person becomes resistant to the drug: The body adjusts to the dosage of the chemical and no longer responds to its action. C. The drug is changed in the body and is inactivated physically and chemically so it no longer works properly against the bacterium. D. The bacterium has changed physically or chemically in some way to be able to destroy the drug or avoid its action, allowing it to grow unimpeded by the drug.

98. Over 50 percent of all sales of medically important antibiotics in the United States are for livestock use. Why is this problematic for humans? A. The livestock will become resistant to the antibiotics and not respond to treatment when they have infections. B. Resistant bacteria grow in the animals and may then be passed to humans. C. The use of antibiotics for livestock means that there are not enough for use in the human population. D. The animals may become sick from the antibiotic ingestion.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 12.20 Discuss two possible ways that microbes acquire antimicrobial resistance. Learning Outcome: 12.21 List five cellular or structural mechanisms that microbes use to resist antimicrobials. Section Number: 12.04 Topic: Drug Resistance

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

Chapter 13 Microbe-Human Interactions: Infection and Disease

Multiple Choice Questions 1. The term infection refers to A. microorganisms colonizing the body. B. contact with microorganisms. C. contact with pathogens. D. pathogens penetrating host defenses.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.01 Differentiate among the terms colonization, infection, and disease. Section Number: 13.01 Topic: Development of an Infection

2. Which is not terminology used for resident biota? A. pathogenic biota B. normal biota C. indigenous biota D. normal microbiota E. commensals

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.01 Topic: Resident Microbiota

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

3. Endogenous infectious agents arise from microbes that are A. in food. B. the patient's own normal biota. C. on fomites. D. in the air. E. transmitted from one person to another.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 13.01 Differentiate among the terms colonization, infection, and disease. Section Number: 13.01 Topic: Resident Microbiota

4. Based upon new information from the Human Microbiome Project, the human body typically begins to be colonized by its normal biota A. before birth, in utero. B. during and immediately after birth. C. when a child first goes to school. D. when an infant gets its first infectious disease. E. during puberty.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.02 Topic: Resident Microbiota

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

5. Resident biota are found in/on the A. skin. B. mouth. C. nasal passages. D. large intestine. E. All of the choices are correct.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.01 Topic: Resident Microbiota

6. Normal biota includes each of the following except A. bacteria. B. fungi. C. protozoans. D. viruses. E. All of the choices are correct.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 13.01 Differentiate among the terms colonization, infection, and disease. Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.01 Topic: Resident Microbiota

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

7. Each of the following is inoculation of normal biota to a newborn except A. the birth process through the birth canal. B. bottle feeding. C. breast feeding. D. contact with hospital staff. E. All of the choices are correct.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.01 Topic: Resident Microbiota

8. Which of the following is not true of endogenous retroviruses? A. ERVs are part of the normal biota. B. ERVs are vital for placental development in sheep. C. ERVs cause disease. D. ERVs fight off pathogenic viruses.

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

9. The effect of beneficial microbes of normal biota against invading microbes is called A. microbial antagonism. B. endogenous infection. C. infectious disease. D. axenic. E. gnotobiotism.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.02 Topic: Resident Microbiota

10. All of the following genera are considered resident biota of skin sites except A. Escherichia. B. Staphylococcus. C. Corynebacterium. D. Micrococcus. E. Candida.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.01 Topic: Resident Microbiota

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

11. Resident biota of the gastrointestinal tract include A. Streptococcus. B. Bacteroides. C. Lactobacillus. D. Haemophilus. E. All of the choices are correct.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.01 Topic: Resident Microbiota

12. Which genus is resident biota of the mouth, large intestine, and within the vagina from puberty to menopause? A. Lactobacillus B. Treponema C. Haemophilus D. Escherichia E. Clostridium

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.01 Topic: Resident Microbiota

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

13. Opportunistic pathogens A. cause disease in every individual. B. cause disease in compromised individuals. C. are always pathogens. D. have well-developed virulence factors.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.05 Define opportunism, and list examples of common opportunistic pathogens. Section Number: 13.02 Topic: Resident Microbiota

14. Pathogenic microbes that cause disease in healthy people are called A. opportunistic pathogens. B. normal biota. C. indigenous biota. D. true pathogens. E. micropathogens.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.05 Define opportunism, and list examples of common opportunistic pathogens. Section Number: 13.02 Topic: Resident Microbiota

15. Which of the following is not a factor that weakens host defenses against infections? A. genetic defects in immunity B. physical and mental stress C. strong, healthy body D. chemotherapy E. old age

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Virulence/Host Damage

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

16. Which genus is the most common resident biota of mouth surfaces? A. Lactobacillus B. Streptococcus C. Haemophilus D. Escherichia E. Mycobacterium

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.01 Topic: Resident Microbiota

17. TORCH is an acronym that represents the most common A. genera of resident biota. B. sexually transmitted infections. C. portals of entry. D. vectors. E. infections of the fetus and neonate.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Section Number: 13.02 Topic: Transmission of Infections

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

18. The greatest number of pathogens enter the body through the A. respiratory system. B. gastrointestinal system. C. urinary system. D. genital system. E. skin.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.07 List several portals of entry and exit. Learning Outcome: 13.08 Define infectious dose and explain its role in establishing infection. Section Number: 13.02 Topic: Transmission of Infections

19. An infectious agent that originates from outside the body is called A. exogenous. B. an exotoxin. C. an enterotoxin. D. endogenous. E. axenic.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.05 Define opportunism, and list examples of common opportunistic pathogens. Section Number: 13.01 Topic: Resident Microbiota

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

20. An infectious agent already existing on or in the body is called A. exogenous. B. an exotoxin. C. an enterotoxin. D. endogenous. E. axenic.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.05 Define opportunism, and list examples of common opportunistic pathogens. Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Learning Outcome: 13.15 Define healthcare-associated infection, listing common types and their causative agents. Section Number: 13.01 Topic: Resident Microbiota

21. The minimum number of microbes required for infection to proceed is termed A. virulence factor. B. indigenous biota. C. infectious dose. D. endotoxin. E. minimal dose.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.08 Define infectious dose and explain its role in establishing infection. Section Number: 13.02 Topic: Development of an Infection

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

22. Which of the following is not a method of bacterial adhesion? A. fimbriae B. surface proteins C. specialized receptors D. adhesive slime or capsules E. cilia

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 02 Structure and Function ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

23. Once a microbe has entered a host, what process performed by certain white blood cells will attempt to destroy the microbes? A. phagocytosis B. adhesion C. encapsulation D. margination E. exocytosis

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Development of an Infection

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

24. Which of the following is not an antiphagocytic factor? A. secretion of slime B. production of leukocidins C. adhering to the host D. secretion of a capsule E. ability to survive intracellularly

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Development of an Infection

25. Virulence factors include all of the following except A. capsules. B. ribosomes. C. exoenzymes. D. endotoxin. E. exotoxin.

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

26. Microbial hyaluronidase, coagulase, and streptokinase are examples of A. adhesive factors. B. exotoxins. C. hemolysins. D. antiphagocytic factors. E. exoenzymes.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.10 Compare and contrast major characteristics of exotoxins and endotoxin. Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

27. Exotoxins are A. proteins secreted by living bacterial cells. B. only released after a cell is damaged or lysed. C. antiphagocytic factors. D. secretions that always target nervous tissue. E. lipopolysaccharides.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.10 Compare and contrast major characteristics of exotoxins and endotoxin. Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

28. Enterotoxins are A. virulence factors. B. toxins that target the intestines. C. proteins. D. exotoxins. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.10 Compare and contrast major characteristics of exotoxins and endotoxin. Section Number: 13.02 Topic: Virulence/Host Damage

29. Which term-definition pair is mismatched? A. fimbriae - adherence to substrate B. capsules - antiphagocytic factor C. coagulase - dissolve fibrin clots D. leukocidins - damage white blood cells E. hemolysins - damage red blood cells

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 02 Structure and Function ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

30. Keratinase has the greatest effect on the A. respiratory system. B. gastrointestinal system. C. urinary system. D. genital system. E. skin.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

31. Mucinase has the greatest effect on the A. respiratory system. B. gastrointestinal system. C. urinary system. D. genital system. E. skin.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

32. Exotoxins A. are secreted by pathogenic organisms. B. are bound to the membrane of pathogenic organisms. C. are bound to the cell wall of pathogenic organisms. D. cause more damage than endotoxins. E. are host specific

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

33. An endotoxin is A. secreted by pathogenic organisms. B. indicative of gram-negative bacterial infection. C. secreted by gram-positive organisms. D. indicative of fungal infections. E. indicative of viral infections.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

34. is the lipopolysaccharide of the outer membrane of gram-negative cell walls. A. Exotoxin B. Endotoxin C. Enterotoxin D. Leukocidin E. Hemolysin

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

35. are various bacterial enzymes that dissolve fibrin clots. A. Coagulases B. Mucinases C. Keratinases D. Kinases E. Hyaluronidases

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.10 Compare and contrast major characteristics of exotoxins and endotoxin. Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

36. Which of the following is the endotoxin? A. hemolysin B. hyaluronidase C. streptokinase D. collagenase E. lipopolysaccharide

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.10 Compare and contrast major characteristics of exotoxins and endotoxin. Section Number: 13.02 Topic: Virulence/Host Damage

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

37. Hyaluronidase is a virulence factor in A. amoebic dysentery. B. ringworm. C. clostridia. D. cold virus. E. diphtheria.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.10 Compare and contrast major characteristics of exotoxins and endotoxin. Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

38. The suffix –itis means A. blood. B. a disease or morbid process. C. an inflammation. D. tumor. E. pertaining to.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Infectious Disease Terminology

13-20

Chapter 13 - Microbe-Human Interactions: Infection and Disease

39. The suffix –osis means A. blood. B. a disease or morbid process. C. an inflammation. D. tumor. E. pertaining to.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Infectious Disease Terminology

40. The suffix –emia means A. blood. B. a disease or morbid process. C. an inflammation. D. tumor. E. pertaining to.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Infectious Disease Terminology

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

41. The stage of an infectious disease when specific signs and symptoms are seen and the pathogen is at peak activity is the A. prodromal stage. B. convalescent stage. C. incubation period. D. period of invasion.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.12 Draw and label a curve representing the course of clinical infection. Section Number: 13.02 Topic: Development of an Infection

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

42. The time from when pathogen first enters the body and begins to multiply, until symptoms first appear is the A. prodromal stage. B. convalescent stage. C. incubation period. D. period of invasion.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.12 Draw and label a curve representing the course of clinical infection. Section Number: 13.02 Topic: Development of an Infection

43. The initial, brief period of early, general symptoms such as fatigue and muscle aches is the A. prodromal stage. B. convalescent stage. C. incubation period. D. period of invasion.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.12 Draw and label a curve representing the course of clinical infection. Section Number: 13.02 Topic: Infectious Disease Terminology

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

44. Which of the following is a mismatched term and description? A. secondary infection - infection spreads to several tissue sites B. mixed infection - several agents established at infection site C. acute infection - rapid onset of severe, short-lived symptoms D. local infection - pathogen remains at or near entry site E. toxemia - pathogen's toxins carried by the blood to target tissues

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.01 Differentiate among the terms colonization, infection, and disease. Section Number: 13.02 Topic: Development of an Infection

13-24

Chapter 13 - Microbe-Human Interactions: Infection and Disease

45. The subjective evidence of disease sensed by the patient is termed a/an A. syndrome. B. symptom. C. sign. D. pathology. E. inflammation.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Development of an Infection

46. The objective, measurable evidence of disease evaluated by an observer is termed a/an A. syndrome. B. symptom. C. sign. D. pathology. E. inflammation.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Learning Outcome: 13.07 List several portals of entry and exit. Section Number: 13.02 Topic: Development of an Infection

13-25

Chapter 13 - Microbe-Human Interactions: Infection and Disease

47. Local edema, swollen lymph nodes, fever, soreness, and abscesses are indications of A. toxemia. B. inflammation. C. sequelae. D. a syndrome. E. latency.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Development of an Infection

48. A symptom is A. an objective indication of disease. B. a subjective indication of disease. C. measurable by health care personnel. D. a temperature.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Development of an Infection

49. A sign is A. an objective indication of disease. B. a subjective indication of disease. C. measurable by health care personnel. D. malaise and body aches. E. An objective indication of disease that is measurable by health care personnel.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Development of an Infection

13-26

Chapter 13 - Microbe-Human Interactions: Infection and Disease

13-27

Chapter 13 - Microbe-Human Interactions: Infection and Disease

50. Leukopenia is the A. elevation B. stabilization C. decrease D. abnormal production

in the level of white blood cells in a patient.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.08 Define infectious dose and explain its role in establishing infection. Section Number: 13.02 Topic: Virulence/Host Damage

51. The term A. bacteremia B. septicemia C. viremia D. toxemia

refers to the presence of small numbers of bacteria in the blood.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.08 Define infectious dose and explain its role in establishing infection. Section Number: 13.02 Topic: Development of an Infection

52. Infections that go unnoticed because there are no symptoms are called A. syndromes. B. malaise. C. inflammation. D. asymptomatic. E. secondary infections.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Learning Outcome: 13.07 List several portals of entry and exit. Section Number: 13.02 Topic: Development of an Infection

13-28

Chapter 13 - Microbe-Human Interactions: Infection and Disease

13-29

Chapter 13 - Microbe-Human Interactions: Infection and Disease

53. Which of the following is not a normal portal of exit of an infectious disease? A. removal of blood B. urogenital tract and feces C. coughing and sneezing D. skin E. All of these are normal exit portals.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.07 List several portals of entry and exit. Section Number: 13.02 Topic: Development of an Infection

54. Which of the following is an example of sequelae? A. headache from meningitis B. difficulty swallowing from streptococcal infection C. arthritis from Lyme disease D. diarrhea from Salmonella enteritidis infection

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.09 Describe three ways microbes cause tissue damage. Section Number: 13.02 Topic: Virulence/Host Damage

55. Some diseases can cause long-term or permanent damage in the patient termed A. edema. B. sequelae. C. granulomas. D. abcesses. E. swollen lymph nodes.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.09 Describe three ways microbes cause tissue damage. Section Number: 13.02 Topic: Virulence/Host Damage

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

56. The primary, natural habitat of a pathogen where it continues to exist is called the A. fomite. B. carrier. C. vector. D. reservoir. E. source.

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 Systems Blooms Level: 1. Remember Learning Outcome: 13.13 Differentiate among the various types of reservoirs, providing examples of each. Section Number: 13.02 Topic: Transmission of Infections

57. Someone who inconspicuously harbors a pathogen and spreads it to others is a A. fomite. B. carrier. C. vector. D. reservoir. E. source.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.13 Differentiate among the various types of reservoirs, providing examples of each. Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Section Number: 13.02 Topic: Transmission of Infections

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

58. An animal, such as an arthropod, that transmits a pathogen from one host to another is a A. fomite. B. carrier. C. vector. D. reservoir. E. source.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Section Number: 13.02 Topic: Transmission of Infections

59. The intermediary object or individual from which the infectious agent is actually acquired is termed the A. fomite. B. carrier. C. vector. D. reservoir. E. source.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Section Number: 13.02 Topic: Transmission of Infections

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

60. Reservoirs include A. humans. B. animals. C. soil. D. water. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Section Number: 13.02 Topic: Transmission of Infections

61. Animals that participate in the life cycles of pathogens and transmit pathogens from host to host are A. fomites. B. aerosols. C. mechanical vectors. D. droplet nuclei. E. biological vectors.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Section Number: 13.02 Topic: Transmission of Infections

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

62. An infection spread between animals and humans is a: A. secondary infection. B. sequela. C. healthcare-associated infection. D. zoonosis.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Section Number: 13.02 Topic: Transmission of Infections

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

63. carriers are shedding and transmitting pathogens while they are recovering from an infectious disease. A. Asymptomatic B. Passive C. Incubation D. Chronic E. Convalescent

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.13 Differentiate among the various types of reservoirs, providing examples of each. Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Section Number: 13.02 Topic: Transmission of Infections

64. carriers are shedding and transmitting pathogens a long time after they have recovered from an infectious disease. A. Asymptomatic B. Passive C. Incubation D. Chronic E. Convalescent

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.13 Differentiate among the various types of reservoirs, providing examples of each. Section Number: 13.02 Topic: Transmission of Infections

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

65. All communicable diseases A. are contagious. B. only occur in animals. C. are caused by microorganisms or their products. D. are caused by vectors. E. involve viruses as the pathogen.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.01 Differentiate among the terms colonization, infection, and disease. Section Number: 13.02 Topic: Development of an Infection

66. An inanimate object that harbors and transmits a pathogen is a A. fomite. B. carrier. C. vector. D. reservoir. E. source.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Learning Outcome: 13.15 Define healthcare-associated infection, listing common types and their causative agents. Section Number: 13.02 Topic: Transmission of Infections

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

67. A laboratory technologist splashed a blood specimen onto his face, eyes, nose, and mouth. This specimen was from an HIV positive patient. If this blood exposure leads to HIV infection in the technologist, the transmission route is A. direct. B. fomite. C. vehicle. D. droplet nuclei. E. aerosol.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Learning Outcome: 13.15 Define healthcare-associated infection, listing common types and their causative agents. Section Number: 13.02 Topic: Transmission of Infections

68. The dried residues of fine droplets from mucus or saliva that harbor and transmit pathogen are A. fomites. B. aerosols. C. mechanical vectors. D. droplet nuclei. E. biological vectors.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Section Number: 13.02 Topic: Transmission of Infections

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

69. Which of the following is a direct contact method of microbe transmission? A. fomites B. water C. droplet nuclei D. aerosols E. droplets

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Learning Outcome: 13.15 Define healthcare-associated infection, listing common types and their causative agents. Section Number: 13.02 Topic: Transmission of Infections

70. Which of the following is transmission of disease from mother to fetus? A. vertical B. direct C. vector D. droplets E. fomites

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Learning Outcome: 13.15 Define healthcare-associated infection, listing common types and their causative agents. Section Number: 13.02 Topic: Transmission of Infections

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

71. Healthcare-associated infections are characterized by all of the following except A. are only transmitted by medical personnel. B. often involve the patient's urinary tract and surgical incisions. C. the patient's resident biota can be the infectious agent. D. Escherichia coli and staphylococci are common infectious agents. E. medical and surgical asepsis help lower their occurrence.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. Blooms Level: 2. Understand Learning Outcome: 13.15 Define healthcare-associated infection, listing common types and their causative agents. Learning Outcome: 13.16 List Koch's postulates, and explain alternative methods for identifying an etiological agent. Section Number: 13.02 Topic: Transmission of Infections

72. Which of the following does not illustrate the use of universal precaution methods in the handling of patients and body substances? A. mask and gloves B. proper disposal of needles C. healthcare worker with active, open lesions handling patients D. hand washing E. sterilizing or disinfection of dental hand pieces

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.15 Define healthcare-associated infection, listing common types and their causative agents. Section Number: 13.02 Topic: Transmission of Infections

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

73. When would Koch's postulates be utilized? A. to determine the cause of a patient's illness in a hospital microbiology lab B. to develop a new antibiotic in a pharmaceutical lab C. to determine the cause of a new disease in a microbiology research lab D. to formulate a vaccine against a new pathogen in a genetic engineering lab E. whenever the scientific method can not be used to investigate a microbiological problem

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.16 List Koch's postulates, and explain alternative methods for identifying an etiological agent. Section Number: 13.02 Topic: Development of an Infection

74. The study of the frequency and distribution of a disease in a defined population is A. pathology. B. clinical microbiology. C. medicine. D. immunology. E. epidemiology.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.17 Summarize the goals of epidemiology and the role of the Centers for Disease Control and Prevention (CDC). Section Number: 13.03 Topic: Epidemiology

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

75. The principal government agency responsible for tracking infectious diseases in the United States is the A. Centers for Disease Control and Prevention. B. World Health Organization. C. National Institutes of Health. D. United States Department of Agriculture. E. Infection Control Committee.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.17 Summarize the goals of epidemiology and the role of the Centers for Disease Control and Prevention (CDC). Section Number: 13.03 Topic: Epidemiology

76. The number of new cases of a disease in a population over a specific period of time compared with the healthy population is the A. mortality rate. B. morbidity rate. C. incidence rate. D. prevalence rate. E. epidemic rate.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.19 Differentiate between the terms incidence and prevalence. Section Number: 13.03 Topic: Epidemiology

13-42

Chapter 13 - Microbe-Human Interactions: Infection and Disease

77. A disease that has a steady frequency over time in a particular geographic location is referred to as A. epidemic. B. endemic. C. pandemic. D. sporadic. E. chronic.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.17 Summarize the goals of epidemiology and the role of the Centers for Disease Control and Prevention (CDC). Section Number: 13.03 Topic: Epidemiology

78. The total number of deaths in a population due to a disease is the A. morbidity B. mortality C. incidence D. endemic E. pandemic

rate.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.17 Summarize the goals of epidemiology and the role of the Centers for Disease Control and Prevention (CDC). Learning Outcome: 13.20 Discuss the three major types of epidemics, and identify the epidemic curves associated with each. Section Number: 13.03 Topic: Epidemiology

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

79. The number of persons afflicted with an infectious disease is the A. morbidity B. mortality C. incidence D. endemic E. pandemic

rate.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.17 Summarize the goals of epidemiology and the role of the Centers for Disease Control and Prevention (CDC). Learning Outcome: 13.20 Discuss the three major types of epidemics, and identify the epidemic curves associated with each. Section Number: 13.03 Topic: Epidemiology

80. What is one goal of the Human Microbiome Project? A. to sequence the DNA of all microorganisms B. to study the prevalence of disease C. to study microorganisms in an artificial habitat D. to provide comprehensive characterization of microbiota relating to human health and disease E. to elucidate genetically linked diseases

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 13.03 Discuss how the Human Microbiome Project has changed our understanding of normal biota. Section Number: 13.01 Topic: Resident Microbiota

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

81. Bacterial toxins are chemical products made by bacteria. A person ingests some honey containing Clostridium botulinum. The C. botulinum is actively growing and releases toxin in the honey. The person becomes ill from ingesting the toxin. This is an example of a/n A. intoxication. B. toxemia. C. hemolysin. D. pandemic. E. infection.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 13.10 Compare and contrast major characteristics of exotoxins and endotoxin. Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

True / False Questions 82. A pathologic state begins with contact with a microbe. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.01 Differentiate among the terms colonization, infection, and disease. Section Number: 13.01 Topic: Infectious Disease Terminology

13-45

Chapter 13 - Microbe-Human Interactions: Infection and Disease

83. Under certain circumstances, a person's resident biota can act as opportunistic pathogens. TRUE

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 microflora). ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 13.05 Define opportunism, and list examples of common opportunistic pathogens. Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Infectious Disease Terminology

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

84. The skin's resident biota are localized to only the outermost superficial layer of the epidermis. 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: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.01 Topic: Resident Microbiota

85. The virulence factors of a pathogen are determined by how strong or weak a patient's body defenses are at the time of infection. 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 Systems Blooms Level: 2. Understand Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Learning Outcome: 13.12 Draw and label a curve representing the course of clinical infection. Section Number: 13.02 Topic: Virulence/Host Damage

86. The Centers for Disease Control and Prevention assigns the most virulent microbes known to cause human disease to biosafety level 4. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.18 Identify why some diseases are "notifiable," and provide four examples of such reportable diseases. Section Number: 13.03 Topic: Epidemiology

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

87. A fetus can get an infection when a pathogen in the mother's blood is capable of crossing the placenta to the fetal circulation and tissues. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Learning Outcome: 13.15 Define healthcare-associated infection, listing common types and their causative agents. Section Number: 13.02 Topic: Transmission of Infections

88. When an infected person is in the incubation period, that person cannot transmit the pathogen to others. 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 Systems Blooms Level: 2. Understand Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Section Number: 13.02 Topic: Transmission of Infections

89. Septicemia means that a pathogen is present and multiplying in the blood. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.01 Differentiate among the terms colonization, infection, and disease. Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Section Number: 13.02 Topic: Infectious Disease Terminology

13-48

Chapter 13 - Microbe-Human Interactions: Infection and Disease

90. Latency is a dormant state of an infectious agent. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.06 List the steps a microbe has to take to get to the point where it can cause disease. Learning Outcome: 13.15 Define healthcare-associated infection, listing common types and their causative agents. Section Number: 13.02 Topic: Development of an Infection

91. Fomites, food, and air serve as indirect transmission routes of pathogens. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 13.14 List six different modes of horizontal transmission, providing an infectious disease spread by each. Learning Outcome: 13.15 Define healthcare-associated infection, listing common types and their causative agents. Section Number: 13.02 Topic: Transmission of Infections

92. Koch's postulates are easily satisfied for viral 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 Systems Blooms Level: 1. Remember Learning Outcome: 13.16 List Koch's postulates, and explain alternative methods for identifying an etiological agent. Section Number: 13.02 Topic: Development of an Infection

13-49

Chapter 13 - Microbe-Human Interactions: Infection and Disease

Multiple Choice Questions 93. Which is not true about the Human Microbiome Project? A. The HMP can only identify bacteria, not viruses. B. The importance of the project is in analyzing the normal biota and correlating with human health and disease. C. The HMP is looking for pathogens as well as nonpathogens in and on the human body. D. Molecular biological lab techniques will be used for identification rather than standard biochemical lab techniques.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 13.03 Discuss how the Human Microbiome Project has changed our understanding of normal biota. Section Number: 13.01 Topic: Resident Microbiota

94. Treponema pallidum is the bacterium that causes syphilis. The gram-negative spirochete has never been cultured on bacteriological media. Select the statement that most accurately describes this disease-causing microbe: A. There is no way to perform an epidemiological study on this disease. B. Koch's postulates cannot be fulfilled for this disease. C. Because the bacterium cannot be grown, there is no way to characterize the organism as to staining features, biochemical test reactions, molecular testing, etc. D. There is no satisfactory way to identify the disease without being able to grow it.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 13.16 List Koch's postulates, and explain alternative methods for identifying an etiological agent. Section Number: 13.02 Topic: Development of an Infection

13-50

Chapter 13 - Microbe-Human Interactions: Infection and Disease

95. Your patient has a rash, a fever, and a very high white blood cell count. Blood specimens are taken, put into culture bottles, and sent down to the microbiology lab for incubation and analysis. Select the statement that best reflects why microbial analysis of blood is an important step in patient diagnosis: A. Microbial growth in blood samples may indicate sepsis. B. A few bacterial cells in a blood sample are no big deal and should be ignored. C. Blood specimen are often obtain through poor aseptic technique by the healthcare worker: this is documentation of their failure to employ proper universal precautions. D. A lack of microbes in the blood means that the patient's health is critical.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 13.02 Enumerate the sites where normal biota is found in humans. Section Number: 13.01 Topic: Resident Microbiota

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

96. If you were a bacterial cell, which of the following would be the most beneficial for you to have or be able to make for the survival of your species? A. endospore B. cilia C. pilus D. exotoxin

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 02 Structure and Function Blooms Level: 3. Apply Learning Outcome: 13.11 List several virulence factors, and summarize their actions within a host. Section Number: 13.02 Topic: Virulence/Host Damage

97. You are studying a newly identified infectious disease within a population. Think of the typical graph of the course of infection--incubation period through to convalescent period. The new disease reveals a course of infection characterized by fluctuating symptoms, with intermittent periods of invasion (acute period) between prodromal periods. The whole course of infection occurs over a period of months or even years. Based upon the information presented, select the statement that most accurately reflects this new infectious disease: A. This infectious disease exhibits latency. B. This is not an infectious disease at all. C. The host has immune problems and this is the typical course of a disease for that population. D. Viral infections always present with this type of disease course.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 13.12 Draw and label a curve representing the course of clinical infection. Section Number: 13.02 Topic: Development of an Infection

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

98. In the movie "Contagion", one person who has become infected with a recombinant pathogenic virus spreads it to a large number of people who she comes in contact with. Those people then spread it to others, and, before you know it, the disease has spread all over the world. This is an example of a epidemic. A. point-source B. common-source C. propagated D. endemic

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 13.20 Discuss the three major types of epidemics, and identify the epidemic curves associated with each. Section Number: 13.03 Topic: Epidemiology

99. Assume that there are 335,104 new cases of gonorrhea reported among the U.S. population. When calculated, this would be 115.2 per 100,000 or approximately 1 reported case per 1,000 population. The value represents: A. prevalence rate. B. incidence rate. C. morbidity rate. D. mortality rate.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 13.19 Differentiate between the terms incidence and prevalence. Section Number: 13.03 Topic: Epidemiology

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Chapter 13 - Microbe-Human Interactions: Infection and Disease

100. The prevalence rate of tuberculosis in one particular county in Texas is 7/1000 people, while the incidence rate for 2011 is 2/1000 people. Analyze this data and summarize the situation. A. The data were collected incorrectly because the two values should match. B. Incidence rate should really be higher than prevalence rate because it includes all new cases for the year. C. Prevalence rate is higher than incidence rate because the number of people still alive with tuberculosis is higher because of better treatments. D. Prevalence rate and incidence rate cannot be determined for the same disease.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 13.19 Differentiate between the terms incidence and prevalence. Section Number: 13.03 Topic: Epidemiology

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Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

Chapter 14 Host Defenses I: Overview and Nonspecific Defenses

Multiple Choice Questions 1. Components of the first line of defense include all of the following except A. the tough cell sheet of the upper epidermis of the skin. B. nasal hairs. C. the flushing action of tears and blinking. D. the flushing action of urine. E. phagocytic white blood cells.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.02 Identify three components of the first line of defense. Section Number: 14.01 Topic: Anatomy/Physiology of Defense Topic: Basic Host Defenses Topic: First Line of Defense

14-1

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

2. Nonspecific chemical defenses include A. lysozyme. B. lactic acid and electrolytes of sweat. C. the skin's acidic pH and fatty acids. D. stomach hydrochloric acid. E. All of the choices are correct.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.02 Identify three components of the first line of defense. Section Number: 14.01 Topic: Anatomy/Physiology of Defense Topic: Basic Host Defenses Topic: First Line of Defense

3. The chemical found in tears and saliva that hydrolyzes the peptidoglycan in certain bacterial cell walls is A. lactic acid. B. hydrochloric acid. C. lysozyme. D. histamine. E. bile.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.02 Identify three components of the first line of defense. Section Number: 14.01 Topic: Anatomy/Physiology of Defense Topic: Basic Host Defenses Topic: First Line of Defense

14-2

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

4. The body region where a ciliary escalator helps to sweep microbes trapped in mucus away from that body site is the A. skin. B. respiratory tract. C. digestive tract. D. urinary tract. E. eyes.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 14.01 Summarize the three lines of host defenses. Learning Outcome: 14.02 Identify three components of the first line of defense. Section Number: 14.01 Topic: Anatomy/Physiology of Defense Topic: Basic Host Defenses Topic: First Line of Defense

5. This body region is protected by fatty acids, acidic pH, lactic acid, and a tough cell barrier with its own normal biota: A. skin B. respiratory tract C. digestive tract D. urinary tract E. eyes

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 14.01 Summarize the three lines of host defenses. Learning Outcome: 14.02 Identify three components of the first line of defense. Section Number: 14.01 Topic: Anatomy/Physiology of Defense Topic: Basic Host Defenses Topic: First Line of Defense

14-3

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

6. Keratin is an important aspect of nonspecific defense because it A. is toxic to pathogens. B. creates a physical barrier against pathogens. C. destroys pathogens. D. physically restricts pathogens to a specific region.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 14.02 Identify three components of the first line of defense. Section Number: 14.01 Topic: Anatomy/Physiology of Defense Topic: Basic Host Defenses Topic: First Line of Defense

7. All of the following are physical barriers to pathogens except A. unbroken skin. B. mucous. C. hairs. D. tears. E. T cells.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.02 Identify three components of the first line of defense. Section Number: 14.01 Topic: Anatomy/Physiology of Defense Topic: Basic Host Defenses Topic: First Line of Defense

14-4

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

8. Lysozyme is found in A. tears. B. salivary secretions. C. sweat from sweat glands. D. All of the choices are correct.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.02 Identify three components of the first line of defense. Section Number: 14.01 Topic: Anatomy/Physiology of Defense Topic: Basic Host Defenses Topic: First Line of Defense

9. A properly functioning immune system is responsible for A. surveillance of the body. B. recognition of foreign material. C. destruction of foreign material. D. Both recognition of foreign material and destruction of foreign material are correct. E. All of the choices are correct.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.01 Summarize the three lines of host defenses. Section Number: 14.01 Topic: Basic Host Defenses

14-5

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

10. Immune system cells differentiate between self and foreign cells by their A. cell walls. B. shapes. C. markers. D. sizes. E. cell processes.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 14.04 Define marker, and discuss its importance in the second and third lines of defense. Section Number: 14.02 Topic: Basic Host Defenses

11. The term system response. A. antibody B. allergen C. antigen D. foreign body

is given to any foreign substance that stimulates a specific immune

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.01 Summarize the three lines of host defenses. Learning Outcome: 14.04 Define marker, and discuss its importance in the second and third lines of defense. Section Number: 14.02 Topic: Basic Host Defenses

14-6

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

12. The main function of the mononuclear phagocyte system is to provide A. surveillance cells. B. a connection between tissues and organs. C. filtration of extracellular fluid. D. filtration of blood.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.05 Name four body compartments that participate in immunity. Learning Outcome: 14.06 List the components of the mononuclear phagocyte system. Section Number: 14.03 Topic: Second Line Innate Defenses

13. Which of the following fluid compartments is not a partner in immune function? A. blood stream B. extracellular fluid C. lymphatic system D. intracellular fluid

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.05 Name four body compartments that participate in immunity. Section Number: 14.03 Topic: Anatomy/Physiology of Defense Topic: Second Line Innate Defenses

14-7

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

14. Plasma A. is the liquid portion of blood in which blood cells are suspended. B. is mostly water. C. contains albumin and globulins. D. contains fibrinogen. E. All of the choices are correct.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.05 Name four body compartments that participate in immunity. Learning Outcome: 14.08 Differentiate between whole blood, plasma, and serum. Section Number: 14.03 Topic: Anatomy/Physiology of Defense Topic: Second Line Innate Defenses

15. Which of the following is incorrect about blood cells? A. after birth, produced in red bone marrow sites B. develop from undifferentiated stem cells C. include glial cells D. include leukocytes that are either granulocytes or agranulocytes E. include erythrocytes that, when mature, lose their nuclei

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Anatomy/Physiology of Defense Topic: Second Line Innate Defenses

14-8

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

16. The blood cells that function in allergic reactions and inflammation, contain peroxidase and lysozyme, and particularly target parasitic worms and fungi are A. basophils. B. eosinophils. C. neutrophils. D. monocytes. E. lymphocytes.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Anatomy/Physiology of Defense Topic: Second Line Innate Defenses

17. The least numerous of all white blood cells that release histamine during inflammation and allergic reactions are A. basophils. B. eosinophils. C. neutrophils. D. monocytes. E. lymphocytes.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Anatomy/Physiology of Defense Topic: Second Line Innate Defenses

14-9

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

18. Which white blood cells comprise 20% to 30% of the circulating WBCs and are the cells that function in the body's specific immune system? A. basophils B. eosinophils C. neutrophils D. monocytes E. lymphocytes

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 microflora). ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Anatomy/Physiology of Defense Topic: Second Line Innate Defenses

19. The most numerous WBCs that have multilobed nuclei and are very phagocytic are A. basophils. B. eosinophils. C. neutrophils. D. monocytes. E. lymphocytes.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Anatomy/Physiology of Defense Topic: Second Line Innate Defenses

14-10

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

20. Which white blood cells comprise 3-7% of circulating WBCs, are phagocytic, and can migrate out into body tissues to differentiate into macrophages? A. basophils B. eosinophils C. neutrophils D. monocytes E. lymphocytes

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Second Line Innate Defenses

21. All of the following pertain to platelets except that they A. contain hemoglobin to transport oxygen and carbon dioxide. B. function primarily in hemostasis. C. originate from giant multinucleate cells called megakaryocytes. D. function in blood clotting and inflammation. E. are not whole cells but are pieces of cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.08 Differentiate between whole blood, plasma, and serum. Section Number: 14.03 Topic: Anatomy/Physiology of Defense

14-11

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

22. Hematopoiesis is the A. loss of blood due to hemorrhaging. B. production of only red blood cells. C. production of white blood cells, red blood cells, and platelets. D. plugging of broken vessels to stop bleeding. E. migration of white blood cells from the blood, out to the tissues.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.08 Differentiate between whole blood, plasma, and serum. Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Second Line Innate Defenses

23. Plasma cells A. function in cell-mediated immunity. B. are derived from T lymphocytes. C. function in blood clotting. D. produce and secrete antibodies.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.10 Describe the major characteristics of the two major types of lymphocytes involved in specific immunity. Section Number: 14.03 Topic: Basic Host Defenses

14-12

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

24. Which type of white blood cell is particularly attracted to sites of parasitic worm infections? A. monocytes B. eosinophils C. basophils D. neutrophils E. lymphocytes

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Second Line Innate Defenses

25. All of the following are granulocytes except A. neutrophils. B. eosinophils. C. lymphocytes. D. basophils. E. All of the choices are granulocytes.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Second Line Innate Defenses

14-13

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

26. The granules of neutrophils contain A. antibodies. B. antigens. C. digestive enzymes. D. histamine. E. peroxidase.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Second Line Innate Defenses

27. The granules of eosinophils contain A. antibodies. B. antigens. C. serotonin. D. histamine. E. peroxidase.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Second Line Innate Defenses

14-14

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

28. The granules of basophils contain A. antibodies. B. antigens. C. digestive enzymes. D. histamine. E. lysozyme.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Second Line Innate Defenses

29. Place the following in order of greatest to least phagocytic activity: neutrophils, eosinophils, macrophages A. neutrophils, eosinophils, macrophages B. neutrophils, macrophages, eosinophils C. eosinophils, macrophages, neutrophils D. macrophages, neutrophils, eosinophils E. macrophages, eosinophils, neutrophils

ASM Objective: 06.04 Because the true diversity of microbial life is largely unknown, its effects and potential benefits have not been fully explored. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Second Line Innate Defenses

14-15

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

30. Neutrophils, eosinophils, and basophils are called because they have prominent cytoplasmic inclusions that, in a stained blood smear, appear with identifying, characteristic colors. A. leukocytes B. granulocytes C. agranulocytes D. monocytes

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Second Line Innate Defenses

31. function in humoral immunity, while A. B cells; T cells B. T cells; B cells C. Monocytes; basophils D. Basophils; T cells E. B cells; neutrophils

function in cell-mediated immunity.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Learning Outcome: 14.10 Describe the major characteristics of the two major types of lymphocytes involved in specific immunity. Section Number: 14.03 Topic: Basic Host Defenses

14-16

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

32. When monocytes migrate from the blood, out to the tissues, they are transformed by inflammatory mediators to develop into A. primary phagocytes. B. neutrophils. C. killer T cells. D. cytotoxic T cells. E. macrophages.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Second Line Innate Defenses

33. A type of monocyte that has long, thin processes to trap pathogens is a A. dendritic cell. B. eosinophil. C. macrophage. D. platelet. E. mast cell.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Second Line Innate Defenses

14-17

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

34. Which of the following lymphoid organs or tissues has the immunological function of filtering pathogens from the blood? A. lymph nodes B. thymus C. spleen D. GALT E. tonsils

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.06 List the components of the mononuclear phagocyte system. Learning Outcome: 14.07 Fully describe the structure and function of the lymphatic system. Section Number: 14.03 Topic: Anatomy/Physiology of Defense

35. What structures are found along lymphatic vessels and are heavily clustered in the armpit, groin, and neck? A. lymph nodes B. thymus C. spleen D. GALT E. tonsils

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.07 Fully describe the structure and function of the lymphatic system. Section Number: 14.03 Topic: Anatomy/Physiology of Defense

14-18

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

36. Which gland shrinks in size during adulthood and has hormones that function in maturation of T lymphocytes? A. lymph nodes B. thymus C. spleen D. GALT E. tonsils

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.07 Fully describe the structure and function of the lymphatic system. Section Number: 14.03 Topic: Anatomy/Physiology of Defense

37. The lymphoid tissues of the intestinal tract are collectively referred to as A. lymph nodes. B. thymus. C. spleen. D. GALT E. tonsils.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.07 Fully describe the structure and function of the lymphatic system. Section Number: 14.03 Topic: Anatomy/Physiology of Defense

14-19

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

38. Diapedesis is the A. loss of blood due to hemorrhaging. B. production of only red blood cells. C. production of white blood cells, red blood cells, and platelets. D. plugging of broken vessels to stop bleeding. E. migration of white blood cells from the blood, out to the tissues.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.03 Topic: Second Line Innate Defenses

39. The four classic signs and symptoms of inflammation include all of the following except A. redness. B. warmth. C. swelling. D. pain. E. chills.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.11 List the four major categories of nonspecific immunity. Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.03 Topic: Second Line Innate Defenses

14-20

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

40. All of the following are events of early inflammation except A. macrophages appear first and begin phagocytosis. B. chemical mediators and cytokines are released. C. brief vasoconstriction is followed by vasodilation. D. exudate and pus can accumulate. E. capillaries become more permeable, resulting in edema.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.03 Topic: Anatomy/Physiology of Defense

41. Which of the following is incorrect about inflammation? A. Inflammation can last hours to years. B. Pyrogens cause vasodilation and increased capillary permeability. C. Serotonin causes smooth muscle contraction. D. Fever could be beneficial to inhibiting the pathogen. E. Basophils and mast cells release histamine.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.04 Topic: Second Line Innate Defenses

14-21

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

42. Which of the following is mismatched? A. interferon alpha and beta - inhibit viral replication B. interleukin-2 - stimulates T-cell mitosis and B-cell antibody production C. serotonin - causes smooth muscle contraction D. prostaglandins - activate eosinophils and B cells E. tumor necrosis factor - increases chemotaxis and phagocytosis

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.16 Name four types of antimicrobial proteins. Section Number: 14.04 Topic: Second Line Innate Defenses

14-22

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

43. Histamine, serotonin, and bradykinin are all A. vasoactive mediators. B. mediators of B-cell activity. C. mediators of T-cell activity. D. mediators that increase chemotaxis. E. fever inducers.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.04 Topic: Second Line Innate Defenses

44. Each of the following is a term reflecting a process involved in the migration of white blood cells except A. chemotaxis. B. diapedesis. C. motility. D. vasodilation. E. phagocytosis.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.04 Topic: Second Line Innate Defenses

14-23

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

45. The leakage of vascular fluid into tissues is called A. chemotaxis. B. edema. C. diapedesis. D. vasoactivity. E. pus.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.04 Topic: Second Line Innate Defenses

46. Which of the following is mismatched in relation to inflammation? A. rubor - redness B. calor - warmth C. tumor - cancer D. dolar - pain

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.04 Topic: Second Line Innate Defenses

47. Which of the following is not a chief function of inflammation? A. start tissue repair B. destroy microbes C. mobilize and attract immune components to injury site D. block further invasion E. cause a fever

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.04 Topic: Second Line Innate Defenses

14-24

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

14-25

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

48. The circulating substances that affect the hypothalamus and initiate fever are A. complement. B. interferons. C. leukotrines. D. pyrogens. E. lysozymes.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.04 Topic: Second Line Innate Defenses

49. A person will typically experience the sensation of in the body. A. heat B. pain C. chill D. sweat

when fever is starting to occur

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.14 Discuss the mechanism of fever and its role in nonspecific immunity. Section Number: 14.04 Topic: Second Line Innate Defenses

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Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

50. Each of the following are benefits of fever except it A. reduces the ability of temperature-sensitive organisms to multiply. B. increases the availability of iron. C. increases phagocytosis. D. increases metabolism. E. stimulates hematopoiesis.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.14 Discuss the mechanism of fever and its role in nonspecific immunity. Section Number: 14.04 Topic: Second Line Innate Defenses

14-27

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

51. Which of the following is not a type of phagocyte? A. neutrophils B. macrophages C. Kupffer cells D. monocytes E. lymphocytes

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.12 Summarize the steps in phagocytosis, and describe the roles of PAMPs in this process. Section Number: 14.04 Topic: Second Line Innate Defenses

52. Which of the following is not an event of phagocytosis? A. diapedesis B. chemotaxis C. phagolysosome formation D. destruction E. ingestion

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.12 Summarize the steps in phagocytosis, and describe the roles of PAMPs in this process. Section Number: 14.04 Topic: Second Line Innate Defenses

14-28

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

53. What type of molecules act to draw phagocytes to foreign substances? A. MALTs B. RES C. PAMPs D. BALTs E. IFNs

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.12 Summarize the steps in phagocytosis, and describe the roles of PAMPs in this process. Section Number: 14.04 Topic: Second Line Innate Defenses

14-29

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

54. Which of the following is a chemical used by phagocytes to destroy ingested foreign substances? A. hydrogen peroxide B. nitric oxide C. lactic acid D. superoxide anion E. All of these are used.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.12 Summarize the steps in phagocytosis, and describe the roles of PAMPs in this process. Section Number: 14.04 Topic: Second Line Innate Defenses

55. All of the following pertain to interferon except A. is a protein. B. is produced by certain white blood cells and tissue cells. C. includes alpha, beta, and gamma types. D. inhibits viruses, tumors, and cancer gene expression. E. increases capillary permeability and vasodilation.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.16 Name four types of antimicrobial proteins. Section Number: 14.04 Topic: Second Line Innate Defenses

14-30

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

56. Which of the following is incorrect about complement? A. composed of at least 20 blood proteins B. only appears in the blood during a response to a pathogen C. acts in a cascade reaction D. involves a classical pathway E. involves an alternate pathway

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.15 Compare and contrast the three different complement pathways. Section Number: 14.04 Topic: Second Line Innate Defenses

57. The membrane attack stage of the complement cascade involves A. initiation of the cascade. B. production of inflammatory cytokines. C. a ring-shaped protein digesting holes in bacterial cell membranes and virus envelopes. D. cleaving of C3 to yield C3a and C3b. E. C1q binding to surface receptors on a membrane.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.16 Name four types of antimicrobial proteins. Section Number: 14.04 Topic: Second Line Innate Defenses

58. The system of blood proteins act to lyse foreign cells and viruses. A. humoral immunity B. cell-mediated C. complement D. lymphoid

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.15 Compare and contrast the three different complement pathways. Section Number: 14.04 Topic: Second Line Innate Defenses

14-31

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

14-32

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

59. What is the first step in the major events of the inflammatory process? A. formation of pus and edema B. scar formation and/or resolution C. vascular reactions D. injury and mast cells releasing chemical mediators E. activation of complement

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.04 Topic: Second Line Innate Defenses

60. During what process are hypochlorite and hydrogen peroxide produced in order to destroy bacteria and inhibit viral replication? A. inflammation B. phagocytosis C. interferon production D. complement production E. lysozyme production

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.12 Summarize the steps in phagocytosis, and describe the roles of PAMPs in this process. Section Number: 14.04 Topic: Second Line Innate Defenses

14-33

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

61. Which protein can be produced by a virus-infected cell, in order to communicate with other cells that need to produce antiviral proteins? A. complement B. albumin C. interferon D. histamine E. lysozyme

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.16 Name four types of antimicrobial proteins. Section Number: 14.04 Topic: Second Line Innate Defenses

True / False Questions 62. Genetic differences among species and within a species can convey genetic immunity to certain diseases. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.01 Summarize the three lines of host defenses. Section Number: 14.01 Topic: Basic Host Defenses

63. Plasma is also called lymph. 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 Systems Blooms Level: 1. Remember Learning Outcome: 14.07 Fully describe the structure and function of the lymphatic system. Learning Outcome: 14.08 Differentiate between whole blood, plasma, and serum. Section Number: 14.03 Topic: Anatomy/Physiology of Defense

14-34

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

14-35

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

64. B lymphocytes and T lymphocytes mature in the thymus gland. 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 Systems Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Learning Outcome: 14.10 Describe the major characteristics of the two major types of lymphocytes involved in specific immunity. Section Number: 14.03 Topic: Basic Host Defenses

65. Monocytes and lymphocytes are agranular leukocytes. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Anatomy/Physiology of Defense

66. During inflammation, a high neutrophil count is a common sign of bacterial infection. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.09 Name six types of blood cells that function in nonspecific immunity, and specify the most important function of each. Section Number: 14.03 Topic: Anatomy/Physiology of Defense

14-36

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

67. Inflammatory responses are orchestrated by the immune system and are part of the body's third line of defense. 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 Systems Blooms Level: 2. Understand Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.04 Topic: Second Line Innate Defenses

68. Endotoxin is an exogenous pyrogen. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.14 Discuss the mechanism of fever and its role in nonspecific immunity. Section Number: 14.04 Topic: Second Line Innate Defenses

69. A low to moderate fever in an otherwise healthy person should be treated immediately with antipyretic drugs. 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 Systems Blooms Level: 2. Understand Learning Outcome: 14.14 Discuss the mechanism of fever and its role in nonspecific immunity. Section Number: 14.04 Topic: Second Line Innate Defenses

14-37

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

70. During phagocytosis, intracellular digestion begins as soon as the phagosome is formed. 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 Systems Blooms Level: 2. Understand Learning Outcome: 14.12 Summarize the steps in phagocytosis, and describe the roles of PAMPs in this process. Section Number: 14.04 Topic: Second Line Innate Defenses

71. The production of interferon will protect the host cell from a viral infection. 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 Systems Blooms Level: 2. Understand Learning Outcome: 14.16 Name four types of antimicrobial proteins. Section Number: 14.04 Topic: Second Line Innate Defenses

72. Complement proteins are produced by the spleen. 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 Systems Blooms Level: 1. Remember Learning Outcome: 14.10 Describe the major characteristics of the two major types of lymphocytes involved in specific immunity. Learning Outcome: 14.14 Discuss the mechanism of fever and its role in nonspecific immunity. Learning Outcome: 14.15 Compare and contrast the three different complement pathways. Section Number: 14.04 Topic: Second Line Innate Defenses

14-38

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

73. Certain complement components stimulate inflammation and phagocytosis. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 14.10 Describe the major characteristics of the two major types of lymphocytes involved in specific immunity. Learning Outcome: 14.14 Discuss the mechanism of fever and its role in nonspecific immunity. Learning Outcome: 14.15 Compare and contrast the three different complement pathways. Section Number: 14.04 Topic: Second Line Innate Defenses

Multiple Choice Questions 74. After loading wood into a fireplace, you realize you have gotten a splinter in your finger. Within a short period of time, your finger is painful, red, and swollen, and is warm to the touch. This is an example of A. nonspecific resistance B. specific resistance C. acquired immunity D. adaptive immunity

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 14.01 Summarize the three lines of host defenses. Section Number: 14.01 Topic: Basic Host Defenses Topic: Second Line Innate Defenses

14-39

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

75. Mycobacterium tuberculosis has chemicals in its cell wall that inhibit the fusion of phagocytic vacuoles with lysosomes. Which statement is then true? A. Complement proteins will take over to destroy the bacteria. B. The bacterium can produce chemicals which can destroy the macrophage housing the bacterium. C. The bacterium can survive and replicate inside of the phagocytic cell. D. Antibodies produced by the cells can more effectively kill the bacteria.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 14.12 Summarize the steps in phagocytosis, and describe the roles of PAMPs in this process. Section Number: 14.04 Topic: Second Line Innate Defenses

76. Your little girl has a hereditary deficiency of C1. What problems would she be likely to have? A. The B and T lymphocytes would not function properly. B. Bone marrow could not produce white blood cells well. C. She would have a greater number of bacterial and viral infections. D. The phagocytic cells could not recognize the pathogen-associated molecular patterns (PAMPs) on the pathogens.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 14.15 Compare and contrast the three different complement pathways. Section Number: 14.04 Topic: Second Line Innate Defenses

14-40

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

77. You have severe itching problems when bitten by an insect. Your friend gives you an ointment to spread on your skin around the bite so that the redness and itching do not bother you. The likely mechanism of this medication would be: A. destruction of phagocytic cells. B. inactivation of neutrophils. C. inhibition of lysozyme. D. antagonist of histamine.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 14.13 Outline the steps in inflammation. Section Number: 14.04 Topic: Second Line Innate Defenses

78. Your 81 year old grandfather has been diagnosed with cancer of the thymus. The doctor is urging surgical removal of the cancer, but you and the family are worried about the consequences of removing an entire organ such as the thymus. Which statement is correct? A. Your grandfather would not be able to produce complement proteins necessary for pathogen control and inflammation. B. Your grandfather will have a loss of T lymphocytes, and will have an immune deficiency. C. Your grandfather would not have sufficient phagocytic cells and would not be able to contain bacterial infections. D. There is nothing to worry about: the thymus will not affect your grandfather's immune status at his age.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 14.07 Fully describe the structure and function of the lymphatic system. Section Number: 14.03 Topic: Basic Host Defenses

14-41

Chapter 14 - Host Defenses I: Overview and Nonspecific Defenses

79. Your sister has just been diagnosed with systemic lupus erythematosis, or lupus, which is an autoimmune disease. This means: A. her immune system has rejected some of her tissues and organs. B. her immune system has developed an allergic reaction to some of her tissues. C. her immune system is correctly distinguishing between self markers and nonself markers. D. she has an excess of phagocytic cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 14.04 Define marker, and discuss its importance in the second and third lines of defense. Section Number: 14.02 Topic: Basic Host Defenses

80. A patient visits your clinic often with recurrent respiratory infections. Based upon their medical history, it appears they have been an active smoker for over 40 years. Select the statement that most accurately reflects how this information may reveal why the patient is highly susceptible to respiratory pathogens: A. smoking decreases the formation and effectiveness of complement proteins. B. smoking can paralyze the ciliary escalator. C. smoking decreases the activity of neutrophils. D. smoking directly inhibits B- and T-cell action.

Blooms Level: 3. Apply Learning Outcome: 14.02 Identify three components of the first line of defense. Section Number: 14.01

14-42

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

Chapter 15 Host Defenses II: Specific Immunity and Immunization

Multiple Choice Questions 1. A foreign molecule that causes a specific immune response is a/an A. PAMP. B. marker. C. hapten. D. antibody. E. antigen.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.01 Describe how the third line of defense is different from the other host defense mechanisms. Section Number: 15.01 Topic: Antigens and Antibodies

2. Acquired specific immunity involves the response of A. skin barriers. B. B and T lymphocytes. C. lysozyme. D. mucus membranes. E. interferon.

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 Blooms Level: 1. Remember Learning Outcome: 15.05 Compare and contrast the process of antigen recognition in T cells and B cells. Section Number: 15.01 Topic: Adaptive Line of Defense

15-1

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

3. The embryonic yolk sac, the liver, and the bone marrow are sites where A. immune responses to antigen occur. B. stem cells give rise to immature lymphocytes. C. antigen is filtered from the blood. D. antigen is filtered from tissue fluid. E. T lymphocytes complete maturation.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.06 Summarize the maturation process of both B cells and T cells. Section Number: 15.01 Topic: Lymphocyte Development and Maturation

4. The antibody-secreting progeny cells of a B-cell clone are called A. antibodies. B. sensitized T cells. C. activated macrophages. D. plasma cells. E. bursa cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.15 Diagram the steps of B-cell activation, and list the types of B cells produced in this process. Learning Outcome: 15.08 Outline the processes of clonal selection and expansion. Section Number: 15.01 Topic: Humoral Response (or Antibody-Mediated Response) Topic: Lymphocyte Development and Maturation

15-2

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

5. Helper T cells A. secrete antibodies. B. function in allergic reactions. C. directly destroy target cells. D. suppress immune reactions. E. activate B cells and other T cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.06 Summarize the maturation process of both B cells and T cells. Learning Outcome: 15.14 Summarize the process of T-cell activation, and list major types of T cells produced in this process. Section Number: 15.01 Topic: Cell-Mediated Response

6. Plasma cells A. secrete antibodies. B. function in allergic reactions. C. directly destroy target cells. D. suppress immune reactions. E. activate B cells and other T cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.15 Diagram the steps of B-cell activation, and list the types of B cells produced in this process. Section Number: 15.01 Topic: Humoral Response (or Antibody-Mediated Response)

15-3

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

7. Lymphocyte maturation involves A. hormonal signals that initiate development. B. B cells maturing in bone marrow sites. C. T cells maturing in the thymus. D. release of mature lymphocytes to begin migration to various lymphoid organs. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.06 Summarize the maturation process of both B cells and T cells. Learning Outcome: 15.07 Draw a diagram illustrating how lymphocytes are capable of responding to nearly any antigen imaginable. Section Number: 15.01 Topic: Lymphocyte Development and Maturation

8. What type of cells secrete antibodies? A. memory B cells B. cytotoxic T cells C. plasma cells D. helper T cells E. antigen-presenting cells

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.15 Diagram the steps of B-cell activation, and list the types of B cells produced in this process. Section Number: 15.01 Topic: Humoral Response (or Antibody-Mediated Response) Topic: Lymphocyte Development and Maturation

15-4

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

9. Cell surface markers involved in immune reactions A. are the result of genetic expression. B. function in recognition of self molecules. C. receive and transmit chemical messages among other cells of the system. D. aid in cellular development. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.03 Discuss four major functions of immune system markers. Learning Outcome: 15.04 Define the role of the major histocompatibility complex (MHC), and list the three classes of MHC genes. Section Number: 15.01 Topic: Adaptive Line of Defense Topic: Lymphocyte Development and Maturation

10. The major histocompatibility complex is A. a set of glycoproteins, called MHC antigens, found on all body cells. B. a set of genes that code for MHC glycoproteins. C. found on the third chromosome. D. located in the thymus gland. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.04 Define the role of the major histocompatibility complex (MHC), and list the three classes of MHC genes. Section Number: 15.01 Topic: Adaptive Line of Defense Topic: Lymphocyte Development and Maturation

15-5

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

11. Class II MHC genes code for A. certain secreted complement components. B. self receptors recognized by T lymphocytes. C. all HLA antigens. D. receptors located primarily on macrophages and B cells. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.04 Define the role of the major histocompatibility complex (MHC), and list the three classes of MHC genes. Learning Outcome: 15.09 Describe the structure of both a B-cell receptor and a T-cell receptor. Section Number: 15.01 Topic: Lymphocyte Development and Maturation

12. Class I MHC genes code for A. certain secreted complement components. B. self receptors recognized by T lymphocytes. C. all HLA antigens. D. receptors located primarily on macrophages and B cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.04 Define the role of the major histocompatibility complex (MHC), and list the three classes of MHC genes. Learning Outcome: 15.09 Describe the structure of both a B-cell receptor and a T-cell receptor. Section Number: 15.01 Topic: Lymphocyte Development and Maturation

13. The histocompatibility complex proteins function in A. recognition of self. B. antibody proliferation. C. B-cell maturation. D. T-cell maturation.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.04 Define the role of the major histocompatibility complex (MHC), and list the three classes of MHC genes. Section Number: 15.01 Topic: Lymphocyte Development and Maturation

15-6

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

15-7

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

14. MHC molecules are found on all of the following cells except A. leukocytes. B. eosinophils. C. epithelial cells. D. red blood cells. E. islet of langerhans cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.04 Define the role of the major histocompatibility complex (MHC), and list the three classes of MHC genes. Section Number: 15.01 Topic: Lymphocyte Development and Maturation

15. Lymphocytes A. possess MHC antigens for recognizing self. B. have membrane receptors that recognize foreign antigens. C. gain tolerance to self by destruction of lymphocytes that could react against self. D. develop into clones of B and T cells with extreme variations of specificity. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.04 Define the role of the major histocompatibility complex (MHC), and list the three classes of MHC genes. Learning Outcome: 15.06 Summarize the maturation process of both B cells and T cells. Learning Outcome: 15.07 Draw a diagram illustrating how lymphocytes are capable of responding to nearly any antigen imaginable. Section Number: 15.02 Topic: Adaptive Line of Defense Topic: Lymphocyte Development and Maturation

15-8

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

16. The monomer subunit of immunoglobulin molecules has all of the following except A. two identical heavy polypeptide chains. B. two identical light polypeptide chains. C. disulfide bonds between polypeptide chains. D. four antigen binding sites. E. a variable and constant region on each polypeptide chain.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.02 Topic: Antigens and Antibodies

17. The region of each antibody molecule where amino acid composition is highly diversified from one clone of B lymphocytes to another is the region. A. variable B. joining C. constant D. light E. hinge

ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.02 Section Number: 15.06 Topic: Antigens and Antibodies

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Chapter 15 - Host Defenses II: Specific Immunity and Immunization

18. Which of the following is not true of the antigen-independent period of lymphocyte development? A. Lymphocytes form from stem cells in the bone marrow. B. Random genetic rearrangements occur to produce different surface protein receptors. C. Mature lymphocytes populate lymphatic organs and encounter antigens. D. Lymphocytes with specificity for self are destroyed. E. Many lymphocytes with different specificities are formed.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.05 Compare and contrast the process of antigen recognition in T cells and B cells. Section Number: 15.02 Topic: Adaptive Line of Defense

19. Destruction of lymphocytes with self-specificity is called A. clonal deletion. B. proliferation. C. clonal selection. D. differentiation. E. hypersensitivity.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.08 Outline the processes of clonal selection and expansion. Section Number: 15.02 Topic: Adaptive Line of Defense Topic: Lymphocyte Development and Maturation

15-10

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

20. Properties of effective antigens include all of the following except A. foreign to the immune system. B. molecular complexity. C. large molecules with a minimum molecular weight of 1,000. D. large polymers made up of repeating subunits. E. cells or large, complex molecules.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.10 Compare the terms antigen and epitope. Learning Outcome: 15.11 List characteristics of antigens that optimize their immunogenicity. Section Number: 15.01 Topic: Antigens and Antibodies

21. The molecular fragment on an antigen molecule that a lymphocyte recognizes and responds to is called a/an A. epitope. B. hapten. C. antigen binding site. D. variable region.

15-11

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

22. Small foreign molecules that are too small by themselves to elicit an immune response are termed A. epitopes. B. haptens. C. antigen binding sites. D. variable regions.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.10 Compare the terms antigen and epitope. Learning Outcome: 15.11 List characteristics of antigens that optimize their immunogenicity. Section Number: 15.03 Topic: Antigens and Antibodies

23. Superantigens are A. body tissues that the immune system mistakes as foreign. B. cell markers found in some member of a species but not in other members. C. bacterial toxins that activate T cells at a 100 times greater rate than other antigens. D. antigens that evoke allergic reactions.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.05 Compare and contrast the process of antigen recognition in T cells and B cells. Learning Outcome: 15.12 Describe how the immune system responds to alloantigens, superantigens, and allergens. Section Number: 15.03 Topic: Antigens and Antibodies

15-12

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

24. Antigens that elicit allergic reactions are called A. superantigens. B. heterophilic antigens. C. allergens. D. autoantigens.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.07 Draw a diagram illustrating how lymphocytes are capable of responding to nearly any antigen imaginable. Learning Outcome: 15.11 List characteristics of antigens that optimize their immunogenicity. Learning Outcome: 15.12 Describe how the immune system responds to alloantigens, superantigens, and allergens. Section Number: 15.03 Topic: Antigens and Antibodies

25. Which of the following is not a property of B cells? A. produce plasma cells and memory cells B. low numbers circulating in the blood C. require antigen presented with MHC proteins D. receptors called immunoglobins E. mature in the bone marrow

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.15 Diagram the steps of B-cell activation, and list the types of B cells produced in this process. Section Number: 15.04 Topic: Humoral Response (or Antibody-Mediated Response)

15-13

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

26. Antigen presenting cells A. include dendritic cells. B. include macrophages. C. engulf and modify antigen to be more immunogenic. D. hold and present processed antigen on their cell membrane surface. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.12 Describe how the immune system responds to alloantigens, superantigens, and allergens. Learning Outcome: 15.13 List the types of cells that can act as antigen-presenting cells. Section Number: 15.03 Topic: Adaptive Line of Defense

27. T-cell response to T-cell-dependent antigens requires A. typically a protein antigen. B. binding of the T cell to a class II MHC receptor on a macrophage. C. binding of the T cell to a site on the antigen. D. interleukin-1 activating the T helper cell. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.05 Compare and contrast the process of antigen recognition in T cells and B cells. Learning Outcome: 15.06 Summarize the maturation process of both B cells and T cells. Section Number: 15.05 Topic: Cell-Mediated Response

15-14

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

28. During presentation of APC-bound antigen, macrophages and dendritic cells secrete the cytokine , which activates T helper cells. A. interferon B. interleukin-1 C. interleukin-2 D. histamine

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.14 Summarize the process of T-cell activation, and list major types of T cells produced in this process. Section Number: 15.05 Topic: Cell-Mediated Response

29. Which is incorrect about the Fc region of an immunoglobulin? A. is called the crystallizable fragment B. forms the antigen binding sites C. contains an effector molecule that can bind to cells such as macrophages and mast cells D. contains an effector molecule that can fix complement E. determines the class to which the immunoglobulin belongs

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.18 Diagram an antibody binding antigen, and list the possible end results of this process. Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.06 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

15-15

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

30. Which process involves antibodies covering surface receptors on a virus or toxin molecule, thereby disrupting their activity? A. neutralization B. opsonization C. complement fixation D. agglutination E. anamnestic response

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.18 Diagram an antibody binding antigen, and list the possible end results of this process. Section Number: 15.06 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

31. Which process involves antibodies cross-linking cells or particles into large aggregates? A. neutralization B. opsonization C. complement fixation D. agglutination E. anamnestic response

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.18 Diagram an antibody binding antigen, and list the possible end results of this process. Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.05 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

15-16

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

32. Which process involves antibodies coating microorganisms in order to facilitate phagocytosis? A. neutralization B. opsonization C. complement fixation D. agglutination E. anamnestic response

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.18 Diagram an antibody binding antigen, and list the possible end results of this process. Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.05 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

33. Which process involves a more rapid synthesis and greatly increased titer of antibody when the immune system is subsequently exposed to the same antigen? A. neutralization B. opsonization C. complement fixation D. agglutination E. anamnestic response

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.20 Draw and label a graph illustrating the development of a secondary immune response. Section Number: 15.06 Topic: Adaptive Line of Defense

15-17

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

34. The immunoglobulin class that has a dimer form found in mucus, saliva, colostrum, and other body secretions is A. IgA. B. IgD. C. IgE. D. IgG. E. IgM.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.06 Topic: Adaptive Line of Defense Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

35. The immunoglobulin class that is the only one capable of crossing the placenta is A. IgA B. IgD C. IgE D. IgG E. IgM

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.06 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

15-18

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

36. The immunoglobulin class that has an Fc region that binds to receptors on basophils and mast cells is A. IgA. B. IgD. C. IgE. D. IgG. E. IgM.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.06 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

37. All of the following are characteristics of IgM except A. has 10 antigen binding sites. B. contains a central J chain. C. is the first class synthesized by a plasma cell. D. can serve as a B-cell receptor. E. is a dimer.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.06 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

15-19

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

38. Which immunoglobulin class/es can fix complement? A. IgM only B. IgG only C. IgD only D. IgM and IgG E. IgE and IgA

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.06 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

39. The immunoglobulin/s found on the surface of B cells is/are A. IgM only. B. IgG only. C. IgD only. D. IgM and IgD. E. IgD and IgE.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.06 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

15-20

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

40. A. IgG B. IgM C. IgA D. IgD E. IgE

is the most abundant class of antibodies in serum.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.06 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

41. Each fragment of an antibody molecule contains the variable regions of a heavy and light chain that folds into a groove for one epitope. A. variable B. FAb C. Fc D. terminal E. hinge

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.14 Summarize the process of T-cell activation, and list major types of T cells produced in this process. Learning Outcome: 15.18 Diagram an antibody binding antigen, and list the possible end results of this process. Section Number: 15.06 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

15-21

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

42. An activated TH cell produces cytotoxic T cells. A. interleukin-1 B. interleukin-2 C. interleukin-12 D. antiserum E. complement

, which is a growth factor for T helper cells and

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.14 Summarize the process of T-cell activation, and list major types of T cells produced in this process. Section Number: 15.03 Section Number: 15.04 Topic: Cell-Mediated Response

43. What process generates many B cells and T cells that are activated against specific antigens? A. antigen expression B. antibody production C. clonal expansion D. antigen presentation E. opsonization

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.08 Outline the processes of clonal selection and expansion. Section Number: 15.04 Topic: Adaptive Line of Defense

15-22

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

44. The most significant cells in graft rejection are A. helper T cells. B. suppressor T cells. C. cytotoxic T cells. D. delayed hypersensitivity T cells. E. natural killer (NK) cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.14 Summarize the process of T-cell activation, and list major types of T cells produced in this process. Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Section Number: 15.05 Topic: Cell-Mediated Response

45. Which lymphocytes lack specificity for antigen and attack cancer cells and virus-infected cells? A. helper T cells B. suppressor T cells C. cytotoxic T cells D. delayed hypersensitivity T cells E. natural killer (NK) cells

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.14 Summarize the process of T-cell activation, and list major types of T cells produced in this process. Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Section Number: 15.05 Topic: Cell-Mediated Response

15-23

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

46. Cytotoxic T cells A. are activated by free, soluble antigens. B. lack specificity for antigen. C. secrete granzymes and perforins that damage target cells. D. secrete interleukin-2 to stimulate B and T cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.14 Summarize the process of T-cell activation, and list major types of T cells produced in this process. Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Section Number: 15.05 Topic: Cell-Mediated Response

47. Which of the following is not a target for TC cells? A. bacteria B. virus-infected cells C. cancer cells D. human transplanted liver E. pig transplanted heart

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.17 Explain the role of cytotoxic T cells in apoptosis, and list the potential targets of this process. Learning Outcome: 15.18 Diagram an antibody binding antigen, and list the possible end results of this process. Section Number: 15.05 Topic: Cell-Mediated Response

15-24

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

48. Specific immunity provides long-lasting protection through the production of A. antibodies B. plasma cells C. T helper cells D. memory cells E. phagocytotic cells

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.08 Outline the processes of clonal selection and expansion. Section Number: 15.05 Section Number: 15.06 Topic: Adaptive Line of Defense Topic: Cell-Mediated Response Topic: Humoral Response (or Antibody-Mediated Response)

49. An example of artificial passive immunity would be A. chickenpox infection, followed by lifelong immunity. B. chickenpox vaccine triggering extended immunity to chickenpox. C. giving a person immune serum globulins to chickenpox virus after exposure to the disease. D. a fetus acquiring maternal IgG to the chickenpox virus across the placenta.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 15.21 List the four categories of acquired immunity, and provide examples of each. Section Number: 15.07 Topic: Classification of Acquired Immunities

15-25

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

50. An example of natural passive immunity would be A. chickenpox infection, followed by lifelong immunity. B. chickenpox vaccine triggering extended immunity to chickenpox. C. giving a person immune serum globulins to chickenpox virus after exposure to the disease. D. a fetus acquiring maternal IgG to the chickenpox virus across the placenta.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 15.21 List the four categories of acquired immunity, and provide examples of each. Section Number: 15.07 Topic: Classification of Acquired Immunities

15-26

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

51. An example of artificial active immunity would be A. chickenpox infection, followed by lifelong immunity. B. chickenpox vaccine triggering extended immunity to chickenpox. C. giving a person immune serum globulins to chickenpox virus after exposure to the disease. D. a fetus acquiring maternal IgG to the chickenpox virus across the placenta.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 15.07 Draw a diagram illustrating how lymphocytes are capable of responding to nearly any antigen imaginable. Learning Outcome: 15.21 List the four categories of acquired immunity, and provide examples of each. Section Number: 15.07 Topic: Classification of Acquired Immunities

52. An example of natural active immunity would be A. chickenpox infection, followed by lifelong immunity. B. chickenpox vaccine triggering extended immunity to chickenpox. C. giving a person immune serum globulins to chickenpox virus after exposure to the disease. D. a fetus acquiring maternal IgG to the chickenpox virus across the placenta.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 15.21 List the four categories of acquired immunity, and provide examples of each. Section Number: 15.07 Topic: Classification of Acquired Immunities

53. Edward Jenner's work involved A. inoculation of dried pus from smallpox pustules into a person to stimulate immunity. B. development of passive immunotherapy. C. development of an immunization to protect people against cowpox. D. immunization using a related, less pathogenic organism to give protection against a more pathogenic one.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.23 List several types of vaccines, and discuss how they are utilized today. Section Number: 15.07 Topic: Immunization

15-27

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

15-28

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

54. Immunotherapy is the A. use of antitoxins. B. use of immune serum globulin. C. conferring of passive immunity. D. administering of preformed antibodies. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.23 List several types of vaccines, and discuss how they are utilized today. Section Number: 15.07 Topic: Immunization

55. High titers of specific antibodies are characteristic of A. specific immune globulin (SIG). B. gamma globulin. C. immune serum globulin (ISG). D. attenuated vaccines. E. toxoids.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Learning Outcome: 15.23 List several types of vaccines, and discuss how they are utilized today. Section Number: 15.07 Topic: Immunization

15-29

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

56. Killed or inactivated vaccines are prepared by A. removal of virulence genes from the microbe. B. treatment with formalin, heat, or radiation. C. passage of the pathogen through unnatural hosts or tissue culture. D. long-term subculturing of the microbe.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.23 List several types of vaccines, and discuss how they are utilized today. Learning Outcome: 15.24 Explain the principle of herd immunity and the risks that unfold when it is not maintained. Section Number: 15.07 Topic: Immunization

15-30

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

57. Live, attenuated vaccines A. include the Sabin polio vaccine. B. include the measles, mumps, rubella vaccine (MMR). C. contain viable microbes that can multiply in the person. D. require smaller doses and fewer boosters compared to inactivated vaccines. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.23 List several types of vaccines, and discuss how they are utilized today. Section Number: 15.07 Topic: Immunization

58. Acellular vaccines and subunit vaccines A. contain modified bacterial exotoxin molecules. B. are always genetically engineered. C. contain select antigenic components of a pathogen rather than whole cells or viruses. D. confer passive immunity. E. utilize DNA strands that will produce the antigen.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.23 List several types of vaccines, and discuss how they are utilized today. Section Number: 15.07 Topic: Immunization

15-31

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

59. Antitoxins A. contain modified bacterial exotoxin molecules. B. are always genetically engineered. C. contain select antigenic components of a pathogen rather than whole cells or viruses. D. confer passive immunity. E. utilize DNA strands that will produce the antigen.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.23 List several types of vaccines, and discuss how they are utilized today. Section Number: 15.07 Topic: Immunization

15-32

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

60. Vaccinia virus is often used in the technique to make A. adjuvant. B. booster. C. antibodies to toxin. D. gamma globulin. E. "Trojan horse" recombinant vaccine.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.22 Discuss the qualities of an effective vaccine. Learning Outcome: 15.23 List several types of vaccines, and discuss how they are utilized today. Section Number: 15.07 Topic: Immunization

61. Which of the following is a special binding substance that enhances immunogenicity and prolongs antigen retention at the injection site? A. adjuvant B. booster C. antibodies to toxin D. gamma globulin E. "Trojan horse" recombinant vaccine

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.23 List several types of vaccines, and discuss how they are utilized today. Section Number: 15.07 Topic: Immunization

15-33

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

62. All nucleated cells contain A. class I MHC. B. class II MHC. C. secretory antibodies. D. IgE receptors. E. IgD receptors.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.04 Define the role of the major histocompatibility complex (MHC), and list the three classes of MHC genes. Section Number: 15.01 Topic: Adaptive Line of Defense

63. During which response to the antigen do we display a latent period of no secretory antibody synthesis? A. primary B. secondary C. tertiary D. quaternary

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.20 Draw and label a graph illustrating the development of a secondary immune response. Section Number: 15.06 Topic: Adaptive Line of Defense

True / False Questions

15-34

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

64. Antibody molecules circulate in lymph, blood, and tissue fluids. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.07 Draw a diagram illustrating how lymphocytes are capable of responding to nearly any antigen imaginable. Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.06 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

15-35

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

65. Human B lymphocytes mature in an intestinal region called the bursa. 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 Systems Blooms Level: 1. Remember Learning Outcome: 15.06 Summarize the maturation process of both B cells and T cells. Section Number: 15.01 Topic: Adaptive Line of Defense

66. Activation of B cells occurs when antigen binds to B cell surface immunoglobulin receptors. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.06 Summarize the maturation process of both B cells and T cells. Section Number: 15.04 Topic: Humoral Response (or Antibody-Mediated Response)

67. Clonal selection requires the presence of foreign antigens. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.08 Outline the processes of clonal selection and expansion. Section Number: 15.02 Topic: Adaptive Line of Defense

15-36

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

68. After secreting antibodies during an immune response, plasma cells then differentiate into memory cells. 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 Systems Blooms Level: 2. Understand Learning Outcome: 15.06 Summarize the maturation process of both B cells and T cells. Section Number: 15.06 Topic: Humoral Response (or Antibody-Mediated Response)

69. The hinge region of an antibody has a hypervariable amino acid region where the antigenic determinant fits. 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 Systems Blooms Level: 2. Understand Learning Outcome: 15.14 Summarize the process of T-cell activation, and list major types of T cells produced in this process. Learning Outcome: 15.18 Diagram an antibody binding antigen, and list the possible end results of this process. Section Number: 15.06 Topic: Antigens and Antibodies

70. The structural and functional differences that distinguish immunoglobulin isotypes are due to variations associated with their Fc fragments. 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 Systems Blooms Level: 2. Understand Learning Outcome: 15.18 Diagram an antibody binding antigen, and list the possible end results of this process. Section Number: 15.06 Topic: Antigens and Antibodies

15-37

Chapter 15 - Host Defenses II: Specific Immunity and Immunization

71. One plasma cell will secrete antibodies of various classes, but the antibodies will all have the same specificity. 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 Systems Blooms Level: 2. Understand Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.06 Topic: Antigens and Antibodies Topic: Humoral Response (or Antibody-Mediated Response)

72. The secondary response to an antigen is more rapid and robust than the primary response. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 15.20 Draw and label a graph illustrating the development of a secondary immune response. Section Number: 15.06 Topic: Humoral Response (or Antibody-Mediated Response)

73. Gamma globulin can be given as immunotherapy to confer artificial passive immunity. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 15.16 Describe the main functions of the major T-cell types and their subsets. Learning Outcome: 15.23 List several types of vaccines, and discuss how they are utilized today. Section Number: 15.07 Topic: Immunization

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Chapter 15 - Host Defenses II: Specific Immunity and Immunization

Multiple Choice Questions 74. The array of potential antibodies to the variety of possible antigens is amazing. Which statement explains this development? A. Recombination of hundreds of genes for antigen receptors occurs during the developmental stage of lymphocyte production. B. Mutations in the antibody gene occur within the activated B cells, since they meet the antigen. C. There is a shuffling of genes that code for self markers as well as nonself markers, mixing them together and producing reactive lymphocytes to those markers. D. The existing antibody molecules change their shapes, allowing them to fit with a large number of antigens.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 15.07 Draw a diagram illustrating how lymphocytes are capable of responding to nearly any antigen imaginable. Section Number: 15.02 Topic: Lymphocyte Development and Maturation

75. A cytotoxic T lymphocyte, having been activated against a particular viral antigen, "sees" this same antigen on a host body cell. What will happen? A. The cytotoxic T cell will produce antibodies against the antigen. B. The antigen will move inside of the host body cell, thereby hiding from the cytotoxic T cell. C. The cytotoxic T cell will produce proteins that cause the host body cell to die. D. The cytotoxic body cell will activate B cells which then produce antibody against the antigen.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 15.17 Explain the role of cytotoxic T cells in apoptosis, and list the potential targets of this process. Section Number: 15.05 Topic: Cell-Mediated Response

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Chapter 15 - Host Defenses II: Specific Immunity and Immunization

76. Fluzone is a brand name for a very commonly given influenza vaccine. The vaccine is prepared by first harvesting flu viruses in chicken embryos and then breaking apart virus particles into protein subunits, thereby inactivating the virus. Your friend refuses to get the vaccine. Which of these statements is the only valid reason for her not to get the flu vaccine? A. She could catch the flu from the inactivated vaccine. B. She could pass the virus onto her baby, causing the child to become autistic. C. She could die from the vaccine. D. She is allergic to eggs.

77. You do not really want to get your 3 children vaccinated. Your view is why do it, when others around you will get the vaccine and end up protecting you and your children. Which is an accurate statement that your physician may provide to you in response to your challenge to vaccination? A. Your choice is fine, your children will never become infected since this is actually the basis of herd immunity. B. This is not a smart choice. If enough people choose not to get vaccinated, the susceptible population grows to a large size breaking the protective effect of herd immunity. C. Your choice is fine, maybe you will change your mind when your child goes to college. D. This is not a smart choice. You could face potential arrest for not vaccinating your child per the regulations of the US government.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 15.24 Explain the principle of herd immunity and the risks that unfold when it is not maintained. Section Number: 15.07 Topic: Immunization

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Chapter 15 - Host Defenses II: Specific Immunity and Immunization

78. You have received the first hepatitis A vaccine. It was required for your mission trip to Nicaragua in Central America, where hepatitis A is common. However, you never went back for the booster shot of the vaccine, which should have been received within 6 months of the initial vaccination. What statement accurately reflects your present immunity to this pathogen? A. This is not a problem because the second dosage is just extra protection. Your immune status would be very high. B. The one dosage is not enough because it only activated humoral immunity. The second dosage is to then activate cell-mediated immunity. The combination of the two immune responses gives you 100% coverage of immunity to hepatitis A. C. Not a problem because at any time--in a year, 5 years, etc.--you can go get the booster vaccine for hepatitis A and be fully covered by immunity. D. You are at risk to get hepatitis A since your immune status is only partial. Not enough immune memory cells were produced since you received one dosage of vaccine, so you are likely to get the disease when exposed to the virus.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 15.24 Explain the principle of herd immunity and the risks that unfold when it is not maintained. Section Number: 15.07 Topic: Immunization

79. A patient enters your clinic with a suspected helminthic infection. In support of this diagnosis, you suspect elevated levels of which antibody in the patient's serum? A. IgD B. IgE C. IgG D. IgM

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 15.19 List the five types of antibodies and important characteristics of each. Section Number: 15.06 Topic: Antigens and Antibodies

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Chapter 15 - Host Defenses II: Specific Immunity and Immunization

80. As an adult who never developed chickenpox infection as a child, you elect to receive the protective vaccine against this pathogen at the age of 35. This vaccine will stimulate: A. a primary immune response B. latency C. a secondary immune response D. an anamnestic response

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 15.20 Draw and label a graph illustrating the development of a secondary immune response. Learning Outcome: 15.21 List the four categories of acquired immunity, and provide examples of each. Section Number: 15.06 Section Number: 15.07 Topic: Classification of Acquired Immunities Topic: Immunization

81. Autoimmune disorders are characterized by immune destruction of self tissues. The underlying basis of these disorders is: A. oversecretion of antibodies from memory B cells B. lack of immune tolerance C. lack of an anamnestic response D. overproduction of complement

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 15.08 Outline the processes of clonal selection and expansion. Section Number: 15.03 Topic: Lymphocyte Development and Maturation

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Chapter 16 - Disorders in Immunity

Chapter 16 Disorders in Immunity

Multiple Choice Questions 1. The major categories of hypersensitivities that typically involve a B-cell immunoglobulin response include A. type I only. B. type I and type IV. C. type IV only. D. type I, type II, and type III. E. type I, type II, type III, and type IV.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.01 Define immunopathology, and describe the two major categories of immune dysfunction. Learning Outcome: 16.02 Identify the four major categories of hypersensitivity, or overreaction to antigens. Section Number: 16.01 Topic: Hypersensitivities

2. Which is mismatched? A. food allergy - type I hypersensitivity B. poison ivy dermatitis - type IV hypersensitivity C. serum sickness - type III hypersensitivity D. transfusion reaction - type II hypersensitivity E. hay fever - type IV hypersensitivity

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.02 Identify the four major categories of hypersensitivity, or overreaction to antigens. Section Number: 16.01 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

3. Any heightened immune response resulting in tissue damage is called a/an A. autoimmune disease. B. immunodeficiency. C. hypersensitivity. D. transfusion reaction. E. desensitization.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.02 Identify the four major categories of hypersensitivity, or overreaction to antigens. Section Number: 16.01 Topic: Hypersensitivities

4. The study of diseases associated with excesses and deficiencies of the immune system is A. humoralpathology. B. hemopathology. C. epidemiology. D. immunopathology. E. histopathology.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.01 Define immunopathology, and describe the two major categories of immune dysfunction. Section Number: 16.01 Topic: Autoimmunity Topic: Hypersensitivities Topic: Immunodeficiency

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Chapter 16 - Disorders in Immunity

5. Atopy and anaphylaxis are hypersensitivities in the category A. type I only. B. type I and type IV. C. type IV only. D. type I, type II, and type III. E. type I, type II, type III, and type IV.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.02 Identify the four major categories of hypersensitivity, or overreaction to antigens. Section Number: 16.02 Topic: Hypersensitivities

6. Bee sting venom is considered to be which type of allergen? A. ingestant B. inhalant C. injectant D. contactant

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Blooms Level: 2. Understand Learning Outcome: 16.03 Summarize genetic and environmental factors that influence allergy development. Section Number: 16.02 Topic: Hypersensitivities

7. Fungal spores and animal dander are considered to be which type of allergen? A. ingestant B. inhalant C. injectant D. contactant

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.03 Summarize genetic and environmental factors that influence allergy development. Section Number: 16.02 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

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Chapter 16 - Disorders in Immunity

8. The initial encounter with an allergen is called the A. sensitizing B. provocative C. allergic D. hypersensitivity E. desensitizing

dose.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.04 Outline the steps of a type I allergic response, and discuss the effects on target organs and tissue. Section Number: 16.02 Topic: Hypersensitivities

9. A second encounter with an allergen that causes a response is called the A. sensitizing B. provocative C. allergic D. hypersensitivity E. desensitizing

dose.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.04 Outline the steps of a type I allergic response, and discuss the effects on target organs and tissue. Section Number: 16.02 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

10. What will be the immediate action of an allergen when it enters the body for a second time? A. degranulation B. bonding of allergen to adjacent IgE binding sites on mast cells and basophils C. binding of IgE by the Fc region to mast cells and basophils D. histamine acts on smooth muscle E. prostaglandins cause vasodilation and increased vascular permeability

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.04 Outline the steps of a type I allergic response, and discuss the effects on target organs and tissue. Section Number: 16.02 Topic: Hypersensitivities

11. Which event is the process of releasing chemical mediators? A. degranulation B. bonding of allergen to adjacent IgE binding sites on mast cells and basophils C. binding of IgE by the Fc region to mast cells and basophils D. histamine acts on smooth muscle E. prostaglandins cause vasodilation and increased vascular permeability

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.04 Outline the steps of a type I allergic response, and discuss the effects on target organs and tissue. Section Number: 16.02 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

12. Which event occurs with the sensitizing dose of allergen? A. degranulation B. bonding of allergen to adjacent IgE binding sites on mast cells and basophils C. binding of IgE by the Fc region to mast cells and basophils D. histamine acting on smooth muscle E. prostaglandins causing vasodilation and increased vascular permeability

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.04 Outline the steps of a type I allergic response, and discuss the effects on target organs and tissue. Section Number: 16.02 Topic: Hypersensitivities

13. Which of the following is not a possible outcome of a type I hypersensitivity reaction? A. rhinitis B. rashes C. sneezing D. diarrhea E. contact dermatitis

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.02 Identify the four major categories of hypersensitivity, or overreaction to antigens. Section Number: 16.02 Topic: Hypersensitivities

16-7

Chapter 16 - Disorders in Immunity

14. Histamine causes all of the following except A. increased sensitivity to pain. B. constriction of smooth muscle of bronchi and the intestine. C. relaxation of vascular smooth muscle. D. wheal and flare reaction in skin. E. pruritis and headache.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.04 Outline the steps of a type I allergic response, and discuss the effects on target organs and tissue. Section Number: 16.02 Topic: Hypersensitivities

16-8

Chapter 16 - Disorders in Immunity

15. The chemical mediator that causes prolonged bronchospasm, vascular permeability, and mucus secretion of asthmatic patients is A. prostaglandin. B. histamine. C. leukotriene. D. serotonin. E. platelet-activating factor.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.04 Outline the steps of a type I allergic response, and discuss the effects on target organs and tissue. Section Number: 16.02 Topic: Hypersensitivities

16. Which type/s of hypersensitivities is IgG is involved with? A. anaphylaxis B. antibody-mediated C. immune complex-mediated D. Both anaphylaxis and antibody-mediated. E. Both antibody-mediated and immune complex-mediated.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.12 Identify commonalities and differences between type II and type III hypersensitivities. Section Number: 16.03 Section Number: 16.04 Topic: Hypersensitivities

16-9

Chapter 16 - Disorders in Immunity

17. Allergic reactions to penicillins are considered a/n hypersensitivity. A. T-cell-mediated B. antibody-mediated C. immune complex-mediated D. immediate E. Both T-cell-mediated and antibody-mediated are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.05 Identify three conditions caused by IgE-mediated allergic reactions. Section Number: 16.02 Topic: Hypersensitivities

18. Allergies run in families because A. immunoglobulins pass from mother to fetus. B. immunoglobulins pass through breast milk. C. the variable region of antibodies is genetically determined. D. the relative production of IgE is inherited.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.03 Summarize genetic and environmental factors that influence allergy development. Section Number: 16.02 Topic: Hypersensitivities

19. A chronic, local allergy such as hay fever is considered A. delayed. B. T-cell-mediated. C. atopic. D. antibody-mediated. E. systemic anaphylactic.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.03 Summarize genetic and environmental factors that influence allergy development. Section Number: 16.02 Topic: Hypersensitivities

16-10

Chapter 16 - Disorders in Immunity

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Chapter 16 - Disorders in Immunity

20. A systemic, sometimes fatal, reaction with airway obstruction and circulatory collapse is A. delayed. B. T-cell-mediated. C. atopic. D. antibody-mediated. E. systemic anaphylaxis.

ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.05 Identify three conditions caused by IgE-mediated allergic reactions. Learning Outcome: 16.06 Describe the symptoms of anaphylaxis and link these to physiological events. Section Number: 16.02 Topic: Hypersensitivities

21. A seasonal reaction to inhaled allergens is A. atopic dermatitis. B. eczema. C. allergic rhinitis. D. asthma. E. anaphylaxis.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.05 Identify three conditions caused by IgE-mediated allergic reactions. Section Number: 16.02 Topic: Hypersensitivities

22. All of the following are associated with IgE and mast-cell-mediated allergy except A. drug allergy. B. eczema. C. anaphylaxis. D. allergic asthma. E. systemic lupus erythematosus.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.05 Identify three conditions caused by IgE-mediated allergic reactions. Section Number: 16.02 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

16-13

Chapter 16 - Disorders in Immunity

23. Epinephrine A. is an antihistamine. B. reverses constriction of airways. C. causes desensitization. D. inhibits the activity of lymphocytes.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.06 Describe the symptoms of anaphylaxis and link these to physiological events. Section Number: 16.02 Topic: Hypersensitivities

24. Allergic patients receiving small, controlled injections of specific allergens are undergoing A. desensitization. B. sensitization. C. tissue matching. D. degranulation.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.08 Explain the mode of action of two strategies for treating and preventing type I allergic reactions. Section Number: 16.02 Topic: Hypersensitivities

25. An antihistamine will A. inhibit the activity of lymphocytes. B. bind to histamine receptors on target organs. C. block synthesis of leukotrienes. D. relieve inflammatory symptoms. E. reverse spasms of respiratory smooth muscles.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.06 Describe the symptoms of anaphylaxis and link these to physiological events. Section Number: 16.02 Topic: Hypersensitivities

16-14

Chapter 16 - Disorders in Immunity

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Chapter 16 - Disorders in Immunity

26. Corticosteroids will A. inhibit the activity of lymphocytes. B. bind to histamine receptors on target organs. C. block synthesis of leukotrienes. D. relieve inflammatory symptoms. E. reverse spasms of respiratory smooth muscles.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.08 Explain the mode of action of two strategies for treating and preventing type I allergic reactions. Section Number: 16.02 Topic: Hypersensitivities

27. All of the following are involved in type II hypersensitivity except A. IgM. B. IgG. C. IgE. D. complement. E. foreign cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.08 Explain the mode of action of two strategies for treating and preventing type I allergic reactions. Learning Outcome: 16.12 Identify commonalities and differences between type II and type III hypersensitivities. Section Number: 16.03 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

28. Human blood types involve all of the following except A. MHC genes. B. ABO antigen markers. C. inheritance of two of three possible alleles. D. genetically determined glycoprotein markers. E. genes that code for an enzyme that adds a terminal carbohydrate to RBC receptors.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.09 List the three immune components causing cell lysis in type II hypersensitivity reactions. Learning Outcome: 16.10 Explain the molecular basis for the ABO blood groups, and identify the blood type of a "universal donor" and the blood type of a "universal recipient." Section Number: 16.03 Topic: Hypersensitivities

29. The serum of a person with blood type A and Rh- will have the ability to make which of the following antibodies? A. anti-A and anti-Rh B. anti-B and anti-Rh C. anti-A D. anti-B E. anti-A, anti-B, and anti-Rh

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.10 Explain the molecular basis for the ABO blood groups, and identify the blood type of a "universal donor" and the blood type of a "universal recipient." Section Number: 16.03 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

30. A person with O type blood A. lacks all of the alleles for ABO blood type. B. lacks A and B antigens. C. could not have the Rh factor. D. is called a universal recipient.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.09 List the three immune components causing cell lysis in type II hypersensitivity reactions. Learning Outcome: 16.10 Explain the molecular basis for the ABO blood groups, and identify the blood type of a "universal donor" and the blood type of a "universal recipient." Section Number: 16.03 Topic: Hypersensitivities

31. A person who produces anti-A and anti-B serum antibodies will have blood type A. A. B. B. C. AB. D. O. E. Rh.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 16.10 Explain the molecular basis for the ABO blood groups, and identify the blood type of a "universal donor" and the blood type of a "universal recipient." Section Number: 16.03 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

32. Transfusion of the wrong blood type can cause A. recipient antibody activation of the complement cascade to attack the RBCs. B. fever and anemia. C. systemic shock and kidney failure. D. massive hemolysis of the donor RBCs. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.09 List the three immune components causing cell lysis in type II hypersensitivity reactions. Learning Outcome: 16.10 Explain the molecular basis for the ABO blood groups, and identify the blood type of a "universal donor" and the blood type of a "universal recipient." Section Number: 16.03 Topic: Hypersensitivities

33. A female who is Rh– A. inherited two dominant genes. B. is in the majority of the population with regard to Rh status. C. is at risk for a pregnancy resulting in hemolytic disease of the newborn. D. can never have an Rh+ baby.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 16.11 Explain the role of Rh factor in hemolytic disease development and how the disease is prevented in newborns. Section Number: 16.03 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

34. The potential for hemolytic disease of the newborn occurs when A. maternal Rh+ cells enter an Rh- fetus. B. fetal Rh+ cells enter an Rh- mother. C. maternal Rh- cells enter an Rh+ fetus. D. fetal Rh- cells enter an Rh+ mother. E. fetal Rh+ cells enter an Rh+ mother.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.11 Explain the role of Rh factor in hemolytic disease development and how the disease is prevented in newborns. Section Number: 16.03 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

35. Once a mother has been sensitized to the Rh factor, A. all other Rh+ fetuses are at risk. B. she can be given RhoGAM in future pregnancies to prevent hemolytic disease of the newborn. C. she can never again have a low risk pregnancy. D. only future Rh- fetuses are at risk. E. None of the choices is correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.11 Explain the role of Rh factor in hemolytic disease development and how the disease is prevented in newborns. Section Number: 16.03 Topic: Hypersensitivities

36. Which of the following is not true of type III hypersensitivity? A. Antigen-antibody complexes are deposited in the basement membrane of epithelial tissues. B. It involves production of IgE antibodies. C. It involves an immune complex reaction. D. The Arthus reaction is a local response. E. Serum sickness is a systemic response.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.12 Identify commonalities and differences between type II and type III hypersensitivities. Learning Outcome: 16.13 Describe the ways in which the Arthus reaction differs from serum sickness. Section Number: 16.04 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

37. Which of the following is not a target for immune complex deposition? A. blood vessels and skin B. heart and lungs C. brain D. joints E. kidneys

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.12 Identify commonalities and differences between type II and type III hypersensitivities. Section Number: 16.04 Topic: Hypersensitivities

38. Large quantities of antibodies that react to the second entry of antigen and lead to formation of antigen-antibody complexes occurs in A. serum sickness. B. delayed hypersensitivity. C. anaphylaxis. D. hemolytic disease of the newborn.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.12 Identify commonalities and differences between type II and type III hypersensitivities. Learning Outcome: 16.13 Describe the ways in which the Arthus reaction differs from serum sickness. Section Number: 16.04 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

39. Contact dermatitis involves A. a sensitizing and provocative dose. B. an allergen entering the skin. C. T lymphocytes secreting inflammatory cytokines. D. the production of itchy papules and blisters. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.14 Identify one type IV delayed hypersensitivity reaction, and describe the role of T cells in the pathogenesis of this condition. Section Number: 16.05 Topic: Hypersensitivities

40. What could result when grafted tissue such as bone marrow contains passenger lymphocytes? A. host rejection of graft B. graft versus host disease C. formation of autoantibodies D. hypogammaglobulinemia

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.15 List four classes of grafts, and explain how host versus graft and graft versus host diseases develop. Section Number: 16.05 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

41. Tissue transplanted from one body site on a patient to a different body site on that patient is called a/an A. isograft. B. autograft. C. allograft. D. xenograft. E. hypograft.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.15 List four classes of grafts, and explain how host versus graft and graft versus host diseases develop. Section Number: 16.05 Topic: Hypersensitivities

42. Autoimmunity is typically due to A. transfusion reaction. B. IgE and mast cells. C. autoantibodies and T cells. D. graft rejection. E. a deficiency in T-cell development.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.16 Outline at least three different explanations for the origin of autoimmunity. Section Number: 16.06 Topic: Autoimmunity

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Chapter 16 - Disorders in Immunity

43. Autoantibodies cause tissue injury in all of the following diseases except A. rheumatoid arthritis. B. myasthenia gravis. C. Graves' disease. D. tuberculin reaction. E. multiple sclerosis.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.17 List three autoimmune diseases, and immunologic features common to all. Section Number: 16.06 Topic: Autoimmunity

44. All of the following are autoimmune diseases except A. systemic lupus erythematosus. B. Graves' disease. C. type I diabetes. D. metastatic cancer. E. rheumatoid arthritis.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.16 Outline at least three different explanations for the origin of autoimmunity. Learning Outcome: 16.17 List three autoimmune diseases, and immunologic features common to all. Section Number: 16.06 Topic: Autoimmunity

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Chapter 16 - Disorders in Immunity

45. Myasthenia gravis disease arises from the production of autoantibodies against A. myelin sheath cells of the nervous system. B. acetylcholine receptors on smooth muscle. C. acetylcholine receptors on skeletal muscle. D. sodium pump proteins in the cell membrane. E. cells in thyroid follicles.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.17 List three autoimmune diseases, and immunologic features common to all. Section Number: 16.06 Topic: Autoimmunity

46. In multiple sclerosis, autoantibodies attack A. myelin sheath cells of the nervous system. B. acetylcholine receptors on smooth muscle. C. acetylcholine receptors on skeletal muscle. D. sodium pump proteins in the cell membrane. E. cells in thyroid follicles.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.17 List three autoimmune diseases, and immunologic features common to all. Section Number: 16.06 Topic: Autoimmunity

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Chapter 16 - Disorders in Immunity

47. Which of the following is not a theory to explain the origin of autoimmune diseases? A. sequestered antigen theory B. forbidden clone theory C. molecular mimicry theory D. theory of bystander effect E. All the choices are currently being investigated as possible explanations.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.16 Outline at least three different explanations for the origin of autoimmunity. Section Number: 16.06 Topic: Autoimmunity

48. What can be a consequence of a genetic deficiency in B-cell survival and maturity? A. host rejection of graft B. graft versus host disease C. formation of autoantibodies D. hypogammaglobulinemia

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.18 Distinguish between primary and secondary immunodeficiencies, explaining how each develops. Section Number: 16.07 Topic: Immunodeficiency

49. DiGeorge syndrome is the result of A. autoantibodies. B. delayed hypersensitivity. C. congenital absence or immaturity of the thymus gland. D. failure of B-cell development and maturity. E. a genetic defect in the development of both T cells and B cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.18 Distinguish between primary and secondary immunodeficiencies, explaining how each develops. Section Number: 16.07 Topic: Immunodeficiency

16-27

Chapter 16 - Disorders in Immunity

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Chapter 16 - Disorders in Immunity

50. Severe combined immunodeficiencies (SCIDs) are due to A. autoantibodies. B. delayed hypersensitivity. C. congenital absence or immaturity of the thymus gland. D. failure of B-cell development and maturity. E. a genetic defect in the development of both T cells and B cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. Blooms Level: 2. Understand Learning Outcome: 16.18 Distinguish between primary and secondary immunodeficiencies, explaining how each develops. Learning Outcome: 16.19 Define severe combined immunodeficiency, and discuss current therapeutic approaches to this type of disease. Section Number: 16.07 Topic: Immunodeficiency

51. An example of a secondary acquired immunodeficiency is A. AIDS. B. adenosine deaminase (ADA) deficiency. C. DiGeorge syndrome. D. agammaglobulinemia. E. SCID.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.18 Distinguish between primary and secondary immunodeficiencies, explaining how each develops. Learning Outcome: 16.20 List three conditions that can lead to the development of secondary immunodeficiency diseases. Section Number: 16.05 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

52. All of the following can result in acquired immune deficiency except A. malnutrition. B. stress. C. pregnancy. D. bacterial infection. E. radiation treatment.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.20 List three conditions that can lead to the development of secondary immunodeficiency diseases. Section Number: 16.07 Topic: Immunodeficiency

53. In the theory for allergic desensitization, which immunoglobulin blocks the allergen from binding with IgE? A. IgE B. IgG C. IgA D. IgD E. IgM

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.08 Explain the mode of action of two strategies for treating and preventing type I allergic reactions. Section Number: 16.01 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

54. Degranulation of mast cells leads to A. airway obstruction. B. headache. C. dilated blood vessels. D. constricted bronchioles.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.04 Outline the steps of a type I allergic response, and discuss the effects on target organs and tissue. Section Number: 16.03 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

True / False Questions 55. Systemic anaphylaxis can quickly result in airway blockage, shock, and death. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.06 Describe the symptoms of anaphylaxis and link these to physiological events. Section Number: 16.03 Topic: Hypersensitivities

56. Food allergies include gastrointestinal symptoms and often hives. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.04 Outline the steps of a type I allergic response, and discuss the effects on target organs and tissue. Learning Outcome: 16.05 Identify three conditions caused by IgE-mediated allergic reactions. Section Number: 16.03 Topic: Hypersensitivities

57. Allergic rhinitis is also known as asthma. 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 Systems Blooms Level: 1. Remember Learning Outcome: 16.05 Identify three conditions caused by IgE-mediated allergic reactions. Section Number: 16.03 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

58. A person who is Rh- will have anti-Rh antibodies in his/her serum from early infancy. 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 Systems Blooms Level: 2. Understand Learning Outcome: 16.11 Explain the role of Rh factor in hemolytic disease development and how the disease is prevented in newborns. Section Number: 16.04 Topic: Hypersensitivities

59. The tuberculin reaction develops within 30 minutes of the skin test in people with prior sensitization due to tuberculosis infection. 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 Systems Blooms Level: 1. Remember Learning Outcome: 16.03 Summarize genetic and environmental factors that influence allergy development. Learning Outcome: 16.14 Identify one type IV delayed hypersensitivity reaction, and describe the role of T cells in the pathogenesis of this condition. Section Number: 16.05 Topic: Hypersensitivities

60. During graft rejection, cytotoxic T cells of the recipient recognize and respond to foreign class I MHC receptors on the grafted cells. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.15 List four classes of grafts, and explain how host versus graft and graft versus host diseases develop. Section Number: 16.06 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

61. The allergen in poison ivy plants is an oil called urushiol. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.03 Summarize genetic and environmental factors that influence allergy development. Section Number: 16.03 Topic: Hypersensitivities

62. A xenograft is graft tissue from a donor of one species transplanted to a recipient of another species. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.15 List four classes of grafts, and explain how host versus graft and graft versus host diseases develop. Section Number: 16.05 Topic: Hypersensitivities

63. Eczema is an autoimmune disorder. 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 Systems Blooms Level: 1. Remember Learning Outcome: 16.17 List three autoimmune diseases, and immunologic features common to all. Section Number: 16.06 Topic: Autoimmunity

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Chapter 16 - Disorders in Immunity

64. A viral infection can lead to the development of type I diabetes. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.17 List three autoimmune diseases, and immunologic features common to all. Section Number: 16.06 Topic: Autoimmunity

16-35

Chapter 16 - Disorders in Immunity

65. The most common immunoglobulin deficiency is an IgG deficiency. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.18 Distinguish between primary and secondary immunodeficiencies, explaining how each develops. Section Number: 16.07 Topic: Immunodeficiency

66. AIDS is a secondary immunodeficiency disease that affects several types of immune cells. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 16.20 List three conditions that can lead to the development of secondary immunodeficiency diseases. Section Number: 16.07 Topic: Immunodeficiency

Multiple Choice Questions 67. Predict why insect stings and medication injections more often provoke anaphylactic shock, as compared to other allergens found in food or in air. A. The allergens go directly into the blood in large amounts, compared to allergens entering the digestive tract or respiratory tract. B. Chemicals from insects cause a combination of antibody types to be produced, resulting in much larger amounts of total antibody. C. Chemicals injected as medications cause problems in immune response, resulting in a reduced immune coverage. D. Histamine is overproduced as a result of injected chemicals.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 16.06 Describe the symptoms of anaphylaxis and link these to physiological events. Section Number: 16.03 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

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Chapter 16 - Disorders in Immunity

68. John, a Peace Corps worker in the country of Mali in Africa, was in a car accident while traveling through a rural area. He was treated at a tiny rural hospital, and due to his loss of blood required a transfusion. John is B- blood type and has never received a transfusion before. Which statement is correct regarding this scenario? A. He can safely receive O- blood even though he makes anti-A antibodies. B. He can be give types O or B, no matter whether Rh- or Rh+. At this point in time, he does not have anti-Rh antibody. O has no antigens on the blood cells, so he is also safe to receive that type in addition to his own B type. C. He can be given A+ blood type, in addition to B+. Rh- means that he makes no antibody to Rh. D. The preferred blood type to give John, in addition to his own B type blood, would be AB. Both types of blood have the B antigen on the cells, so they would correspond to his own antigens. As for Rh, he can receive only Rh- blood since he would have a reaction against Rh+.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 16.10 Explain the molecular basis for the ABO blood groups, and identify the blood type of a "universal donor" and the blood type of a "universal recipient." Section Number: 16.03 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

69. You have a dermatitis related to a particular material in your socks. Your feet are covered with a really itchy rash, which has developed blisters over the last day or so. You had first worn them 2 to 3 days ago, and you did not launder them after buying them at the store. Finding some anti-histamine medication in your bathroom cabinet, you decide to take it to relieve the itching rash believing: A. The rash will go away because the anti-histamine neutralizes the histamine chemicals coming from mast cells in your skin. B. The anti-histamine will make the rash worse. The anti-histamine chemical in the medication reacts with chemicals release by the lymphocytes in your skin, creating a much worse reaction. C. The anti-histamine will have no effect on the rash because histamine is not the chemical mediator in this hypersensitivity. D. The anti-histamine will have no effect because once a type I hypersensitivity kicks in, it will last for a few days.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 16.14 Identify one type IV delayed hypersensitivity reaction, and describe the role of T cells in the pathogenesis of this condition. Section Number: 16.05 Topic: Hypersensitivities

Ranking Questions 70. Place these events in the pathogenesis of contact dermatitis in order, with 1 being the first step. 1 chemical absorbed through skin 2 antigen identified by dendritic cell 4 cytokine chemicals attract macrophages, dendritic cells, and cytotoxic T lymphocytes to site of antigen 3 sensitized T lymphocytes recognize antigen and make cytokine chemicals 5 chemicals released from phagocytic cells and cytotoxic T cells, resulting in host tissue damage

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 16.14 Identify one type IV delayed hypersensitivity reaction, and describe the role of T cells in the pathogenesis of this condition. Section Number: 16.05 Topic: Immunodeficiency

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Chapter 16 - Disorders in Immunity

Multiple Choice Questions 71. You were out in the garage going through boxes when you were bitten by an a spider. You tell the doctor that the spider was tiny and black, causing the doctor to think perhaps that it was a black widow spider The doctor gives you an injection of antibody to the spider venom to give you immediate protection. The antibody is produced in horses by injecting them with small doses of the spider venom, causing the horse's immune system to make large amounts of specific antibody to the antigen. The horse serum is then purified before being given to humans. A week later, you notice a red rash spreading away from the injection spot, where the doctor gave you the anti-venom shot. A few days later, the rash has spread and swelling in also present. You have joint pain as well as sore muscles all over your body. The lymph nodes in the armpit are swollen and painful. Going back to the doctor, he diagnoses you with: A. a Staphylococcus infection related to the spider bite. B. anaphylactic shock. C. a delayed type hypersensitivity mediated by cytotoxic T cells along with helper T cells. D. serum sickness. E. Arthus reaction.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 16.13 Describe the ways in which the Arthus reaction differs from serum sickness. Section Number: 16.04 Topic: Hypersensitivities

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Chapter 16 - Disorders in Immunity

72. In the situation of systemic lupus erythematosis (called lupus), complexes of antibody and antigen form and these immune complexes insert themselves into small blood vessels, joints, heart, and kidney, causing damage to the organ tissue. The course of the disease is unpredictable, with periods of illness alternating with remissions. How is lupus, a type III hypersensitivity, similar to infectious allergy, a type IV hypersensitivity reaction? A. The mechanism of both lupus and infectious allergy involve large amounts of inflammatory chemicals released into tissue. B. Both lupus and infectious allergy involve large amounts of antibody production. C. Both lupus and infectious allergy are immediate-type hypersensitivities, occurring within a few hours. D. Both lupus and infectious allergy have IgE in their mechanisms.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 16.12 Identify commonalities and differences between type II and type III hypersensitivities. Learning Outcome: 16.14 Identify one type IV delayed hypersensitivity reaction, and describe the role of T cells in the pathogenesis of this condition. Section Number: 16.04 Section Number: 16.05 Topic: Hypersensitivities

73. Many men make antibodies to sperm, resulting in destruction of sperm to the point of sterility. What would be the likely origin of this autoimmune disease? A. Since sperm are not made until after puberty, the immune system cannot scan the antigens on the sperm for immune tolerance. After sperm are made and the immune system sees them, they are recognized as foreign. B. Antigens on sperm cells are similar to antigens on a variety of bacteria, like Streptococcus. After a strep throat, caused by Streptococcus, the immune system produces antibodies to streptococcal antigens, which then cross react with sperm antigens, destroying them. C. T helper cells erroneously identify sperm cells as foreign invaders, triggering the T cytotoxic cells to start killing sperm. D. These antibodies are produced as a result of mutations in T lymphocytes, causing them to make large amounts of antibody.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 16.17 List three autoimmune diseases, and immunologic features common to all. Section Number: 16.06 Topic: Autoimmunity

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Chapter 17 - Diagnosing Infections

Chapter 17 Diagnosing Infections

Multiple Choice Questions 1. Which of the following is not a phenotypic method of identification? A. morphology B. Gram stain reaction C. acid-fast reaction D. antibody response E. endospore production

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.01 List the three major categories of microbial identification techniques. Section Number: 17.02 Topic: Clinical Microbiology Topic: Phenotypic Methods for Identification

2. Biochemical tests include all of the following except A. antibiotic sensitivity tests. B. tests for the presence of specific enzymes. C. ribotyping tests. D. sugar fermentation tests. E. gas production tests.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 05 Systems ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.07 Explain the main principle behind biochemical testing, and identify examples of such tests. Section Number: 17.01 Section Number: 17.02 Topic: Clinical Microbiology Topic: Culturing Microorganisms Topic: Identifying Microorganisms Topic: Phenotypic Methods for Identification

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Chapter 17 - Diagnosing Infections

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Chapter 17 - Diagnosing Infections

3. The primary advantage of genotypic analysis for identification is A. it is easier than any other method. B. it is less expensive than other methods. C. it is widely available. D. culturing of the organism is not required.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.01 List the three major categories of microbial identification techniques. Section Number: 17.01 Topic: Genetic Analyses

4. Specimen collection A. is always done by a medical professional. B. must be done under sterile conditions. C. must utilize aseptic techniques. D. does not require special handling.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.02 Summarize factors that may affect the identification of an infectious agent from a patient sample. Section Number: 17.01 Topic: Clinical Microbiology Topic: Culturing Microorganisms

5. All of the following are routinely collected for microbial analysis of a specimen except: A. saliva. B. skin. C. spinal fluid. D. hair. E. blood.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.02 Summarize factors that may affect the identification of an infectious agent from a patient sample. Section Number: 17.01 Topic: Clinical Microbiology Topic: Culturing Microorganisms

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Chapter 17 - Diagnosing Infections

6. Which sample is not collected by sterile needle aspiration? A. blood B. urine C. cerebrospinal fluid D. tissue fluids E. All of the choices are collected by sterile needle aspiration.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.02 Summarize factors that may affect the identification of an infectious agent from a patient sample. Section Number: 17.01 Topic: Clinical Microbiology Topic: Culturing Microorganisms

7. Direct antigen testing differs from direct fluorescence testing in that the results A. are read with the naked eye. B. require specialized equipment. C. are more accurate. D. are less accurate. E. require an electron microscope.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.13 Explain how fluorescent antibodies can be used in the diagnosis of microbial disease. Section Number: 17.04 Topic: Identifying Microorganisms Topic: Immunologic Methods for Identification

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Chapter 17 - Diagnosing Infections

8. Urine and fecal specimens require A. sterile collection conditions. B. incubation in differential media. C. incubation in selective media. D. Both sterile collection conditions and incubation in differential media are correct. E. Both incubation in differential media and incubation in selective media are correct.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.02 Summarize factors that may affect the identification of an infectious agent from a patient sample. Section Number: 17.01 Topic: Clinical Microbiology Topic: Culturing Microorganisms

9. Phage typing is useful in identifying A. Treponema pallidum. B. Mycobacterium leprae. C. Streptococcus pyogenes. D. Salmonella. E. Clostridium

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.07 Explain the main principle behind biochemical testing, and identify examples of such tests. Section Number: 17.03 Topic: Clinical Microbiology Topic: Culturing Microorganisms Topic: Identifying Microorganisms Topic: Phenotypic Methods for Identification

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Chapter 17 - Diagnosing Infections

10. Which test is especially good for bacteria that are not readily cultivated in the lab? A. Gram stain B. direct antigen test C. dichotomous key analysis D. direct fluorescence antibody (DFA) test E. phage test

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 05 Systems ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Blooms Level: 2. Understand Learning Outcome: 17.13 Explain how fluorescent antibodies can be used in the diagnosis of microbial disease. Section Number: 17.04 Topic: Identifying Microorganisms Topic: Immunologic Methods for Identification

11. Which of the following is not a genotypic method of identification? A. rRNA sequencing B. pulse-field gel electrophoresis C. G + C composition D. direct antigen testing E. DNA analysis with probes

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 17.09 Summarize two genotypic methods that involve DNA analysis. Learning Outcome: 17.13 Explain how fluorescent antibodies can be used in the diagnosis of microbial disease. Section Number: 17.03 Section Number: 17.04 Topic: Genetic Analyses Topic: Immunologic Methods for Identification

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Chapter 17 - Diagnosing Infections

12. Which test compares the percentage of cytosine and guanine bases to adenine and thymine bases? A. rRNA sequencing B. electrophoresis C. G + C composition D. direct antigen testing E. DNA analysis with probes

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 05 Systems ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.09 Summarize two genotypic methods that involve DNA analysis. Learning Outcome: 17.10 Describe how RNA analysis has influenced the process of infectious disease diagnosis. Section Number: 17.03 Topic: Genetic Analyses

13. The property of a test to detect even small amounts of antibodies or antigens that are test targets is A. cross-reaction. B. agglutination. C. precipitation. D. specificity. E. sensitivity.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.12 Differentiate between sensitivity and specificity. Section Number: 17.04 Topic: Immunologic Methods for Identification

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Chapter 17 - Diagnosing Infections

14. The property of a test to detect only a certain antibody or antigen and not to react with any others is A. cross-reaction. B. agglutination. C. precipitation. D. specificity. E. sensitivity.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.09 Summarize two genotypic methods that involve DNA analysis. Learning Outcome: 17.12 Differentiate between sensitivity and specificity. Section Number: 17.04 Topic: Immunologic Methods for Identification

15. A serum titer involves A. quantifying the number of infectious particles in a specimen. B. determining the lowest dilution of serum that produces a visible reaction. C. determining the highest dilution of serum that produces a visible reaction. D. the Western blot method.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.11 Define the term serology, and explain the immunologic principle behind serological tests. Section Number: 17.04 Topic: Immunologic Methods for Identification

16. A positive serological test for tuberculosis indicates that the patient A. has active tuberculosis. B. is an asymptomatic carrier of tuberculosis. C. has been exposed to tuberculosis. D. is immune to tuberculosis.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.11 Define the term serology, and explain the immunologic principle behind serological tests. Section Number: 17.04 Topic: Identifying Microorganisms Topic: Immunologic Methods for Identification

17-8

Chapter 17 - Diagnosing Infections

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Chapter 17 - Diagnosing Infections

17. Serological testing can be used to test each of the following except A. blood serum. B. cerebrospinal fluid. C. urine. D. saliva. E. skin.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.08 Explain how PCR is used in microbial identification tests. Learning Outcome: 17.11 Define the term serology, and explain the immunologic principle behind serological tests. Section Number: 17.04 Topic: Immunologic Methods for Identification

18. Titer is the amount of A. antigen B. antibody C. WBC D. complement E. memory cells

in serum.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.10 Describe how RNA analysis has influenced the process of infectious disease diagnosis. Learning Outcome: 17.11 Define the term serology, and explain the immunologic principle behind serological tests. Section Number: 17.04 Topic: Immunologic Methods for Identification

19. Serological testing relies upon A. the specificity of the Fc region of antibodies. B. the specificity of the variable regions of antibodies. C. a patient who is not immunocompromised. D. a very high viral or bacterial load in the patient.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.05 Summarize the most common methods used for direct examination of a specimen. Learning Outcome: 17.08 Explain how PCR is used in microbial identification tests. Learning Outcome: 17.11 Define the term serology, and explain the immunologic principle behind serological tests. Section Number: 17.04 Topic: Immunologic Methods for Identification

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Chapter 17 - Diagnosing Infections

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Chapter 17 - Diagnosing Infections

20. Antibody testing requires A. only a known antigen. B. only a known antibody. C. both a known antigen and a known antibody. D. either a known antigen or a known antibody.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.10 Describe how RNA analysis has influenced the process of infectious disease diagnosis. Learning Outcome: 17.11 Define the term serology, and explain the immunologic principle behind serological tests. Section Number: 17.04 Topic: Immunologic Methods for Identification

21. What type of test will detect cell-associated antigens? A. cross-reaction B. agglutination C. precipitation D. specificity E. sensitivity

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.10 Describe how RNA analysis has influenced the process of infectious disease diagnosis. Learning Outcome: 17.14 Compare and contrast agglutination and precipitation reactions, and provide one example of how each is used to diagnose infectious disease. Section Number: 17.04 Topic: Immunologic Methods for Identification

22. Soluble antigens are detected in this type of test: A. cross-reactions B. agglutination C. precipitation D. specificity E. sensitivity

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.12 Differentiate between sensitivity and specificity. Section Number: 17.04 Topic: Immunologic Methods for Identification

17-12

Chapter 17 - Diagnosing Infections

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Chapter 17 - Diagnosing Infections

23. What type of test affixes an antigen to an inert particle such as a latex bead? A. cross-reactions B. agglutination C. precipitation D. specificity E. sensitivity

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.10 Describe how RNA analysis has influenced the process of infectious disease diagnosis. Learning Outcome: 17.14 Compare and contrast agglutination and precipitation reactions, and provide one example of how each is used to diagnose infectious disease. Section Number: 17.04 Topic: Immunologic Methods for Identification

24. Precipitation tests involve all of the following except A. they rely on formation of visible clumps for detection. B. they include the VDRL test for syphilis. C. they are often performed in agar gels. D. they can be done in a test tube by carefully adding antiserum over antigen solution. E. a cloudy or opaque zone developing where antigen and antibody react.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.14 Compare and contrast agglutination and precipitation reactions, and provide one example of how each is used to diagnose infectious disease. Section Number: 17.04 Topic: Immunologic Methods for Identification

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Chapter 17 - Diagnosing Infections

25. The testing method involving the separation of serum proteins by electrophoresis, their subsequent transfer to special filters, and then probing with patient sera is the: A. Ouchterlony double diffusion. B. Western blot. C. immunelectrophoresis. D. radioimmunoassay (RIA). E. the Quellung test.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. Blooms Level: 2. Understand Learning Outcome: 17.11 Define the term serology, and explain the immunologic principle behind serological tests. Section Number: 17.04 Topic: Immunologic Methods for Identification

26. Which of the following is not an agglutination test? A. counterimmunoelectrophoresis B. rapid plasma reagin (RPR) test C. Weil-Felix reaction D. blood typing E. Widal test

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.14 Compare and contrast agglutination and precipitation reactions, and provide one example of how each is used to diagnose infectious disease. Section Number: 17.04 Topic: Immunologic Methods for Identification

27. In precipitation tests, the antigen A. is a soluble molecule. B. is an insoluble molecule. C. is a whole cell. D. -antibody complex settles to the bottom of the tube.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.14 Compare and contrast agglutination and precipitation reactions, and provide one example of how each is used to diagnose infectious disease. Section Number: 17.04 Topic: Immunologic Methods for Identification

17-15

Chapter 17 - Diagnosing Infections

17-16

Chapter 17 - Diagnosing Infections

28. Syphilis can be diagnosed by the A. Weil-Felix reaction. B. rapid plasma reagin test. C. Widal test. D. latex agglutination test. E. antistreptolysin O test.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.14 Compare and contrast agglutination and precipitation reactions, and provide one example of how each is used to diagnose infectious disease. Section Number: 17.04 Topic: Immunologic Methods for Identification

29. The radioimmunoassay test is used frequently for A. identification of bacteria. B. determining levels of hormones. C. separation of DNA fragments. D. identification of viruses.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.11 Define the term serology, and explain the immunologic principle behind serological tests. Section Number: 17.04 Topic: Immunologic Methods for Identification

30. The VRDL test detects A. syphilis. B. Rickettsia. C. Salmonella. D. Candida.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.14 Compare and contrast agglutination and precipitation reactions, and provide one example of how each is used to diagnose infectious disease. Section Number: 17.03 Section Number: 17.04 Topic: Clinical Microbiology Topic: Immunologic Methods for Identification

17-17

Chapter 17 - Diagnosing Infections

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Chapter 17 - Diagnosing Infections

31. Which of the following is correct regarding the polymerse chain reaction test? A. First antigen and antibody are allowed to react. B. An enzyme-linked indicator is added. C. Sheep red blood cells are added to the gel. D. The two strands of the DNA molecules are separated by heat.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.08 Explain how PCR is used in microbial identification tests. Section Number: 17.03 Topic: Genetic Analyses

32. Which test is the confirming test for people who initially tested antibody-positive in the screening ELISA test? A. Ouchterlony double diffusion B. Western blot C. immunelectrophoresis D. radioimmunoassay (RIA) E. the Quellung test

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.13 Explain how fluorescent antibodies can be used in the diagnosis of microbial disease. Learning Outcome: 17.15 Summarize the process of Western blotting, and explain how it can be used in microbial identification. Section Number: 17.04 Topic: Immunologic Methods for Identification

33. Serotyping of bacteria cannot be used to identify this component: A. cell wall. B. flagella. C. capsule. D. DNA.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.09 Summarize two genotypic methods that involve DNA analysis. Section Number: 17.04 Topic: Clinical Microbiology Topic: Identifying Microorganisms

17-19

Chapter 17 - Diagnosing Infections

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Chapter 17 - Diagnosing Infections

34. The Western blot test is confirmatory for HIV because it A. is more sensitive than the ELISA. B. has fewer false positives than the ELISA. C. requires electrophoresis, whereas the ELISA does not. D. uses an indicator of some sort to visualize the antibody. E. All of the choices are correct.

ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.11 Define the term serology, and explain the immunologic principle behind serological tests. Learning Outcome: 17.15 Summarize the process of Western blotting, and explain how it can be used in microbial identification. Section Number: 17.04 Topic: Immunologic Methods for Identification

35. Viruses can be used to identify bacteria because of viral specificity for a host cell. This identification method is called: A. the ELISA. B. immunochromatography. C. probing. D. phage typing.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.07 Explain the main principle behind biochemical testing, and identify examples of such tests. Section Number: 17.02 Topic: Clinical Microbiology Topic: Culturing Microorganisms Topic: Identifying Microorganisms

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Chapter 17 - Diagnosing Infections

36. Which test is used to identify antigens on red blood cells for blood typing? A. ELISA B. Western blot C. agglutination D. precipitation E. microarrays

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.14 Compare and contrast agglutination and precipitation reactions, and provide one example of how each is used to diagnose infectious disease. Section Number: 17.04 Topic: Immunologic Methods for Identification

37. A direct immunofluorescence test involves a/an A. precipitation reaction. B. agglutination reaction. C. known antibody binding antigen D. lysis reaction.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.13 Explain how fluorescent antibodies can be used in the diagnosis of microbial disease. Section Number: 17.04 Topic: Immunologic Methods for Identification

38. Which test uses radioactive isotopes to label antibodies or antigens in order to detect minute amounts of corresponding antigen or antibody? A. Ouchterlony double diffusion B. Western blot C. immunelectrophoresis D. radioimmunoassay (RIA) E. the Quellung test

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.01 List the three major categories of microbial identification techniques. Section Number: 17.04 Topic: Immunologic Methods for Identification

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Chapter 17 - Diagnosing Infections

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Chapter 17 - Diagnosing Infections

39. The dyes fluorescein and rhodamine A. can be used to label antibodies in immunofluorescence tests. B. emit visible light in response to ultraviolet radiation. C. are observed using fluorescence microscopy. D. are used to identify pathogens of chlamydiosis, Legionnaires' disease, and others. E. All of the choices are correct.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.13 Explain how fluorescent antibodies can be used in the diagnosis of microbial disease. Section Number: 17.04 Topic: Immunologic Methods for Identification

40. Alkaline phosphatase is an enzyme used in A. Western blot B. ELISA C. direct fluorescent antibody D. indirect fluorescent antibody

tests.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.17 Explain the difference between a direct and an indirect ELISA, and provide a clinical application for each. Section Number: 17.04 Topic: Immunologic Methods for Identification

41. A positive direct ELISA result requires A. one known antibody, one unknown antibody, and an unknown antigen. B. one known antibody, one unknown antibody, and a known antigen. C. two known antibodies and one known antigen. D. two known antibodies and one unknown antigen.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.13 Explain how fluorescent antibodies can be used in the diagnosis of microbial disease. Learning Outcome: 17.17 Explain the difference between a direct and an indirect ELISA, and provide a clinical application for each. Section Number: 17.04 Topic: Immunologic Methods for Identification

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Chapter 17 - Diagnosing Infections

42. The indirect ELISA test is commonly used to diagnose infections caused by all of the following except A. rubella virus. B. HIV. C. hepatitis A and C. D. Helicobactor.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.17 Explain the difference between a direct and an indirect ELISA, and provide a clinical application for each. Section Number: 17.04 Topic: Immunologic Methods for Identification

43. The direct ELISA test is used to diagnose all of the following except A. hantavirus. B. rubella virus. C. past exposure to Mycobacterium tuberculosis. D. Toxoplasma.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.17 Explain the difference between a direct and an indirect ELISA, and provide a clinical application for each. Section Number: 17.04 Topic: Immunologic Methods for Identification

44. In vivo testing is useful for diagnosing A. tuberculosis. B. rubella virus. C. hepatitis A. D. HIV. E. whooping cough.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.01 List the three major categories of microbial identification techniques. Section Number: 17.04 Topic: Immunologic Methods for Identification

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Chapter 17 - Diagnosing Infections

45. The tuberculin skin test is read A. within 1 hour. B. after 12 hours. C. from 12-24 hours. D. from 24-48 hours. E. from 48-72 hours.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.03 Compare microbial identification tests performed on microbial isolates with those performed on patients themselves. Section Number: 17.04 Topic: Immunologic Methods for Identification

46. When minute samples of DNA need to be genetically analyzed for identification purposes, which test can be effectively used? A. direct fluorescence antibody B. Widal C. Weil-Felix reaction D. PCR E. Western Blot

True / False Questions 47. It is necessary to do lab tests to diagnose all diseases. FALSE

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.01 List the three major categories of microbial identification techniques. Section Number: 17.01 Topic: Clinical Microbiology

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Chapter 17 - Diagnosing Infections

17-27

Chapter 17 - Diagnosing Infections

48. When antibodies or other substances in serum cross-react with the test reagents, a false positive result can occur. TRUE

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.11 Define the term serology, and explain the immunologic principle behind serological tests. Section Number: 17.04 Topic: Immunologic Methods for Identification

49. Serological testing always involves reactions between specific antibody and antigen. TRUE

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.08 Explain how PCR is used in microbial identification tests. Learning Outcome: 17.11 Define the term serology, and explain the immunologic principle behind serological tests. Section Number: 17.04 Topic: Immunologic Methods for Identification

50. Serological tests should have low sensitivity and specificity. FALSE

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.09 Summarize two genotypic methods that involve DNA analysis. Learning Outcome: 17.12 Differentiate between sensitivity and specificity. Section Number: 17.04 Topic: Immunologic Methods for Identification

51. The ELISA is commonly used for diagnosing salmonellosis. FALSE

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Chapter 17 - Diagnosing Infections

17-29

Chapter 17 - Diagnosing Infections

52. ELISA tests use a fluorescent dye as a label to trace antigen-antibody reactions. FALSE

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.17 Explain the difference between a direct and an indirect ELISA, and provide a clinical application for each. Section Number: 17.04 Topic: Immunologic Methods for Identification

53. The tuberculin test is an example of an in vitro serological test. FALSE

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.03 Compare microbial identification tests performed on microbial isolates with those performed on patients themselves. Section Number: 17.04 Topic: Immunologic Methods for Identification

54. The polymerase chain reaction requires endonuclease to cut samples of DNA. FALSE

ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.07 Explain the main principle behind biochemical testing, and identify examples of such tests. Learning Outcome: 17.08 Explain how PCR is used in microbial identification tests. Section Number: 17.03 Topic: Genetic Analyses

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Chapter 17 - Diagnosing Infections

Multiple Choice Questions 55. The urine specimen obtained from a patient went to the microbiology lab for a bacterial culture and antibiotic sensitivity testing. The specimen sat out on the processing counter for a couple of hours before being cultured. Twenty fours hours later, the lab report goes into the computer---over 100,000 bacterial cells per milliliter of urine. Which statement is an accurate assessment of these results? A. The bacterial count is not accurate since the culture sat without refrigeration. B. Not all bacteria will grow on bacteriological media, so the total count is grossly underestimated. C. Urine is a sterile fluid as it leaves the body, so it is likely that the specimen was mishandled by the nursing staff when the sample was obtained. D. Urine samples have to be taken from the kidney in order to get a true bacterial count.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Objective: 08.04 Estimate the number of microorganisms in a sample (using, for example, direct count, viable plate count, and spectrophotometric methods). ASM Topic: Module 08 Microbiology Skills Blooms Level: 4. Analyze Learning Outcome: 17.02 Summarize factors that may affect the identification of an infectious agent from a patient sample. Learning Outcome: 17.05 Summarize the most common methods used for direct examination of a specimen. Section Number: 17.01 Topic: Clinical Microbiology

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Chapter 17 - Diagnosing Infections

56. The patient's vaginal specimen is sent from the walk-in clinic to the microbiology laboratory. There it is cultured on bacteriological media, and then placed into an ambient air incubator set at 22% oxygen and 37 degrees Celsius. The patient is strongly suspected of having gonorrhea. She had sexual contact with a partner recently diagnosed with gonorrhea, and is now displaying the typical symptoms of a vaginal exudate or fluid. Neisseria gonorrhoeae is a microaerophilic gram-negative coccus-shaped bacterium. Seventy-two hours later, the culture has still not grown Neisseria gonorrhoeae so the lab reports the results back as negative. Interpret this result. A. The clinical personnel took the sample from an incorrect body area. B. The culture was placed into the wrong environment for Neisseria gonorrhoeae. C. The inoculating loop was too hot after heating, while streaking the specimen onto agar medium, and the bacteria were all killed. D. Neisseria gonorrhoeae cannot be grown in bacteriological media and requires genetic analysis for identification.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Learning Outcome: 17.02 Summarize factors that may affect the identification of an infectious agent from a patient sample. Section Number: 17.02 Topic: Clinical Microbiology Topic: Culturing Microorganisms Topic: Identifying Microorganisms

57. Dr. John Doe, a research microbiologist for a university medical center, has been accused of sending Bacillus anthracis, the causative agent of anthrax, through the mail to the President. You, as a public health official with the CDC, have to determine if it is the same strain as the two strains of B. anthracis found cultured in his lab. Which method of identification would you use to compare these three bacterial samples? A. serological testing using agglutination B. Gram staining C. biochemical test identification D. pulse-field gel electrophoresis

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Chapter 17 - Diagnosing Infections

58. Both pulse-field gel electrophoresis and Western blotting utilize electrophoresis in their procedures. When comparing the two procedures, which statement is true? A. Pulse-field gel electrophoresis is used for genetic analysis. B. Pulse-field gel electrophoresis separates DNA fragments while Western blotting separates proteins. C. The presence of antibodies in a patient specimen can be identified in the Western Blot. D. Pulse-field gel electrophoresis is excellent for identifying minute genetic differences among strains of one species of an organism. E. All statements are true.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 4. Analyze Learning Outcome: 17.09 Summarize two genotypic methods that involve DNA analysis. Learning Outcome: 17.15 Summarize the process of Western blotting, and explain how it can be used in microbial identification. Section Number: 17.03 Section Number: 17.04 Topic: Genetic Analyses

59. Your daughter probably has strep throat, caused by Streptococcus pyogenes. The traditional method of diagnosis involves culturing on blood agar, but this process is time consuming. Your doctor wants a more rapid identification of the infectious agent using a specimen directly obtained from the patient's throat using a test that can be read in his office, without having to culture and isolate the organism. He would likely choose the: A. direct fluorescence test. B. Western Blot test. C. immunochromatographic test. D. pulse-field gel electrophoresis.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 4. Analyze Learning Outcome: 17.14 Compare and contrast agglutination and precipitation reactions, and provide one example of how each is used to diagnose infectious disease. Section Number: 17.04 Topic: Immunologic Methods for Identification

17-33

Chapter 17 - Diagnosing Infections

60. Mycobacterium tuberculosis has traditionally been identified in patient samples using biochemical tests, and more recently through DNA probe analysis. In vivo testing can also be completed using the tuberculin skin test. A more recent test that seems to be surpassing the others is the QuantiFERON-TB gold test. Blood samples are mixed with protein antigens of M. tuberculosis. After 16 to 24 hours of incubation, the amount of the cytokine interferon produced by the patientt's cells is measured. If the patient is infected with M. tuberculosis, their WBCs will release interferon in response to contact with the tuberculosis protein antigens. This test falls under which category of identification tests? A. microarray test B. immunologic test C. enzymatic test D. genotypic test E. DNA fingerprinting test

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: 17.18 Explain why isolating a pathogen through standard culture methods may become an outdated diagnosis strategy. Section Number: 17.05 Topic: Clinical Microbiology Topic: Identifying Microorganisms

61. The ELISA test has been used as the most common, rapid screening test for HIV infection. Its sensitivity is very high but its specificity is rather low (for an important identification test). Which statement describes this accurately? A. Only certain kinds of instruments can be used to pick up the small amounts of fluorescence given off in the ELISA test. B. The test can identify the patient's antibody to HIV only when it is large quantities. C. The patient's specimen has to be handled in a certain way to maintain the integrity of the viral DNA. D. A false positive test result may develop due to the test antigens capturing normal antibodies.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 4. Analyze Learning Outcome: 17.17 Explain the difference between a direct and an indirect ELISA, and provide a clinical application for each. Section Number: 17.04 Topic: Immunologic Methods for Identification

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Chapter 17 - Diagnosing Infections

62. You are the supervisor of a new reference microbiology laboratory, which will receive clinical specimens for identification of bacterial pathogens. When choosing the types of media to order for culture and isolation procedures in your laboratory, what question(s) do you need to answer? A. What type of bacteria will you be culturing? B. What are the growth factors required by the bacteria that you will be identifying? C. What kind of microbial flora will the patient specimens contain? D. All statements are correct.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: 17.02 Summarize factors that may affect the identification of an infectious agent from a patient sample. Section Number: 17.02 Topic: Clinical Microbiology Topic: Culturing Microorganisms Topic: Identifying Microorganisms

63. Which statement about clinical identification tests is true? A. Not all diseases are identified by clinical tests. B. Biochemical tests are quicker than genetic analysis tests. C. Serological tests are always based on identifying antibodies in the patient. D. Microarray tests are based on electrophoresis methodology.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.01 List the three major categories of microbial identification techniques. Section Number: 17.01 Topic: Clinical Microbiology Topic: Identifying Microorganisms

17-35

Chapter 17 - Diagnosing Infections

64. If you were going to identify microorganisms within a specimen containing large numbers of organisms (seawater, body flora, etc.), you would have to: A. use different kinds of serological tests. B. use a wide variety of microbiological media to identify all of the different species of microorganisms. C. use a wide variety of antibodies to react with the antigens. D. amplify gene sequences within the sample to identify each of the different organisms.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: 17.08 Explain how PCR is used in microbial identification tests. Section Number: 17.03 Topic: Genetic Analyses

65. You would like to identify as many bacterial species as possible in the human mouth. Why is biochemical testing not the most efficient and accurate method of completing this task? A. Since you do not know the growth characteristics and metabolic properties of the bacteria in the mouth, you cannot determine all varieties of media to use for isolation and culture. B. Bacteria in the mouth are difficult to grow because of the adverse conditions in the oral habitats. C. Bacteriological media is very expensive, particularly when you would have to use a variety of types to identify the different bacteria. D. Biochemical testing, using a variety of media, is inaccurate. It has been superceded by more advanced testing procedures.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 4. Analyze Learning Outcome: 17.02 Summarize factors that may affect the identification of an infectious agent from a patient sample. Learning Outcome: 17.05 Summarize the most common methods used for direct examination of a specimen. Section Number: 17.02 Topic: Culturing Microorganisms

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Chapter 17 - Diagnosing Infections

66. Staphylococcus aureus can be identified by mixing the organism with specific antibody, and visually recognizing a clumping reaction between the antigen and the antibody. This is a(n) test. A. microarray B. biochemical C. agglutination D. ELISA

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.14 Compare and contrast agglutination and precipitation reactions, and provide one example of how each is used to diagnose infectious disease. Section Number: 17.04 Topic: Immunologic Methods for Identification

67. The polymerase chain reaction can be used for identification of: A. antibodies in the patient's serum. B. microorganisms. C. proteins. D. growth characteristics of microorganisms.

68. Which test cannot be used for identification of a person's HIV status? A. ELISA B. Western Blot C. immunochromatographic testing D. biochemical tests

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). Blooms Level: 1. Remember Learning Outcome: 17.07 Explain the main principle behind biochemical testing, and identify examples of such tests. Section Number: 17.04 Topic: Clinical Microbiology Topic: Immunologic Methods for Identification

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Chapter 17 - Diagnosing Infections

69. You place an inoculum of your bacterium on a glass slide and add a drop of hydrogen peroxide reagent. Promptly you see bubbles appear, indicating the presence of a particular enzyme that the bacterium produces. What type of identification test does this exemplify? A. biochemical test B. microarray C. precipitation test D. immunochromatography

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). Blooms Level: 3. Apply Learning Outcome: 17.07 Explain the main principle behind biochemical testing, and identify examples of such tests. Section Number: 17.02 Topic: Clinical Microbiology Topic: Identifying Microorganisms

True / False Questions 70. Nucleic acid testing is appropriate as a testing method when one is not sure what microorganisms are present in the specimen. TRUE

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.09 Summarize two genotypic methods that involve DNA analysis. Section Number: 17.03 Topic: Genetic Analyses Topic: Identifying Microorganisms

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Chapter 17 - Diagnosing Infections

Multiple Choice Questions 71. Which of these tests is an in vivo test? A. tuberculin test B. Western Blot C. agglutination test D. PCR

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 17.03 Compare microbial identification tests performed on microbial isolates with those performed on patients themselves. Section Number: 17.04 Topic: Immunologic Methods for Identification

72. Microarrays, hybridization tests, and ribotyping are increasing in frequency in their use in clinical labs for diagnosis of infectious diseases and the microorganisms causing them. Why is this? A. They are cheaper than biochemical tests. B. They have greater specificity for the organism because they employ specific antibody. C. Genomic testing has less error compared to biochemical tests and serological tests. D. The tests are more easily performed in a doctor's office or hospital, right there where the specimens are taken.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 4. Analyze Learning Outcome: 17.09 Summarize two genotypic methods that involve DNA analysis. Learning Outcome: 17.18 Explain why isolating a pathogen through standard culture methods may become an outdated diagnosis strategy. Section Number: 17.03 Topic: Genetic Analyses

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Chapter 17 - Diagnosing Infections

73. You have a very sore throat with symptoms indicating strep throat. Since you are taking microbiology right now, you decide that you will take a swab from your throat and swab it onto an enrichment medium like a blood agar plate or a brain-heart infusion agar plate. Why is this not a good idea? A. Due to the fact that you cannot easily see the sampling site, there is a high probability that you will not be able to obtain your own specimen without contaminating the sample with your own normal biota. B. You are on a diet now, and you are afraid that the food that you are eating will in some way impact the growth of the bacteria. As a result, you will not get valid results. C. You use a mouthwash a couple of times a day, so you think that the antibacterial properties of the mouthwash will inhibit or kill the oral bactera, not giving you valid results. D. All of these statements are correct.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 4. Analyze Learning Outcome: 17.02 Summarize factors that may affect the identification of an infectious agent from a patient sample. Learning Outcome: 17.06 Describe how the correct isolation medium is chosen when cultivating specimens, and provide examples. Section Number: 17.02 Topic: Clinical Microbiology Topic: Culturing Microorganisms Topic: Identifying Microorganisms

74. In your microbiology lab, your class is identifying bacteria. You are using dichotomous keys to aid in the identification process using the data from a variety of biochemical tests. What problems do you foresee in this procedure, using the key? A. Dichotomous keys are too sophisticated to read properly, so you are worried that there will be a large degree of error in your identification. B. Dichotomous keys are not valid for identification. C. The dichotomous key does not contain information on your bacterium. D. If you misread a biochemical test or write down the wrong result, the key will likely take you to an alternative organsm that is not your unknown bacterium.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 4. Analyze Learning Outcome: 17.03 Compare microbial identification tests performed on microbial isolates with those performed on patients themselves. Section Number: 17.02 Topic: Identifying Microorganisms

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Chapter 17 - Diagnosing Infections

True / False Questions 75. Antibiotics are often added to biochemical media to restrict the growth to only those organisms that are being looked for in the specimens. TRUE

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 17.06 Describe how the correct isolation medium is chosen when cultivating specimens, and provide examples. Section Number: 17.02 Topic: Clinical Microbiology Topic: Culturing Microorganisms Topic: Identifying Microorganisms

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

Chapter 18 Infectious Diseases Affecting the Skin and Eyes

Multiple Choice Questions 1. The integument includes all of the following except A. skin. B. hair. C. nails. D. sweat glands. E. surface capillaries.

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.01 Describe the important anatomical features of the skin. Section Number: 18.01 Topic: Skin/Skeletal Infections

2. Blood vessels are found in the A. stratum corneum. B. dermis. C. stratum basale. D. subcutaneous layer. E. dermis and subcutaneous layer.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

3. Blisters A. are confined to the epidermis. B. originate in the dermis. C. originate in the subcutaneous layer. D. result from a separation of epidermis from dermis.

4. Protective features of the skin include all but A. keratinized surface. B. resident biota. C. high salt content. D. high pH. E. lysozyme.

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.02 List the natural defenses present in the skin. Section Number: 18.01 Topic: Skin/Skeletal Infections

5. What material in skin cells provides protection from abrasions, water damage, and microorganism entry? A. lysozyme B. keratin C. sweat D. sebum E. salt

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

6. What group of microorganisms does not usually call the skin "home?" A. micrococci B. diphtheroids C. spirochetes D. yeasts

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.03 List the types of normal biota presently known to occupy the skin. Section Number: 18.02 Topic: Culturing Microorganisms

7. Which microorganism species is most well-adapted to life on the skin? A. Streptococcus pyogenes B. Corynebacterium diphtheriae C. Staphylococcus epidermidis D. Malassezia E. Candida albicans

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 18.03 List the types of normal biota presently known to occupy the skin. Section Number: 18.02 Topic: Culturing Microorganisms

8. What enzyme is not produced by S. epidermidis but is produced by S. aureus? A. peroxidase B. catalase C. lysozyme D. coagulase E. lipase

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 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 18.03 List the types of normal biota presently known to occupy the skin. Section Number: 18.02 Topic: Skin/Skeletal Infections

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

9. The swelling over a pore leading out of a hair follicle that has become clogged is called a/an A. furuncle. B. pustule. C. carbuncle. D. papule. E. comedo.

10. The microbial pathogen associated with the development of acne is: A. Staphylococcus aureus. B. Micrococcus luteus. C. Propionibacterium acnes. D. Streptococcus epidermidis. E. Corynebacterium diphtheriae.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

11. Which of the following is not true of Propionibacterium acnes? A. anaerobic or aerotolerant B. gram-negative rod C. releases lipase D. attracts white blood cells E. present in hair follicles

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Section Number: 18.03 Topic: Bacterial Cellular Morphology Topic: Skin/Skeletal Infections

12. The enzyme that coagulates plasma is A. catalase. B. coagulase. C. hyaluronidase. D. staphylokinase. E. kinase.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

13. Staphylococcus can be differentiated from Streptococcus by the A. Gram stain. B. coagulase test. C. catalase test. D. fermentation of mannitol.

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Learning Outcome: 18.07 Summarize methods used to distinguish infections caused by Staphylococcus aureus and Streptococcus pyogenes, and discuss the spectrum of skin and tissue diseases caused by each. Section Number: 18.03 Topic: Bacteria Topic: Clinical Microbiology Topic: Identifying Microorganisms

14. Necrotizing fasciitis is A. also called impetigo. B. possibly caused by antibodies to Group A streptococci that cross-react with body tissues. C. associated with strains of Streptococcus pyogenes producing destructive enzymes and toxins. D. typically a sequelae of streptococcal pharyngitis. E. not treatable with antimicrobial drugs.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

15. All staphylococci can be differentiated from all streptococci because only staphylococci produce the enzyme that is easily detected in the lab. A. staphlokinase B. exfoliative toxin A C. exfoliative toxin B D. catalase E. lactase

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 Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Learning Outcome: 18.05 Identify which of these conditions are transmitted to the respiratory tract through droplet contact. Learning Outcome: 18.07 Summarize methods used to distinguish infections caused by Staphylococcus aureus and Streptococcus pyogenes, and discuss the spectrum of skin and tissue diseases caused by each. Section Number: 18.03 Topic: Bacteria Topic: Clinical Microbiology Topic: Skin/Skeletal Infections

16. Which of the following is the most common form of transmission in cases of impetigo? A. fomites B. direct contact C. mechanical vectors D. blood E. body fluids

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. Blooms Level: 2. Understand Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Section Number: 18.03 Topic: Clinical Microbiology Topic: Skin/Skeletal Infections

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

17. Impetigo is caused by A. P. acnes. B. C. diphtheriae. C. S. aureus. D. S. pyogenes. E. Both S. aureus and S. pyogenes are correct.

18. S. pyogenes binds to plasminogen and then secretes degrades tissue. A. streptokinase B. M protein C. exfoliative toxin A D. hyaluronidase E. coagulase

that creates plasmin that

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

19. MRSAs are S. aureus strains that are A. resistant to mupirocin. B. responsive to mupirocin. C. resistant to penicillin derivatives. D. responsive to penicillin derivatives. E. related to S. pyogenes.

Learning Outcome: 18.06 List the conditions for which vaccination is recommended. Section Number: 18.03 Topic: Clinical Microbiology Topic: Phenotypic Methods for Identification Topic: Skin/Skeletal Infections

20. The toxin of Staphylococcus aureus strains that causes blisters and desquamation of skin in scalded skin syndrome is A. enterotoxin. B. hemolysin. C. toxic shock syndrome toxin. D. exfoliative toxin. E. erythrogenic toxin.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

21. Infections caused by Staphylococcus aureus include all of the following except A. meningitis. B. furuncles and carbuncles. C. impetigo. D. scalded skin syndrome. E. acne.

22. All of the following pertain to Streptococcus pyogenes except A. often from an endogenous source. B. secrete streptokinase. C. causes impetigo. D. coats itself with host proteins. E. causes gas gangrene.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

23. Streptococcus pyogenes causes all of the following except A. necrotizing fasciitis. B. erysipelas. C. impetigo. D. scarlet fever. E. scalded skin syndrome.

24. Which of the following is not true of cellulitis? A. caused by S. aureus or S. pyogenes B. occurs in the epidermis C. causes pain, tenderness, swelling, and warmth D. lymphangitis may occur E. treated with cephalexin

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

25. Which of the following is not true of staphylococcal scalded skin syndrome (SSSS)? A. affects mostly newborns and babies B. an exotoxin-mediated disease C. toxin causes bullous lesions D. split in skin occurs between the dermis and epidermis E. split in skin occurs within the epidermis

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: 05.04 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 Systems Blooms Level: 1. Remember Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Section Number: 18.03 Topic: Bacteria Topic: Skin/Skeletal Infections

26. This organism can infect deeper wound sites and produce exotoxins, enzymes, and gas that cause tissue and muscle necrosis: A. Clostridium botulinum B. Clostridium perfringens C. Clostridium difficile D. Clostridium tetani

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: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Blooms Level: 2. Understand Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Section Number: 18.03 Topic: Bacteria Topic: Skin/Skeletal Infections

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

27. is a chronic progressive disease of the skin and nerves caused by Mycobacterium leprae. A. Scalded skin syndrome B. Reye's syndrome C. Erysipelas D. Hansen's disease E. Leishmaniasis

28. The main causative agent of gas gangrene is A. Staphylococcus aureus. B. Streptococcus pyogenes. C. Mycobacterium leprae. D. Staphylococcus epidermidis. E. Clostridium perfringens.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

29. Edward Jenner's work involved A. inoculation of dried pus from cowpox pustules into a person to stimulate immunity. B. development of artificial acquired immunity methods. C. development of an immunization to protect people against cowpox. D. immunization using a related, less pathogenic organism to give protection against a more pathogenic one. E. All of the choices are correct.

30. The smallpox vaccine uses the A. small pox B. herpes simplex C. vaccinia D. human herpesvirus 6

virus.

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 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Learning Outcome: 18.06 List the conditions for which vaccination is recommended. Section Number: 18.03 Topic: Skin/Skeletal Infections Topic: Viruses

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

31. Smallpox is a disease in which A. fever, prostration, rash, and possible toxemia and shock occur. B. virus becomes latent in ganglia of sensory neurons. C. recurrent episodes are called shingles. D. can only be transmitted by direct skin contact with skin crusts. E. All of the choices are correct.

32. All of the following pertain to monkeypox except A. symptoms include skin pocks, fever, and swollen lymph nodes. B. periodic outbreaks have occurred in Africa. C. transmission is typically by contact with monkeys, squirrels, and rats. D. a recent U.S. outbreak involved pet prairie dogs infected by an African rat. E. the virus has shown a trend in becoming less virulent, with fewer outbreaks in humans.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

33. Chickenpox A. is transmitted by inhalation of respiratory secretions. B. is transmitted by skin lesion contact or airborne spread of lesion material. C. has an incubation of 10 to 20 days. D. has fever and vesicular rash that occurs in successive crops. E. All of the choices are correct.

34. Varicella-zoster virus A. uses the respiratory epithelium as its portal of entry. B. becomes latent in dorsal root ganglia that serve specific dermatomes. C. has humans as its reservoir. D. causes chickenpox and shingles. E. All of the choices are correct.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

35. If a person who has never been infected with the varicella-zoster virus comes in contact with a person who has shingles, they will come down with A. herpes labialis. B. shingles. C. chickenpox. D. infectious mononucleosis. E. herpes keratitis.

36. Human herpesvirus 6 (HHV-6) has all of the following characteristics except A. causes an infection that starts with a high fever. B. causes roseola in infants and young children. C. causes an infection that appears as a mononucleosis-like illness in adults. D. causes a rash that appears on the fourth day after infection. E. it is a very rare form of herpesvirus.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

37. Oral lesions called Koplik's spots are seen in patients with A. croup. B. mumps. C. influenza. D. measles (rubeola). E. rubella.

38. Which is incorrect about the MMR immunization? A. contains attenuated virus B. contains toxoids C. is given in early childhood D. protects against three different viral diseases

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 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Section Number: 18.03 Topic: Skin/Skeletal Infections Topic: Viruses

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

39. All of the following pertain to measles (rubeola) except A. transmitted by direct contact with the rash. B. humans are the only reservoir for the pathogen. C. secondary bacterial otitis media and sinusitis can occur. D. involves a fatal complication called subacute sclerosing panencephalitis (SSPE). E. dry cough, sore throat, fever, and conjunctivitis are symptoms.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Learning Outcome: 18.09 Discuss the relative dangers of rubella and rubeola viruses in different populations. Section Number: 18.03 Topic: Skin/Skeletal Infections Topic: Viruses

40. Measles is described as a A. purpura B. bulla C. papule D. macule E. maculopapular

skin lesion.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Learning Outcome: 18.09 Discuss the relative dangers of rubella and rubeola viruses in different populations. Section Number: 18.03 Topic: Skin/Skeletal Infections Topic: Viruses

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

41. Measles is also known as A. rubella. B. shingles. C. rubeola. D. fifth disease. E. varicella.

42. Which of the following is not true of rubeola? A. Its causative agent is a member of the Morbillivirus genus. B. It is a single-stranded nonenveloped RNA virus. C. It is in the Paramyxovirus family. D. It causes cell membranes to fuse to form syncytia. E. It is transmitted by respiratory droplets.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

43. The causative agent of this febrile disease characterized by a rash can cross the placenta and cause serious fetal damage: A. croup B. mumps C. influenza D. measles (rubeola) E. rubella

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Learning Outcome: 18.09 Discuss the relative dangers of rubella and rubeola viruses in different populations. Section Number: 18.03 Topic: Skin/Skeletal Infections Topic: Viruses

44. Rubella is A. caused by the measles virus (Morbillivirus). B. a very contagious disease. C. associated with congenital transmission causing miscarriage, deafness, and cardiac and mental defects. D. seen as high fever, severe sore throat, severe cough, and myalgia.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Learning Outcome: 18.09 Discuss the relative dangers of rubella and rubeola viruses in different populations. Section Number: 18.03 Topic: Skin/Skeletal Infections Topic: Viruses

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

45. Fifth disease A. is caused by Parvovirus B19. B. is a childhood febrile disease with a bright red rash on the cheeks. C. involves a pathogen capable of crossing the placenta. D. is characterized by a maculopapular rash that lasts for days to weeks. E. All of the choices are correct.

46. Which is incorrect about warts? A. caused by human papillomaviruses (HPV) B. are transmitted by direct contact or fomites C. include deep plantar warts on soles of the feet D. are frequently cancerous E. freezing and laser surgery can be used for removal

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

47. Cutaneous anthrax is A. found in humans only. B. transmitted by contact. C. a high mortality disease. D. seen in epidemic proportions in the United States.

48. Which form of anthrax involves a black eschar on the skin? A. pulmonary B. gastrointestinal C. cutaneous D. muscular

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

49. Transmission of the pathogen causing leishmaniasis is by the A. reduviid "kissing" bug. B. Tsetse fly. C. Anopheles mosquito. D. sand fly. E. hard-bodied tick.

50. Which of the following is mismatched? A. tinea capitis - ringworm of the beard B. tinea pedis - ringworm of the foot C. tinea cruis - ringworm of the groin D. tinea corporis - ringworm of the body E. tinea unguium - ringworm of the nails

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

51. Transmission of tineas include A. human to human. B. animal to human. C. soil to human. D. fomites to human. E. All of the choices are correct.

52. Which of the following is not a causative agent of cutaneous mycoses? A. Malassezia furfur B. Trichophyton C. Microsporum D. Epidermophyton

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

53. Which of the following is the causative agent of tinea versicolor? A. Malassezia furfur B. Trichophyton C. Microsporum D. Epidermophyton

54. Which of the following provides the eye with its best defense against microorganisms? A. conjunctiva B. eyelids C. lymphocytes D. tears E. eyelashes

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.11 List the natural defenses present in the eye. Section Number: 18.04 Topic: Eye Infections

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

55. Which of the following is not true of bacterial conjunctivitis? A. transmitted through both direct and indirect contact B. can be caused by S. pyogenes or S. pneumoniae C. treatment is with a broad-spectrum topical antibiotic D. has a clear discharge E. can be caused by S. aureus, H. influenzae, or N. gonorrhoeae

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.08 Provide an update of the status of MRSA infections in the United States. Learning Outcome: 18.13 List the possible causative agents for each of the infectious eye diseases:conjunctivitis, trachoma, keratitis, and river blindness. Section Number: 18.06 Topic: Bacteria Topic: Eye Infections

56. Which is true of viral conjunctivitis? A. caused by Chlamydia trachomatis or Neisseria gonorrhoeae B. has a mucopurulent discharge C. caused by adenoviruses D. must be treated with topical and oral antibiotics E. caused by Moraxella

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.08 Provide an update of the status of MRSA infections in the United States. Learning Outcome: 18.13 List the possible causative agents for each of the infectious eye diseases:conjunctivitis, trachoma, keratitis, and river blindness. Section Number: 18.06 Topic: Eye Infections Topic: Viruses

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

57. What eye disease is characterized by pannus forming over the cornea? A. simple conjunctivitis B. keratitis C. sty D. trachoma E. river blindness

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.08 Provide an update of the status of MRSA infections in the United States. Learning Outcome: 18.13 List the possible causative agents for each of the infectious eye diseases:conjunctivitis, trachoma, keratitis, and river blindness. Section Number: 18.06 Topic: Bacteria Topic: Eye Infections

58. The causative agent of trachoma is A. adenovirus. B. S. aureus. C. C. trachomatis serovars A-C. D. herpes simplex virus. E. N. gonorrhoeae.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

59. Keratitis is usually caused by A. Streptococcus pyogenes. B. Staphylococcus aureus. C. herpes simplex. D. Neisseria gonorrhoeae.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.11 List the natural defenses present in the eye. Learning Outcome: 18.13 List the possible causative agents for each of the infectious eye diseases:conjunctivitis, trachoma, keratitis, and river blindness. Section Number: 18.06 Topic: Eye Infections Topic: Viruses

60. River blindness is A. caused by Wuchereria bancrofti. B. a disease in which worms can invade the eyes. C. caused by a blood fluke. D. transmitted by mosquito vector.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

61. The disease pathogenesis seen in River blindness is caused by A. Wolbachia bacteria. B. Onchocera volulus worms. C. a blood fluke. D. herpes simplex virus. E. Both Wolbachia bacteria and Onchocera volulus worms are correct.

62. What is the only way to prevent conjunctivitis? A. wear insect repellent B. good hygiene C. trifluridine or acyclovir treatment D. ivermectin treatment

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

True / False Questions 63. All warts caused by human papillomaviruses are linked to cancers. FALSE

64. Propionibacterium acnes is considered normal biota of sebaceous glands of the skin. TRUE

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: 1. Remember Learning Outcome: 18.03 List the types of normal biota presently known to occupy the skin. Section Number: 18.02 Section Number: 18.03 Topic: Bacteria Topic: Skin/Skeletal Infections

65. Acne can be prevented with antibiotics. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Section Number: 18.03 Topic: Bacteria Topic: Skin/Skeletal Infections

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

66. Chickenpox is caused by an orthopoxvirus. FALSE

67. Debridement of diseased tissue is important in the care of patients with gas gangrene. TRUE

68. Varicella and herpes zoster are caused by the same virus. TRUE

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

69. The most serious teratogenic effects of intrauterine rubella infection occur if it is acquired during the third trimester. 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 Systems Blooms Level: 1. Remember Learning Outcome: 18.07 Summarize methods used to distinguish infections caused by Staphylococcus aureus and Streptococcus pyogenes, and discuss the spectrum of skin and tissue diseases caused by each. Section Number: 18.03 Topic: Eye Infections Topic: Skin/Skeletal Infections Topic: Viruses

70. Molluscum contagiosum is transmitted by direct contact with skin lesions, fomites, and sexual activity. TRUE

71. Mottled, discolored pigmentation is seen in patients with tinea versicolor. TRUE

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

72. Impetigo involves itching papules that break and form a very contagious yellow crust. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.04 List the possible causative agents for each of the infectious skin conditions: acne, impetigo, cellulitis, staphylococcal scalded skin syndrome, gas gangrene, vesicular/pustular rash diseases, maculopapular rash diseases, wartlike eruptions, large pustular skin lesions, and cutaneous mycoses. Learning Outcome: 18.07 Summarize methods used to distinguish infections caused by Staphylococcus aureus and Streptococcus pyogenes, and discuss the spectrum of skin and tissue diseases caused by each. Section Number: 18.03 Topic: Bacteria Topic: Skin/Skeletal Infections

73. The eye generally has a large percentage of normal biota present. 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 Systems Blooms Level: 1. Remember Learning Outcome: 18.12 List the types of normal biota presently known to occupy the eye. Section Number: 18.05 Topic: Eye Infections

74. Herpes keratitis is an infection of the eye. TRUE

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

75. Occassionally, Staphylococcus epidermidis may be isolated from the eye. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 18.12 List the types of normal biota presently known to occupy the eye. Section Number: 18.05 Topic: Bacteria Topic: Eye Infections

Multiple Choice Questions 76. Your sister cut herself with a knife, and within a few days had a severe pus-producing infection of the hand. A day later, skin begins to come off, exposing muscle and other tissue below the skin. Predict what caused the severity of this infection. A. The infectious agent is a fungus. B. This is not an infectious disease: it is an autoimmune disease. C. The infectious agent produces exotoxins. D. The infectious agent is likely a virus.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

77. Because of its symptomology, smallpox has been misidentifed as: A. chickenpox B. measles C. herpes D. ringworm

78. The organisms that cause ringworm, or tinea, use keratin protein as their substrate. This is why these infections: A. produce a rash all over the body during an infection. B. are superficial mycoses. C. cause a discoloration of the skin, by damaging skin pigment protein. D. have a high mortality rate.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

79. Understanding about the defenses of the eye, you would predict that a person would have a higher rate of eye infections. A. having a vitamin deficiency B. who is very young C. who wears glasses D. who has a problem producing tears

80. Your child came home from daycare with an eye infection, and in a day has developed a yellowish discharge. You predict that this is a case of: A. trachoma. B. herpes keratitis. C. a rubella eye infection. D. a bacterial conjunctitivis. E. a worm infection like Onchocerca.

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Chapter 18 - Infectious Diseases Affecting the Skin and Eyes

81. You had surgery on your shoulder, as a result of rotator cuff injury. The surgery went well, but when the cut area was sutured, bacteria entered into the open tissue. As a result, you now have an infection of deep tissue exhibiting redness, swelling, pain, fever, and a rash. Having taken microbiology, you would predict that you have a developed an infection caused by: A. E. coli B. varicella-zoster C. Staphylococcus D. Neisseria

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Chapter 19 - Infectious Diseases Affecting the Nervous System

Chapter 19 Infectious Diseases Affecting the Nervous System

Multiple Choice Questions 1. Cerebrospinal fluid is found in the A. pia mater. B. dura mater. C. subarachnoid space. D. arachnoid mater. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.01 Describe the important anatomical features of the nervous system. Section Number: 19.01 Topic: Nervous System Infections

2. Place the following in order from skull to brain: subarachnoid space, arachnoid mater, dura mater, pia mater. A. subarachnoid space, arachnoid mater, dura mater, pia mater B. dura mater, arachnoid mater, subarachnoid space, pia mater C. dura mater, arachnoid mater, pia mater, subarachnoid space D. arachnoid mater, subarachnoid space, dura mater, pia mater E. pia mater, arachnoid mater, subarachnoid space, dura mater

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.01 Describe the important anatomical features of the nervous system. Section Number: 19.01 Topic: Nervous System Infections

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Chapter 19 - Infectious Diseases Affecting the Nervous System

3. The concept of "immunologically privileged" explains why the CNS has A. a greater immune response than the rest of the body. B. a reduced immune response compared to the rest of the body. C. a completely different set of immune responses. D. more MHC markers than other tissues.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 19.02 List the natural defenses present in the nervous system. Section Number: 19.01 Topic: Nervous System Infections

4. Which type of neuroglia has phagocytic capabilities in the CNS? A. astrocytes B. Schwann cells C. macrophages D. microglial cells E. neurons

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.02 List the natural defenses present in the nervous system. Section Number: 19.01 Topic: Nervous System Infections

5. What brain defense restricts substances from entering the brain by the vascular system? A. meninges B. blood-brain barrier C. macrophages D. microglia E. cranium

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.01 Describe the important anatomical features of the nervous system. Learning Outcome: 19.02 List the natural defenses present in the nervous system. Section Number: 19.01 Topic: Nervous System Infections

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Chapter 19 - Infectious Diseases Affecting the Nervous System

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Chapter 19 - Infectious Diseases Affecting the Nervous System

6. The normal biota of the CNS consists of A. Neisseria meningitidis. B. herpes simplex I. C. herpes simplex II. D. Streptococcus agalactiae. E. The CNS has no normal biota.

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 Systems Blooms Level: 1. Remember Learning Outcome: 19.03 Discuss the current state of knowledge regarding the normal biota of the nervous system. Section Number: 19.02 Topic: Culturing Microorganisms Topic: Nervous System Infections

7. Meningococcemia is A. best treated with penicillin G. B. associated with vascular collapse, hemorrhage, and petechiae. C. started from a nasopharyngeal infection. D. caused by a gram-negative diplococcus. E. All of the choices are correct.

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Chapter 19 - Infectious Diseases Affecting the Nervous System

8. All of the following pertain to Neisseria meningitidis except A. virulent factors include a capsule, pili, endotoxin, and IgA protease. B. causes a serious meningitis. C. reservoir is the nasopharynx of human carriers. D. more easily transmitted in day care facilities, dorms, and military barracks. E. common cause of bacterial pneumonia.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. Blooms Level: 5. Evaluate Learning Outcome: 19.04 List the possible causative agents for meningitis and neonatal/infant meningitis. Section Number: 19.03 Topic: Bacteria Topic: Nervous System Infections

9. Which of the following is/are a sign or symptom of meningitis? A. headache B. stiff neck C. white blood cells in cerebrospinal fluid D. fever E. All of the choices are correct.

10. Meningococci initially colonize the A. lacrimal ducts. B. oral mucosa. C. nasopharynx. D. Eustachian tube.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. Blooms Level: 1. Remember Learning Outcome: 19.04 List the possible causative agents for meningitis and neonatal/infant meningitis. Section Number: 19.03 Topic: Bacteria Topic: Nervous System Infections

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Chapter 19 - Infectious Diseases Affecting the Nervous System

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Chapter 19 - Infectious Diseases Affecting the Nervous System

11. Neisseria meningitidis is transmitted by A. casual contact. B. close contact. C. intimate contact. D. indirect contact. E. fomites.

12. Treatment for Neisseria meningitidis consists of A. vancomycin. B. penicillin G orally. C. penicillin G intravenously. D. rifampin. E. tetracycline.

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Chapter 19 - Infectious Diseases Affecting the Nervous System

13. Which of the following is not true of Streptococcus pneumoniae? A. most frequent cause of community-acquired meningitis B. has a polysaccharide capsule that resists phagocytosis C. produces alpha-hemolysin and hydrogen peroxide D. small gram-positive flattened coccus E. responds well to penicillin

14. Which of the following is caused by Haemophilus influenzae? A. bacterial meningitis B. influenza (flu) C. pharyngitis D. bronchitis E. epiglottitis

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.05 Identify which of the agents causing meningitis is the most common and which is the most deadly. Section Number: 19.03 Topic: Bacteria Topic: Nervous System Infections

19-8

Chapter 19 - Infectious Diseases Affecting the Nervous System

15. The virulence of Haemophilus influenzae serotype b is associated with its A. fimbriae. B. neurotoxin. C. enterotoxin. D. capsule. E. None of the choices is correct.

16. Prophylactic rifampin is indicated for individuals in close contact with patients infected by A. Haemophilus influenzae. B. Listeria monocytogenes. C. Cryptococcus neoformans. D. Coccidiodes immitis. E. Streptococcus agalactiae.

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Chapter 19 - Infectious Diseases Affecting the Nervous System

17. All of the following are true for Listeria monocytogenes except A. resistant to cold. B. fastidious. C. resistant to heat. D. resistant to salt. E. can result in septicemia.

18. Which organism is a common cause of meningitis in AIDS patients and can be found in bird droppings? A. Listeria monocytogenes B. Haemophilus influenzae C. Neisseria meningitidis D. Cryptococcus neoformans E. Streptococcus agalactiae

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Chapter 19 - Infectious Diseases Affecting the Nervous System

19. Cryptococcus neoformans is a A. virus. B. bacterium. C. prion. D. fungus. E. helminth.

20. Agricultural workers and field archaeologists are exposed to this organism which, although entering via the respiratory tract, can cause meningitis: A. Haemophilus influenzae B. Coccidioides immitis C. Cryptococcus neoformans D. Streptococcus pneumoniae E. Neisseria meningitidis

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Chapter 19 - Infectious Diseases Affecting the Nervous System

21. Arthrospores of Coccidioides immitis develop into endospores into the lungs. A. hyphae B. capsules C. spherules D. capsids E. buds

that will release bacteria-like

22. Although many viruses can cause meningitis, the most common viral cause is A. herpes simplex. B. cytomegalovirus. C. arbovirus. D. enterovirus. E. arenavirus.

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Chapter 19 - Infectious Diseases Affecting the Nervous System

23. Neonatal meningitis is most commonly transmitted by A. breast feeding. B. hospital personnel. C. transplacental infection. D. exposure in birth canal. E. exposure from other infants.

24. The organism responsible for the majority of neonatal meningitis is A. Streptococcus agalactiae. B. Escherichia coli K1. C. Listeria monocytogenes. D. Haemophilus influenzae. E. Neisseria meningitidis.

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Chapter 19 - Infectious Diseases Affecting the Nervous System

25. The organism found in powdered baby formula which can cause meningitis is A. Escherichia coli O157:H7. B. Escherichia coli K1. C. Enterobacter sakazakii. D. Streptococcus agalactiae. E. Cryptococcus neoformans.

26. Which of the following is not true of meningoencephalitis? A. causative organisms are Naegleria fowleri and Acanthamoeba B. involves infection of both the brain and meninges C. causative organisms are viruses D. modes of transmission are direct contact and swimming in warm, fresh water E. treatment for primary amoebic meningoencephalitis (PAM) is mostly ineffective

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.05 Identify which of the agents causing meningitis is the most common and which is the most deadly. Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Protozoans

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Chapter 19 - Infectious Diseases Affecting the Nervous System

27. Which of the following is not a causative agent of acute encephalitis? A. JC virus B. arbovirus C. herpes simplex virus D. Toxoplasma gondii E. varicella-zoster virus

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Protozoans

28. Encephalitis caused by arboviruses involves the development of: A. fever, headache, and rash. B. coma, convulsions, and paralysis in severe cases. C. myalgia and orbital pain. D. muscle aches and joint stiffness. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

19-15

Chapter 19 - Infectious Diseases Affecting the Nervous System

29. Encephalitis is most commonly caused by a A. bacterium. B. protozoan. C. virus. D. helminth.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Learning Outcome: 19.07 Identify which encephalitis-causing viruses you should be aware of in your geographical area. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

30. What is the likelihood that a patient infected by West Nile virus will develop West Nile encephalitis? A. less than 1% B. between 1% and 10% C. between 10% and 15% D. greater than 20% E. greater than 50% ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Learning Outcome: 19.07 Identify which encephalitis-causing viruses you should be aware of in your geographical area. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

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Chapter 19 - Infectious Diseases Affecting the Nervous System

31. The best defense against arborviruses is A. prophylactic rifampin. B. vector control. C. vaccination. D. prompt treatment with acyclovir.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Learning Outcome: 19.07 Identify which encephalitis-causing viruses you should be aware of in your geographical area. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

32. Which of the following diseases exhibits the highest mortality rate? A. Western equine encephalitis B. St. Louis encephalitis C. California encephalitis D. Eastern equine encephalitis E. West Nile encephalitis

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.05 Identify which of the agents causing meningitis is the most common and which is the most deadly. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

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Chapter 19 - Infectious Diseases Affecting the Nervous System

33. Each of the following is true for Toxoplasma gondii except that it A. is a flagellated parasite. B. is often fatal for AIDS patients. C. can cause stillbirth. D. has a narrow host range.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Protozoans

34. What organism is the main reservoir and host for Toxoplasma gondii? A. cat B. dog C. mouse D. mosquito E. raccoon

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Protozoans

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Chapter 19 - Infectious Diseases Affecting the Nervous System

35. Toxoplasmosis prevention includes A. vaccination of humans. B. vaccination of cats. C. hygienic precautions. D. vector control.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Protozoans

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Chapter 19 - Infectious Diseases Affecting the Nervous System

36. Spongiform encephalopathies are A. associated with abnormal, transmissible, protein in the brain. B. chronic, fatal infections of the nervous system. C. caused by prions. D. Creutzfeldt-Jacob disease, kuru, and Gertsmann-Straussler-Scheinker syndrome. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

37. Which of the following is not a prion disease? A. scrapie B. Creutzfeldt-Jacob disease C. bovine spongiform encephalopathy D. subacute sclerosing panencephalitis

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

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Chapter 19 - Infectious Diseases Affecting the Nervous System

38. Patients with Creutzfeldt-Jacob disease live A. less than 1 year B. 1 to 5 years C. 5 to 10 years D. 10 to 20 years E. greater than 25 years

post diagnosis.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

39. Prions can be transmitted by all of the following except A. ingesting brain material. B. ingesting meat from infected animals. C. surgical instruments. D. cornea transplants. E. All of the choices have been documents as methods of prion transmission.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

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Chapter 19 - Infectious Diseases Affecting the Nervous System

40. Subacute encephalitis may be caused by A. Toxoplasma gondii. B. prions. C. herpes simplex virus. D. persistent measles virus. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Viruses

41. Which is incorrect about rabies? A. Rabies is a zoonotic disease. B. Wild populations of bats, skunks, raccoons, cats, and canines are primary reservoirs. C. Transmission can involve bites, scratches, and inhalation. D. The average incubation period in human is 1 week. E. Symptoms include anxiety, agitation, muscle spasms, convulsions, and paralysis.

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Chapter 19 - Infectious Diseases Affecting the Nervous System

42. Treatment of an animal bite for possible rabies includes A. debridement. B. washing the bite with soap or detergent. C. infusing the wound with human rabies immune globulin (HRIG). D. postexposure vaccination with inactive vaccine. E. All of the choices are correct.

43. All of the following pertain to poliomyelitis except A. summer outbreaks in the U.S. have been recently increasing. B. it is transmitted primarily by fecal contaminated water. C. it can be asymptomatic or mild with headache, sore throat, fever, and nausea. D. if virus enters the central nervous system, motor neurons can be infected and destroyed. E. it is caused by poliovirus (genus Enterovirus).

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Chapter 19 - Infectious Diseases Affecting the Nervous System

44. Polio virus initially multiplies in the A. intestine. B. CNS. C. lymphoid tissue. D. basal ganglia.

45. In paralytic polio, what structures are damaged? A. peripheral nerves B. diaphragm C. anterior horn cells D. sensory nerves E. brain stem

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Chapter 19 - Infectious Diseases Affecting the Nervous System

46. The preferred preventative measure for polio in the United States is A. inactive vaccine developed by Jonas Salk. B. oral, active vaccine developed by Jonas Salk. C. inactive vaccine developed by Albert Sabin. D. oral, active vaccine developed by Albert Sabin. E. No preventative measures are used because polio has been eradicated in the United States.

47. Production of a neurotoxin that binds to target sites on spinal cord neurons responsible for inhibiting skeletal muscle contraction is a characteristic of A. Clostridium botulinum. B. Clostridium perfringens. C. Clostridium difficile. D. Clostridium tetani.

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Chapter 19 - Infectious Diseases Affecting the Nervous System

48. The foodborne disease that involves neurotoxin is A. gastrointestinal anthrax. B. Bacillus cereus intoxication. C. botulism. D. Clostridium perfringens gastroenteritis.

49. Production of a neurotoxin that prevents acetylcholine release from motor neurons at neuromuscular junctions is a characteristic of A. Clostridium botulinum. B. Clostridium perfringens. C. Clostridium difficile. D. Clostridium tetani.

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Chapter 19 - Infectious Diseases Affecting the Nervous System

50. Which of the following pertains to both tetanus and foodborne botulism? A. occurs when endospore-contaminated soil enters deep wounds B. caused by enterotoxins of the pathogen C. exotoxin blocks acetylcholine release D. nausea and diarrhea are symptoms E. treatment involves antitoxin therapy

51. Tetanus differs from botulism in that A. tetanus results in flaccid paralysis, while botulism paralysis is rigid. B. tetanus results from an exotoxin, botulism from an endotoxin. C. there is a vaccine for botulism not for tetanus. D. muscles cannot relax in tetanus, while muscles cannot contract in botulism. E. All of the choices are correct.

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Chapter 19 - Infectious Diseases Affecting the Nervous System

52. Which is the exotoxin of botulism? A. hemolysin B. tetanospasm C. peroxidase D. factor V E. botulinum

53. African sleeping sickness is caused by A. Trypanosoma cruzi. B. Trypanosoma brucei. C. Leishmania braziliensis D. Isospora belli. E. Plasmodium falciparum.

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Chapter 19 - Infectious Diseases Affecting the Nervous System

54. The vector involved in African sleeping sickness is the A. reduviid "kissing" bug. B. Tsetse fly. C. Anopheles mosquito. D. Phlebotomine (sand) fly. E. hard-bodied tick.

True / False Questions 55. Pneumovax is a vaccine for prevention of disease caused by strains of Neisseria meningitidis. FALSE

56. Cryptococcal meningitis is highly communicable among humans. FALSE

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Chapter 19 - Infectious Diseases Affecting the Nervous System

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Chapter 19 - Infectious Diseases Affecting the Nervous System

57. Viral meningitis normally requires aggressive antiviral treatment. FALSE

58. Subacute sclerosing panencephalitis is caused by a prion. 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 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Topic: Nervous System Infections Topic: Viruses

59. Some cases of CJD may be caused by a mutation of the PrP gene. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

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Chapter 19 - Infectious Diseases Affecting the Nervous System

60. Prions can be destroyed by autoclaving. 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 Systems Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

61. In rabies, spasms of muscles for swallowing lead to a fear of water. TRUE

62. Up to 50% of persons who survived polio as children will suffer from post-polio syndrome later in life. TRUE

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Chapter 19 - Infectious Diseases Affecting the Nervous System

63. Tetanus can be prevented with the DTaP childhood immunization and boosters with the tetanus toxoid. TRUE

64. Botulism is often referred to as lockjaw. FALSE

65. In both botulism and tetanus, respiratory muscles cannot facilitate breathing and, if untreated, respiratory collapse leads to death. TRUE

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Chapter 19 - Infectious Diseases Affecting the Nervous System

66. Botox injections contain botulinum toxin. TRUE

67. The oral and inactivated polio vaccines are made from plant cell cultures. FALSE

68. Children with hypogammaglobulinemia are at risk for developing polio if given the oral polio vaccine. TRUE

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Chapter 19 - Infectious Diseases Affecting the Nervous System

69. No cases of attenuated polio virus reverting to a neurovirulent strain have been documented. 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 Systems Blooms Level: 2. Understand Learning Outcome: 19.09 Identify the conditions for which vaccination is available. Topic: Nervous System Infections Topic: Viruses

Multiple Choice Questions 70. Although prion infectious agents are more closely related to viruses than any other kind of infectious agents, there are still some major differences between the two. Which statement describes a major difference? A. Prions are not destroyed by heat, and viruses can be inactivated by heat. B. Viruses can be transmitted by animal to human or human to human, but prions are always human to human transmission. C. Viruses do not contain protein, whereas prions do. D. Viral infections can always be treated and cured, whereas prion diseases cannot.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

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Chapter 19 - Infectious Diseases Affecting the Nervous System

71. Your young friend has meningococcemia. Having had microbiology, you understand the severe consequences of this disease and worry that she might: A. have a progression of the disease leading to respiratory collapse. B. have to have a limb amputated. C. transfer the infectious agent to her fetus, since she is pregnant. D. go into a chronic disease state, where the symptoms come and go for years.

72. Your friend is bitten on the leg by an aggressive dog. Since the dog ran and was not caught, and since the dog bit many other people without reason, it is suspected that it had rabies. The city health department recommends the rabies vaccination for her, even though she has already been exposed to the infectious agent. Which statement best describes why the vaccine can be given post-exposure? A. This particular strain of the rabies virus is probably nonpathogenic, so the vaccine is given to simply boost the immune system's own protective functions. B. Since there is really nothing else to do, they suggest the vaccine as a last possibility. C. The virus exhibits a long incubation period, in many cases providing the vaccine adequate time to have a protective effect in the patient. D. There were few virus particles in the bite, so her immune system has enough time to kick into high gear.

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Chapter 19 - Infectious Diseases Affecting the Nervous System

73. When you were much younger you received the OPV polio vaccine and its boosters. Now you are going on a mission trip to Bangladesh and the vaccine is recommended by the Centers for Disease Control. When you go to the city health office to get the vaccine, they given you the IPV vaccine. When you ask why you are receiving the IPV rather than the OPV, the personnel there tell you: A. the IPV is preferred by patients because it can be taken orally. B. the IPV has fewer active viruses in it than the OPV, so they say it is safer. C. the health facility is just out of the OPV vaccine, but if they had it that one would be the one they would prefer to use. D. there is no possibility of actually developing polio from this vaccine.

74. As a nurse, you have to teach your patients about control and management of their diseases as well as the facts of the disease--risk, treatment, symptoms, etc. How might you instruct a patient who has West Nile virus to avoid the infectious agent in the future? A. Be sure to treat your dogs and cats at home with flea medication. B. Do not eat food served from kiosks and food trucks in foreign countries. C. Always drink bottled water when vacationing outside of the U.S. D. Do not go outside at dusk nor at dawn, and cover the skin if this is unavoidable.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 19.06 Discuss important features of meningoencephalitis, encephalitis, and subacute encephalitis. Learning Outcome: 19.07 Identify which encephalitis-causing viruses you should be aware of in your geographical area. Section Number: 19.03 Topic: Nervous System Infections Topic: Viruses

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Chapter 19 - Infectious Diseases Affecting the Nervous System

75. What do all of these diseases---amoebic encephalitis, rabies, Creutzfeld-Jacob disease--all have in common? A. They are all caused by protozoan agents. B. Mortaility rates are all extremely high. C. They are all transmitted through animal bites. D. There is a genetic component to all of these diseases, in addition to the infectious agent.

76. Toxoplasma gondii infects the brain, as do many pathogens. However, a difference between this pathogen and others is that it: A. produces behavioral changes in the host. B. causes brain cancer. C. causes destruction of brian tissue. D. always kills the host.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

Chapter 20 Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

Multiple Choice Questions 1. The fibrous sac that encloses the heart is the A. epicardium. B. myocardium. C. endocardium. D. pericardium. E. ectocardium.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.01 Describe the important anatomical features of the cardiovascular system. Section Number: 20.01 Topic: Systemic (Cardiovascular/Lymphatic) Infections

2. The presence of viruses in the blood is called A. viremia. B. fungemia. C. hemovirus. D. bacteremia. E. septicemia.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.02 List the natural defenses present in the cardiovascular and lymphatic systems. Learning Outcome: 20.03 Discuss the current state of knowledge of the normal biota of the cardiovascular and lymphatic systems. Section Number: 20.02 Topic: Viruses

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

3. occurs when microbes flourish and grow in the blood stream. A. Viremia B. Fungemia C. Hemovirus D. Bacteremia E. Septicemia

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.02 List the natural defenses present in the cardiovascular and lymphatic systems. Learning Outcome: 20.03 Discuss the current state of knowledge of the normal biota of the cardiovascular and lymphatic systems. Section Number: 20.02 Topic: Systemic (Cardiovascular/Lymphatic) Infections

4. All of the following are associated with subacute endocarditis except A. occurs in patients that have prior heart damage. B. caused by immune system autoantibodies that attack heart and valve tissue. C. oral bacteria get introduced by dental procedures to the blood. D. bacteria colonize previously damaged heart tissue resulting in biofilm growth. E. signs and symptoms include fever, heart murmur, and possible emboli.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. Blooms Level: 1. Remember Learning Outcome: 20.02 List the natural defenses present in the cardiovascular and lymphatic systems. Section Number: 20.03 Topic: Bacteria Topic: Systemic (Cardiovascular/Lymphatic) Infections

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

5. The most common causative agent of acute endocarditis is A. Staphylococcus aureus. B. Streptococcus pneumoniae. C. Streptococcus pyogenes. D. Neisseria gonorrhoeae.

6. Acute endocarditis is most commonly contracted through A. ingestion. B. parenteral entry. C. casual contact. D. droplets. E. fomites.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

7. Most cases of septicemia are caused by A. fungi. B. viruses. C. prions. D. bacteria. E. protozoans.

8. Which of the following is not associated with septicemia? A. fever and shaking chills B. respiratory acidosis C. endotoxic shock D. parenteral or endogenous transfer E. drop in blood pressure

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.05 Discuss what series of events may lead to septicemia and how it should be prevented and treated. Section Number: 20.03 Topic: Bacteria Topic: Fungi Topic: Systemic (Cardiovascular/Lymphatic) Infections

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

9. Yersinia pestis A. was virulent in the Middle Ages but is no longer virulent. B. has humans as an endemic reservoir. C. does not respond to antimicrobial drugs. D. is usually transmitted by a flea vector.

10. All of the following are associated with bubonic plague except A. transmitted by human feces. B. caused by Yersinia pestis. C. patient often has enlarged inguinal lymph nodes. D. patient has fever, headache, nausea, and weakness. E. can progress to a septicemia.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

11. Which is incorrect about Yersinia pestis? A. exhibits bipolar staining B. gram-negative rod C. produces coagulase D. has a capsule E. produces enterotoxin

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.06 Describe what makes anthrax a good agent for bioterrorism, and list the important presenting signs to look for in patients. Section Number: 20.03 Topic: Bacteria Topic: Systemic (Cardiovascular/Lymphatic) Infections

12. Plague exhibits a: A. septicemic form - called black death. B. bubonic form - buboes develop. C. pneumonic form - sputum highly contagious. D. All of the choices are correct.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

13. Bubonic plague is transmitted by A. mosquitoes. B. flies. C. animal bites. D. sexual contact. E. fleas.

14. Control of rodent populations is important for preventing A. brucellosis. B. plague. C. malaria. D. Q fever.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

15. Which is not a characteristic of tularemia? A. a zoonosis B. transmission by arthropod vectors C. a gram-positive bacterium D. symptoms include fever, swollen lymph nodes, ulcerative lesions, conjunctivitis, and pneumonia E. sometimes called rabbit fever

16. Rabbits and rodents are the reservoirs of the causative agent of A. tularemia. B. anthrax. C. malaria. D. brucellosis. E. mononucleosis.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

17. The causative agent of Lyme disease is A. Ixodes scapularis B. Borrelia hermsii. C. Borrelia burgdorferi. D. Ixodes pacificus. E. Leptospira interrogans.

18. Erythema migrans, a bull's-eye rash, at the portal of entry is associated with A. plague. B. Rocky Mountain spotted fever. C. Q fever. D. Lyme disease. E. yellow fever.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

19. The white-footed mouse, deer, and deer ticks are important to maintaining the zoonotic transmission cycle associated with A. Lyme disease. B. yellow fever. C. Q fever. D. Rocky Mountain spotted fever. E. plague.

20. Lyme disease involves A. early symptoms of fever, headache, and stiff neck. B. crippling polyarthritis, and cardiovascular and neurological problems. C. people having contact with wooded or forested areas. D. treatment with antimicrobials. E. All of the choices are correct.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

21. Lyme disease is transmitted by A. flies. B. droplets. C. lice. D. fleas. E. ticks.

22. Epstein-Barr virus has all of the following characteristics except it A. is only found to infect 5% of the world's population. B. is transmitted by direct, oral contact and saliva. C. produces sudden leukocytosis. D. has a 30-50 day incubation E. can be transmitted by contaminated blood transfusions and organ transplants.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

23. Symptoms of infectious mononucleosis include A. vesicular lesions in oral mucosa. B. fever and pocks on skin. C. sore throat, fever, cervical lymphadenopathy, and splenomegaly. D. fever, severe diarrhea, pneumonitis, hepatitis, and retinitis.

24. The patients at greatest risk for severe cytomegalovirus infection include all of the following except A. diabetics. B. organ transplant patients. C. infants infected in utero. D. AIDS patients. E. babies.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

25. Cytomegalovirus A. causes the most prevalent fetal infection. B. is transmitted by saliva, mucus, milk, urine, semen, cervical secretions, and feces. C. can be sexually transmitted. D. is commonly carried in the latent state. E. All of the choices are correct.

26. Transmission of which disease requires direct contact with infected body fluids? A. yellow fever B. dengue fever C. Q fever D. Lassa fever E. trench fever

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

27. Which of the following is a hemorrhagic fever? A. yellow fever B. trench fever C. Q fever D. Rocky mountain spotted fever E. cat-scratch fever

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.07 Discuss the difference between hemorrhagic and nonhemorrhagic fever diseases. Learning Outcome: 20.08 List the possible causative agents and modes of transmission for hemorrhagic fever diseases. Learning Outcome: 20.09 List the possible causative agents and modes of transmission for nonhemorrhagic fever diseases. Topic: Systemic (Cardiovascular/Lymphatic) Infections Topic: Viruses

28. Yellow fever and dengue fever are A. caused by arboviruses. B. caused by viruses that disrupt capillaries and blood clotting. C. caused by a single-stranded RNA virus. D. transmitted by a mosquito vector. E. All of the choices are correct.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

29. Which of the following is not true of Ebola and Marburg? A. caused by filoviruses B. causes disruption of clotting factors C. transmitted by direct contact with body fluids D. transmitted by mosquitoes E. There is no treatment.

30. Which type of hemorrhagic fever can be treated with ribavirin? A. Lassa fever B. Ebola C. Marburg D. dengue fever E. yellow fever

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

31. Which type of hemorrhagic fever is also known as "breakbone fever" because of the severe pain in bones? A. Lassa fever B. Ebola C. Marburg D. dengue fever E. yellow fever

32. The reservoir for Lassa fever is the A. monkey. B. rat. C. gorilla. D. cat. E. cow.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

33. Brucellosis is A. a zoonosis. B. seen in the patient as a fluctuating fever, with headache, muscle pain and weakness. C. associated with the pathogen in the blood. D. an occupational illness of people who work with animals. E. All of the choices are correct.

34. Pasteurization of milk helps to prevent A. tularemia. B. plague. C. endocarditis. D. brucellosis. E. mononucleosis.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

35. The gram-negative bacillus associated with abscesses from cat bites or scratches is A. Salmonella typhimurium. B. Yersinia enterocolitica. C. Bartonella henselae. D. Brucella suis. E. Francisella tularensis.

36. Rocky Mountain spotted fever A. is seen in highest numbers along the west coast. B. is transmitted by Ixodes ticks. C. symptoms include fever, headache, and rash. D. never has severe complications.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

37. All of the following pertain to erhlichiosis except that A. it is transmitted by Ixodes ticks. B. it is diagnosed by PCR or indirect fluorescent assay. C. treatment requires an extensive course of antibiotics. D. symptoms include fever, headache, and muscle pains. E. it often coinfects with Borrelia burgdorferi.

38. Which is incorrect regarding Q fever? A. transmitted by lice B. pathogen produces resistant endospore-like structures C. humans infected from unpasteurized milk and airborne spread D. causes fever, muscle aches, rash, and sometimes pneumonia E. is a zoonosis

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

39. Which of the following is mismatched? A. Yersinia pestis - plague B. Coxiella burnetii - Q fever C. Bartonella quintana - trench fever D. Bartonella henselae - cat-scratch disease E. Rickettsia typhi - Rocky Mountain spotted fever

40. Cat scratch disease can be prevented by A. avoiding ticks. B. pasteurizing milk. C. vaccine. D. animal control. E. cleaning the scratch wound.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

41. The symptoms that occur in cyclic 48- to 72-hour episodes in a malaria patient are A. bloody, mucus-filled stools, fever, diarrhea, and weight loss. B. fever, swollen lymph nodes, and joint pain. C. urinary frequency and pain, and vaginal discharge. D. chills, fever, and sweating. E. sore throat, low grade fever, and swollen lymph nodes.

42. Which is incorrect about malaria? A. Merozoites enter and multiply in liver cells. B. Trophozoites develop in RBCs. C. The mosquito inoculates human blood with sporozoites. D. Gametocytes enter the mosquito as she draws a blood meal from a human.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

43. The cyclic bouts of fever and chills in malaria are caused by A. liver cell lysis. B. white blood cell lysis. C. red blood cell lysis. D. neurological involvement.

44. Malaria may be prevented by A. using bed nets sprayed with insecticide. B. eliminating standing water. C. taking prophylactic drugs. D. using interfering RNA in mosquitoes. E. All of the choices are correct.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

45. The causative organism of malaria is a A. bacterium. B. virus. C. fungus. D. protozoan. E. prion.

46. Characteristics of Bacillus anthracis include all of the following except A. capsule and exotoxins are virulence factors. B. anaerobic. C. reservoir includes infected grazing animals and contaminated soil. D. gram-positive bacillus. E. endospore-former.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

47. Anthrax is A. a zoonosis. B. transmitted by contact, inhalation, and ingestion. C. a disease that, in humans, can cause a rapidly fatal toxemia and septicemia. D. only seen sporadically in the United States. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 20.04 List the possible causative agents for each of the following infectious cardiovascular condtions: acute and subacute endocarditis, plague, tularemia, Lyme disease, infectious mononucleosis, anthrax, Chagas disease, and malaria. Learning Outcome: 20.06 Describe what makes anthrax a good agent for bioterrorism, and list the important presenting signs to look for in patients. Learning Outcome: 20.11 Describe important events in the course of an HIV infection in the absence of treatment. Section Number: 20.03 Topic: Bacteria Topic: Systemic (Cardiovascular/Lymphatic) Infections

48. The preferred treatment for anthrax is A. penicillin. B. ciprofloxacin. C. quinine. D. doxycycline. E. treatment is decided after consultation with the CDC.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

49. A common cardiovascular / lymphatic system disease in AIDS patients is A. acute endocarditis. B. Burkitt's lymphoma. C. cytomegalovirus. D. ehrlichioses. E. brucellosis.

50. Retroviruses have all of the following characteristics except A. glycoprotein spikes. B. a DNA genome. C. they are enveloped. D. they make reverse transcriptase. E. the viral genes integrate into the host genome.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.11 Describe important events in the course of an HIV infection in the absence of treatment. Section Number: 20.03 Topic: Systemic (Cardiovascular/Lymphatic) Infections Topic: Viruses

20-25

Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

51. All of the following pertain to patients with AIDS except A. have an immunodeficiency. B. have CD4 T-cell titers below 200 cells/mm3 of blood. C. get repeated, life-threatening, opportunistic infections. D. can get unusual cancers and neurological disorders. E. highest number of cases worldwide is in the United States.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 20.11 Describe important events in the course of an HIV infection in the absence of treatment. Topic: Systemic (Cardiovascular/Lymphatic) Infections Topic: Viruses

52. Documented transmission of HIV involves A. mosquitoes. B. unprotected sexual intercourse and contact with blood/blood products. C. respiratory droplets. D. contaminated food.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.13 Discuss the epidemiology of HIV infection in the developed and the developing world. Section Number: 20.03 Topic: Systemic (Cardiovascular/Lymphatic) Infections Topic: Viruses

53. All of the following pertain to HIV except A. the virus attaches primarily to host cells with CD4 receptors. B. viral DNA integrates into the host DNA. C. the virus becomes latent in host cells. D. ELISA and Western blot tests detect HIV antigens. E. the virus can enter into nervous tissues and cause abnormalities.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.11 Describe important events in the course of an HIV infection in the absence of treatment. Section Number: 20.03 Topic: Systemic (Cardiovascular/Lymphatic) Infections Topic: Viruses

54. Which drugs interfere with the action of an HIV enzyme needed for final assembly and maturation of the virus? A. reverse transcriptase inhibitors B. protease inhibitors C. fusion inhibitors D. integrase inhibitors

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 20.12 Explain the rationale behind the recommended treatment for HIV infection. Learning Outcome: 20.13 Discuss the epidemiology of HIV infection in the developed and the developing world. Section Number: 20.03 Topic: Systemic (Cardiovascular/Lymphatic) Infections Topic: Viruses

55. Which new class of drugs will interfere with docking onto host cells? A. reverse transcriptase inhibitors B. protease inhibitors C. fusion inhibitors D. integrase inhibitors E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.12 Explain the rationale behind the recommended treatment for HIV infection. Topic: Systemic (Cardiovascular/Lymphatic) Infections Topic: Viruses

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

56. A frequent cancer that is seen in AIDS patients is A. leukemia. B. Hodgkin's lymphoma. C. Kaposi's sarcoma. D. melanoma. E. myeloma.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.11 Describe important events in the course of an HIV infection in the absence of treatment. Topic: Systemic (Cardiovascular/Lymphatic) Infections Topic: Viruses

57. Adult T-cell leukemia (ATL) A. is caused by the retrovirus, HTLV II. B. is an overall leukopenia but with an increased number of neoplastic B lymphocytes. C. is a persistent lymphocytosis with large, atypical lymphocytes that is progressive and fatal. D. causes afflicted lymphocytes to have pseudopod-like extensions. E. is treated with alpha interferon to achieve remission.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 20.11 Describe important events in the course of an HIV infection in the absence of treatment. Section Number: 20.03 Topic: Systemic (Cardiovascular/Lymphatic) Infections Topic: Viruses

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

58. Which of the following bacterial infection/s has/have been linked to the development of atherosclerosis? A. Bacillus anthracis B. Staphylococcus aureus C. Chlamydia trachomatis D. Chlamydophila pneumoniae E. Both Chlamydia trachomatis and Chlamydophila pneumoniae are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.02 List the natural defenses present in the cardiovascular and lymphatic systems. Section Number: 20.03 Topic: Bacteria Topic: Systemic (Cardiovascular/Lymphatic) Infections

59. Select the statement that most accurately reflects Chagas disease: A. caused by a fungal pathogen B. transmitted by respiratory droplets C. an effective vaccine is available for prevention in endemic areas D. late-stage disease is characterized by autoimmune reactions in the host

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

True / False Questions 60. The cardiovascular and lymphatic systems have no normal biota. TRUE

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 Systems Blooms Level: 1. Remember Learning Outcome: 20.03 Discuss the current state of knowledge of the normal biota of the cardiovascular and lymphatic systems. Section Number: 20.03 Topic: Systemic (Cardiovascular/Lymphatic) Infections

61. Plague is a quarantinable disease. TRUE

ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.04 List the possible causative agents for each of the following infectious cardiovascular condtions: acute and subacute endocarditis, plague, tularemia, Lyme disease, infectious mononucleosis, anthrax, Chagas disease, and malaria. Section Number: 20.03 Topic: Bacteria Topic: Systemic (Cardiovascular/Lymphatic) Infections

62. Lyme disease is only seen in people living in Lyme, Connecticut. 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 Systems Learning Outcome: 20.04 List the possible causative agents for each of the following infectious cardiovascular condtions: acute and subacute endocarditis, plague, tularemia, Lyme disease, infectious mononucleosis, anthrax, Chagas disease, and malaria. Section Number: 20.03 Topic: Bacteria Topic: Systemic (Cardiovascular/Lymphatic) Infections

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

63. Humans are routinely vaccinated against Lyme disease. FALSE

64. Aedes mosquitoes are the vectors involved in yellow fever and dengue fever. TRUE

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 Systems Blooms Level: 1. Remember Learning Outcome: 20.08 List the possible causative agents and modes of transmission for hemorrhagic fever diseases. Section Number: 20.03 Topic: Protozoans Topic: Systemic (Cardiovascular/Lymphatic) Infections

65. In severe cases of Rocky Mountain spotted fever, the enlarged lesions of the rash can become necrotic and predispose the patient to gangrene of toes and fingertips. TRUE

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

66. The highest numbers of cases of Rocky Mountain spotted fever occur along the eastern seaboard. TRUE

67. Rifampin is the drug of choice for malaria. 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 Systems Blooms Level: 1. Remember Learning Outcome: 20.10 Discuss all aspects of malaria, with special emphasis on epidemiology. Section Number: 20.03 Topic: Protozoans Topic: Systemic (Cardiovascular/Lymphatic) Infections

68. Under normal healthy circumstances, the lymphatic system filters any microorganisms present. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 20.01 Describe the important anatomical features of the cardiovascular system. Learning Outcome: 20.02 List the natural defenses present in the cardiovascular and lymphatic systems. Learning Outcome: 20.03 Discuss the current state of knowledge of the normal biota of the cardiovascular and lymphatic systems. Section Number: 20.01 Topic: Systemic (Cardiovascular/Lymphatic) Infections

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

Multiple Choice Questions 69. Your patient was admitted for a gunshot wound about a week ago. As a precautionary activity, the doctor placed her on antibiotics for a few days while recuperating. Blood specimens are drawn on the patient a couple of times a day, every day, and sent down to the microbiology lab for analysis of bacteria. Nothing has grown in culture. After her 4th day in the hospital--no fever, no infection identified--one set of blood specimens has been reported positive for a bacterium. The culture was identified by the lab as Staphylococcus epidermidis, a common organism on the skin. Predict the likely situation leading to this. A. The patient is immunodepressed and very susceptible to bacterial infection. B. The seemingly nonpathogen Staphylococcus epidermidis has converted from a nonpathogen to a pathogen because of the antibiotics that the patient has taken. C. The Staphylococcus epidermidis is most likely just a skin contaminant that ended up in the blood specimen taken from the patient, as a result of bad aseptic technique during the venipuncture. D. Staphylococcus epidermidis is a very slow growing bacterium and was probably in the blood right after the gunshot wound, but failed to grow until now.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 20.03 Discuss the current state of knowledge of the normal biota of the cardiovascular and lymphatic systems. Section Number: 20.01 Section Number: 20.02 Topic: Bacteria Topic: Systemic (Cardiovascular/Lymphatic) Infections

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

70. Your 49 year old mother has just been diagnosed with subacute endocarditis with the following symptoms--fever, a rash, and early congestive heart failure. You wonder why and how in the world this infection occurred, particularly since she appeared to be healthly before this. Talking with her doctor about this infection, a good question to ask would be: A. Is this infection related to her menopause that she is going through? B. Could your mother have AIDS? C. Does your mother have an abnormal heart valve or a murmur? D. Could she have picked this up by a mosquito bite, since your mother does so much gardening?

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 20.01 Describe the important anatomical features of the cardiovascular system. Learning Outcome: 20.04 List the possible causative agents for each of the following infectious cardiovascular condtions: acute and subacute endocarditis, plague, tularemia, Lyme disease, infectious mononucleosis, anthrax, Chagas disease, and malaria. Section Number: 20.03 Topic: Bacteria Topic: Systemic (Cardiovascular/Lymphatic) Infections

71. Your patient has just returned to the east coast of the U.S. from a hiking/camping vacation, experiencing symptoms of an infection--high fever, swollen lymph nodes, black-and-blue marks or hemorrhages under the skin. Your doctor asks you if you have been in the four corners area of the U.S.--where the states of Arizona, Colorado, New Mexico, and Utah all meet. Why does the dcotor ask you this? A. Since there are many mosquitoes in that area, the doctor thinks that you might have picked up the Plasmodium pathogen. B. Those 4 states have a very high rate of yellow fever, which is what the doctor suspects that you have. C. The doctor thinks that you might have picked up the plague bacterium from fleas that normally feed on rodents in that area. D. Hemmorhagic fever is often associated with bats in that region of the U.S.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

72. Having had unprotected sex with a guy you met at a party over the weekend, you are now feeling very apprehensive and worried about what you might have been exposed to during this time. A week and a half later, you are still concerned and talk to your doctor about getting an HIV test. What does your doctor say to you? A. The antibody that would be produced by your immune system in respone to HIV exposure has not been produced yet, so a test will come back negative. Wait for a couple more weeks until being test. B. It is not likely that you picked up HIV since the transmission from men to women is far lower than transmission from men to men. Therefore, you are pretty safe. C. The antibiotics that you have been taking for a urinary tract infection will also destroy the HIV that you might have been exposed to, so no worries about an infection. D. You have a really strong immune system, considering that you have never had any kind of infection before. So it would seem that you cannot be infected by HIV.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 20.13 Discuss the epidemiology of HIV infection in the developed and the developing world. Topic: Bacterial Cellular Morphology Topic: Systemic (Cardiovascular/Lymphatic) Infections Topic: Viruses

73. Ehrlichiosis, Rocky Mountain Spotted Fever, yellow fever, dengue fever, and tularemia are all infectious diseases. What is the commonality among them? A. They are all bacterial diseases. B. All of these diseases are associated with the mountainous states in the western U.S. C. All of these diseases are associated with people having immune deficiencies. D. They all have arthropod vectors.

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

74. Sitting in the blood donation facility, you are filling out a lengthy information form. The form asks various questions about your history and what diseases and problems you have had during your lifetime. You are mystified when you come upon the question about whether you have ever had malaria or visted a country that had malaria. Why are they interested in this? A. Blood donation facilities test for a huge variety of pathogens and this is just one of those tested for. The information given by the prospective donor ahead of time saves the staff time in testing the blood. B. Some malarial parasites can persist in the liver, and, as a result, could be in your blood donation and be transferred to a recipient. C. Some blood recipients are very suscetible to malaria, and some are not. If you have malaria, the staff would rather give your blood to specific kinds of recipients that need blood. D. If you are infected with malaria, you are probably also infected with HIV. That in itself would worry the blood donation staff.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 20.10 Discuss all aspects of malaria, with special emphasis on epidemiology. Section Number: 20.03 Topic: Protozoans Topic: Systemic (Cardiovascular/Lymphatic) Infections

75. There are many infectious agents that would make excellent biological weapons. Which one of the following would be the best choice for such a weapon? Consider dissemination of the weapon, death rate, etc. when you asnwer this question. A. Bacillus anthracis B. Epstein-Barr virus C. Staphylococcus aureus D. Trypanosoma cruzi E. Borrelia burgdorferi

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Chapter 20 - Infectious Diseases Affecting the Cardiovascular and Lymphatic Systems

76. A blood specimen from the patient has been taken by the doctor, with which he made a blood smear on a microscope slide. The doctor takes the blood smear down the hall to one of the labs where he uses a regular light microscope to survey the blood, after staining. Which of these diseases would likely be identified in this way? A. Chaga's disease B. Ebola hemorrhagic fever C. Dengue fever D. HIV

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

Chapter 21 Infectious Diseases Affecting the Respiratory System

Multiple Choice Questions 1. Which of the following is not part of the upper respiratory tract? A. mouth B. nasal cavity C. trachea D. pharynx E. larynx

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.01 Draw or describe the important anatomical features of the respiratory tract. Section Number: 21.01 Topic: Respiratory System Infections

2. Which of the following is not part of the lower respiratory system? A. alveoli B. bronchi C. bronchioles D. trachea E. sinuses

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.01 Draw or describe the important anatomical features of the respiratory tract. Section Number: 21.01 Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

3. What features of the respiratory system protect it from infection? A. nasal hairs B. cilia C. mucus D. macrophages E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.02 List the natural defenses present in the respiratory tract. Section Number: 21.01 Topic: Respiratory System Infections

4. Which antibody is concentrated in the respiratory tract? A. IgA B. IgE C. IgG D. IgM E. IgD

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.02 List the natural defenses present in the respiratory tract. Section Number: 21.01 Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

5. Normal biota of the respiratory tract A. are localized to the nasopharynx only. B. can cause disease in immunocompromised patients. C. do not include yeasts or viruses. D. Staphylococcus aureus. E. is only comprised of staphylococcal species.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 21.03 List the main genera of normal biota presently known to occupy the respiratory tract. Section Number: 21.02 Topic: Respiratory System Infections

6. What is the function of normal biota of the respiratory tract? A. competes with pathogens for resources and space B. microbial antagonism C. provides antibodies D. Both [competes with pathogens for resources and space] and [microbial antagonism] are correct. E. [Competes with pathogens for resources and space], [microbial antagonism], and [provides antibodies] are correct.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 21.03 List the main genera of normal biota presently known to occupy the respiratory tract. Section Number: 21.02 Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

7. The most common type of virus leading to rhinitis is A. coronavirus. B. adenovirus. C. rhinovirus. D. herpes simplex virus. E. retrovirus.

8. Cold viruses are transmitted by A. droplet contact. B. indirect contact. C. direct contact. D. All of the choices are correct.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

9. The most common mode of transmission for sinusitis is A. exotoxin. B. direct contact. C. indirect contact. D. endogenous infection. E. droplet contact.

10. Which of the following is true about sinusitis caused by allergy? A. greenish or yellowish mucous discharge B. caused by Streptococcus pneumoniae C. introduced by trauma D. clear, watery discharge E. preceded by viral rhinitis

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

11. The most common causative agent in fungal sinusitis is A. Aspergillus fumigatus. B. Haemophilus influenzae. C. Candida albicans. D. Corynebacterium diphtheriae. E. Streptococcus pneumoniae.

12. Infection travels to the middle ear by way of the A. auditory canal. B. sinuses. C. nasal cavity. D. eustachian (auditory) tubes. E. subarachnoid space.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

13. The most common causative agent of otitis media is A. Aspergillus fumigatus. B. Haemophilus influenzae. C. Candida albicans. D. Corynebacterium diphtheriae. E. Streptococcus pneumoniae.

14. Streptococcal pharyngitis involves all of the following except A. a purulent exudate over the tonsils. B. it can lead to scarlet fever if it is an erythrogenic toxin-producing strain. C. it can lead to serious sequelae. D. it is usually caused by the viridans streptococci. E. it causes redness, difficulty in swallowing, and fever.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

15. The bright red rash and fever of scarlet fever is due to A. enterotoxins. B. hemolysins. C. toxic shock syndrome toxin. D. exfoliative toxin. E. erythrogenic toxin.

16. Rheumatic fever is caused by a(n) A. primary streptococcal B. primary viral C. opportunistic streptococcal D. endogenous

infection.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

17. Superantigens A. include streptolysin O. B. include erythrogenic toxin. C. induce production of tumor necrosis factor. D. are potent stimulators of T cells. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 21.06 Identify two bacteria that can cause dangerous pharyngitis cases. Section Number: 21.03 Topic: Respiratory System Infections

18. Which of the following is/are the main causative agent/s of pharyngitis? A. Streptococcus pyogenes B. Aspergillus fumigatus C. viruses D. Both Aspergillus fumigatus and viruses are correct. E. Both Streptococcus pyogenes and viruses are correct.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

19. Untreated streptococcal pharyngitis can lead to all of the following except A. scarlet fever. B. otitis media. C. rheumatic fever. D. glomerulonephritis. E. scarlatina.

20. Virulence factors of S. pyogenes include A. polysaccharides on the cell wall. B. lipoteichoic acid. C. spiky M proteins. D. hyaluronic acid capsule. E. All of the choices are correct.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

21. Which of the following is not true of S. pyogenes? A. group A streptococcus B. gram-positive C. forms endospores D. sensitive to bacitracin E. beta-hemolytic

22. Formation of a pseudomembrane in the back of the throat is seen in cases of A. diphtheria. B. pharyngitis. C. tuberculosis. D. pertussis. E. SARS.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

23. Which of the following pertains to diphtheria? A. results in meningitis B. symptoms include vomiting and diarrhea C. can be transmitted from mother's birth canal to neonate D. prevented by the DTaP immunization

24. The major virulence factor of Corynebacterium diphtheriae that causes serious systemic effects is its A. capsule. B. metachromatic granules. C. exotoxin. D. endospores. E. endotoxin.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

25. In addition to antimicrobials, patients with diphtheria are treated with A. antitoxin. B. tracheostomy. C. heart medication. D. bronchoscopy. E. All of the choices are correct.

26. Pertussis has all of the following characteristics except A. the pathogen has virulence factors to destroy the action of respiratory cilia. B. the catarrhal stage has persistent, hacking coughs with "whoops." C. the early stage resembles a cold with nasal discharge and sneezing. D. DTaP immunization will prevent it. E. transmission is by respiratory droplets.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

27. The causative organism of whooping cough is A. Bordetella pertussis. B. Streptococcus pneumoniae. C. Haemophilus influenzae. D. Streptococcus pyogenes. E. Cornyebacterium diphtheriae.

28. Which of the following is not a virulence factor of Bordetella pertussis? A. endotoxin B. tracheal cytotoxin C. M protein D. pertussis toxin E. filamentous hemagglutinin

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

29. Which of the following is not true of whooping cough? A. Secondary infections can occur during the convalescent phase. B. It is caused by a small, aerobic, gram-negative rod. C. Incubation period is 3 – 21 days. D. Cold-like symptoms are common for the paroxysmal stage. E. An uncontrollable cough occurs during the paroxysmal stage.

30. Respiratory syncytial virus A. causes serious disease in infants 6 months old or younger. B. uses the nasopharynx as its main replication site. C. can be treated with the antiviral aerosol ribavirin. D. has symptoms of dyspnea and rales. E. All of the choices are correct.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

31. The enzyme associated with the influenza virus that hydrolyzes the protective mucous coating of the respiratory tract is A. catalase. B. reverse transcriptase. C. hyaluronidase. D. neuraminidase. E. kinase.

32. Symptoms of influenza include A. nasal discharge, mild fever, and absence of cough. B. fever, diarrhea, and vomiting. C. fever, myalgia, sore throat, cough, and nasal discharge. D. fever, sore throat, rash, and cough. E. fever and pneumonia.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

33. Influenza vaccines include all of the following except A. inactivated, intramuscular vaccine. B. usually incorporates three different strains. C. attenuated, nasal drops vaccine. D. provides lifelong immunity. E. has an overall effectiveness of 70% - 90%.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.08 Describe the symptoms appearing in each stage of whooping cough. Learning Outcome: 21.11 Plan a response for a situation in which a patient declines influenza vaccination because he or she believes the warnings about pandemics are always exaggerated. Section Number: 21.04 Topic: Respiratory System Infections Topic: Viruses

34. Which of the following is not true of influenza? A. Influenza has glycoprotein spikes of hemagglutinin (H) and neuraminidase (N). B. Antigenic drift changes the antigens to reduce immune recognition. C. Antigenic shift causes changes in the RNA strands. D. Influenza B viruses undergo both antigenic drift and antigenic shift. E. H5N1 is the bird flu strain that may cause a pandemic.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

35. Which is not correct about Mycobacterium species? A. All species are human pathogens. B. Cell walls have waxy lipids. C. It is an acid-fast bacterium. D. It exhibits a very slow growth rate. E. Cells appear as long, slender rods via microscopy.

36. Mycobacterium tuberculosis A. produces several virulence factor enzymes and an exotoxin. B. integrates its genome into host cell DNA. C. can survive for 8 months in fine aerosol particles. D. has a capsule. E. lives in the soil.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

37. All of the following pertain to tuberculosis except A. live bacilli can remain dormant in the lungs and reactivate later in life. B. symptoms of active TB include low-grade fever, coughing, fatigue, weight loss, and night sweats. C. lung infection can disseminate to many other organs in extrapulmonary TB. D. the BCG vaccine is used in other countries. E. antimicrobials cannot treat and cure tuberculosis.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.15 Demonstrate an in-depth understanding of the current epidemiology of tuberculosis infection. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

38. Tuberculin skin testing A. injects PPD intradermally. B. uses a purified protein filtrate of Mycobacterium tuberculosis. C. will be positive if person has had previous exposure. D. will be positive in active TB. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.15 Demonstrate an in-depth understanding of the current epidemiology of tuberculosis infection. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

39. A diagnosis of tuberculosis involves A. chest X ray. B. acid-fast stain of sputum. C. sputum culture. D. tuberculin skin test. E. All of the choices are correct.

40. Which of the following causes a noncommunicable pulmonary infection that resembles tuberculosis? A. Mycobacterium avium complex (MAC) B. Mycobacterium kansasii C. Mycobacterium scrofulaceum D. Mycobacterium fortuitum complex E. Mycobacterium marinum

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.11 Plan a response for a situation in which a patient declines influenza vaccination because he or she believes the warnings about pandemics are always exaggerated. Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

41. The tubercles formed in primary tuberculosis are caused by an influx of A. neutrophils. B. basophils. C. mononuclear cells. D. polymorphonuclear leukocytes. E. antibodies.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

42. Extrapulmonary TB is more common in A. young children and immunosuppressed patients. B. the elderly. C. organ transplant patients. D. AIDS patients. E. All of the choices are correct.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

43. When the centers of tubercles break down into calcification that replaces normal lung tissue. A. primary B. secondary C. necrotic caseous D. granuloma E. tertiary

lesions, they gradually heal by

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.15 Demonstrate an in-depth understanding of the current epidemiology of tuberculosis infection. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

44. Which is incorrect about Mycoplasma pneumoniae? A. has birds as a reservoir B. common cause of primary atypical pneumonia C. initially causes fever, malaise, sore throat, and headache D. after 2 to 3 weeks, develops into an unproductive cough and earache E. is a bacterial cell without a cell wall

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

45. Streptococcus pneumoniae is A. alpha-hemolytic on blood agar. B. found in up to 50% of people as normal flora. C. a gram-positive diplococcus with a capsule. D. a pathogen with endotoxin. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

46. Disease/s caused by Streptococcus pneumoniae include A. otitis media. B. meningitis. C. lobar pneumonia. D. bronchial pneumonia. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

47. People at greatest risk for pneumococcal infections include all the following except A. the elderly. B. those with underlying lung disease and viral infections. C. patients without a spleen. D. adolescents and young adults. E. young infants.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

48. Legionella pneumophila A. requires special lab growth media. B. often lives intracellularly in amoebas. C. causes fever, cough, and diarrhea. D. always causes a severe pneumonia.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

49. Which disease involves transmission by aerosolized water from whirlpool spas, air conditioners, cooling towers, and supermarket vegetable misters? A. legionellosis B. pertussis C. brucellosis D. plague E. traveler's diarrhea

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

50. Which of the following is caused by Haemophilus influenzae in the respiratory tract? A. bacterial meningitis B. influenza (flu) C. otitis media D. bronchitis E. epiglottitis

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.04 List the possible causative agents, modes of transmission, virulence factors, diagnostic techniques, and prevention/treatment for each of the diseases of the upper respiratory tract: the common cold, sinusitis, otitis media, pharyngitis, and diphtheria. Learning Outcome: 21.05 Identify which disease is often caused by a mixture of microorganisms. Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Phenotypic Methods for Identification

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

51. The vaccine for immunity to Haemophilus influenzae serotype b is A. DTaP. B. Pneumovax. C. MMR. D. Hib.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.04 List the possible causative agents, modes of transmission, virulence factors, diagnostic techniques, and prevention/treatment for each of the diseases of the upper respiratory tract: the common cold, sinusitis, otitis media, pharyngitis, and diphtheria. Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

52. Characteristics of Histoplasma capsulatum include A. grows in moist soil, rich in nitrogen from bird and bat droppings. B. is a protozoan. C. is a dermatophyte. D. grows in dry, arid soil.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Fungi Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

53. The highest incidence of histoplasmosis in the United States occurs in the A. southeast. B. southwest. C. east and Midwest. D. northeast. E. Rocky Mountains.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.07 List the possible causative agents for each of the infectious conditions affecting both the upper and lower respiratory tract: whooping cough, RSV disease, and influenza. Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Fungi Topic: Respiratory System Infections

54. Which is incorrect about histoplasmosis? A. pathogen grows inside macrophages B. transmitted by inhalation of spores C. respiratory infections range from mild to severe D. chronic cases have symptoms similar to tuberculosis E. never spreads to sites outside the respiratory tract

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.07 List the possible causative agents for each of the infectious conditions affecting both the upper and lower respiratory tract: whooping cough, RSV disease, and influenza. Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Fungi Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

55. Pneumocystis (carinii) jiroveci A. is a bacterium. B. lacks ergosterol in its plasma membrane. C. is an obligate parasite. D. causes serious infection in the elderly, premature infants, and AIDS patients.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Protozoans Topic: Respiratory System Infections

56. Inhalation of respiratory secretions is involved in the transmission of all of the following except A. influenza. B. rhinitis. C. legionella. D. diphtheria. E. SARS.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.09 Discuss reasons for the increase of pertussis cases over the past three decades. Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

57. Hantavirus has all of the following characteristics except A. the reservoir is human carriers. B. it is a zoonosis. C. symptoms are abrupt fever, lung edema, respiratory distress, and hypotension. D. it is transmitted by aerosol transmission from rodent excreta. E. the first U.S. outbreak occurred in 1993 in the southwest.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.12 Compare and contrast antigenic drift and antigenic shift in influenza viruses. Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.19 Outline the chain of transmission of the causative agent of hantavirus pulmonary syndrome. Section Number: 21.05 Topic: Respiratory System Infections Topic: Viruses

58. Severe acute respiratory syndrome (SARS) A. causes high fever, pneumonia, and respiratory distress. B. began with an initial outbreak in the United States and then spread to Canada and China. C. is caused by the respiratory syncytial virus. D. is classified as an opportunistic infection.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.09 Discuss reasons for the increase of pertussis cases over the past three decades. Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Respiratory System Infections Topic: Viruses

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

59. This opportunist is the most frequent cause of life-threatening pneumonia in AIDS patients: A. Cryptococcus neoformans B. Candida albicans C. Malassezia furfur D. Pneumocystis (carinii) jiroveci

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Topic: Protozoans Topic: Respiratory System Infections

60. Drug-resistant strains of Streptococcus pneumoniae are now treated with A. penicillin V. B. eryrthromycin. C. tetracyline. D. vancomycin. E. Ketek.

ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.09 Discuss reasons for the increase of pertussis cases over the past three decades. Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

61. Of the six Category A diseases listed by the U.S. Public Health Service, which effect/s the respiratory tract? A. botulism B. pneumonic plague C. tularemia D. small pox E. Both pneumonic plague and tularemia are correct.

62. Influenza virus can exhibit constant mutation of viral glycoproteins, called antigenic , or alternatively antigenic , which is a more serious phenomenon caused by the exchange of a viral gene with that of another influenza virus strain. A. drift; exchange B. exchange; drift C. drift; shift D. shift; drift

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. Blooms Level: 2. Understand Learning Outcome: 21.07 List the possible causative agents for each of the infectious conditions affecting both the upper and lower respiratory tract: whooping cough, RSV disease, and influenza. Learning Outcome: 21.12 Compare and contrast antigenic drift and antigenic shift in influenza viruses. Section Number: 21.05 Topic: Respiratory System Infections Topic: Viruses

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

True / False Questions 63. The primary transmission route for acquiring agents of the common cold is by contact with hands and fomites contaminated with the nasal discharges of an infected person. TRUE

64. Secondary bacterial infections may occur with the common cold. TRUE

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

65. Antibiotic treatment immediately upon the diagnosis of otitis media is standard procedure today. FALSE

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

66. Treatment for diphtheria requires only penicillin or erythromycin. FALSE

67. Pertussis outbreaks still occur in the United States. TRUE

68. Respiratory syncytial virus is a major cause of global respiratory infection outbreaks in infants 6 months of age or younger. TRUE

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

69. Influenza is predominantly transmitted by the fecal-oral route. 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 Systems Blooms Level: 1. Remember Learning Outcome: 21.12 Compare and contrast antigenic drift and antigenic shift in influenza viruses. Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Section Number: 21.05 Topic: Respiratory System Infections Topic: Viruses

70. People who have received the BCG immunization will generally have a negative tuberculin skin test. 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 Systems Blooms Level: 2. Understand Learning Outcome: 21.09 Discuss reasons for the increase of pertussis cases over the past three decades. Learning Outcome: 21.15 Demonstrate an in-depth understanding of the current epidemiology of tuberculosis infection. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

71. An induration of less than 5mm in the Mantoux test is negative for TB. TRUE

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

72. The major reservoir for the hantavirus is the deer mouse. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.12 Compare and contrast antigenic drift and antigenic shift in influenza viruses. Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.19 Outline the chain of transmission of the causative agent of hantavirus pulmonary syndrome. Section Number: 21.05 Topic: Respiratory System Infections Topic: Viruses

73. Legionellosis is a zoonosis. 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 Systems Blooms Level: 1. Remember Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

74. The pathogen that causes Legionnaires' pneumonia also causes a milder infection called Pontiac fever. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

75. A paroxysmal cough is associated with Legionnaires' 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 Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 21.13 List the possible causative agents for each of the diseases affecting the lower respiratory tract: tuberculosis, community-acquired pneumonia, healthcare-associated pneumonia, and hantavirus pulmonary syndrome. Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Learning Outcome: 21.17 Identify the top three causes of community-acquired pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

Multiple Choice Questions 76. Both Streptococcus pyogenes and Corynebacterium diphtheriae are highly pathogenic, and the disease symptomology can be very severe. Why is this? A. Infants and children are the high-risk groups and their morality rate is higher than for other ages. B. Both bacteria produce potent exotoxins. C. They induce autoimmune states in the patients. D. There are no antibiotics useful for diseases caused by these bacteria.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

77. Your dog has flu caused by an H3N8 strain. Assume that you breathe in this strain, after you have already come in contact with an H1N1 strain. Both viruses go into the cells of your upper respiratory tract. During the viral replication cycle inside of your epithelial cells, genetic information for hemagglutinin antigen and for neuraminidase antigen are recombined. Your cells end up producing a new variant---H3N1. Predict what might happen as a result of this set of events. A. Only people who have never had flu before will get sick from the new H3N1 variant. B. This is not a problem because the human immune system can respond quickly to any new antigens never seen before. C. This novel virus will spread through the human population without much resistance. D. Since this new virus has antigens from a dog strain, the new strain will not be able to infection human cells.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 21.12 Compare and contrast antigenic drift and antigenic shift in influenza viruses. Section Number: 21.03 Topic: Respiratory System Infections Topic: Viruses

78. Differentiate between disease caused by Haemophilus influenzae and the disease caused by influenza virus. A. One causes an upper respiratory disease and the other causes a lower respiratory disease. B. One causes a mild flu and the other causes a severe flu. C. One organism is a virus while the other is a fungus. D. One organism causes symptomatic disease, while the other organism always causes asymptomatic disease.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 21.04 List the possible causative agents, modes of transmission, virulence factors, diagnostic techniques, and prevention/treatment for each of the diseases of the upper respiratory tract: the common cold, sinusitis, otitis media, pharyngitis, and diphtheria. Learning Outcome: 21.07 List the possible causative agents for each of the infectious conditions affecting both the upper and lower respiratory tract: whooping cough, RSV disease, and influenza. Section Number: 21.03 Topic: Bacteria Topic: Respiratory System Infections Topic: Viruses

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

79. Your patient has pneumonia. Since there are so many microorganisms causing pneumonia, what might be the best test to do first for identification of the agent? A. an antibody test B. a culture from a lung aspirate C. a skin test D. a Gram stain of a saliva specimen

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 21.16 Explain why so many diverse microorganisms can cause the condition of pneumonia. Section Number: 21.05 Topic: Bacteria Topic: Respiratory System Infections

80. Otitis media is commonly treated with broad spectrum antibiotics, although there is a lot of push-back or pressure against doing this. Why are these drugs given for this condition? A. No other kinds of drugs and antibiotics can kill the bacteria causing otitis media other than the broad-spectrum class of drugs. B. The narrow-spectrum drugs are very toxic as opposed to the rather benign broad-spectrum ones. C. Otitis media is often caused by a variety of bacteria growing together in a biofilm, and the bacteria often exhibit different susceptibilities to drugs. D. Fungi are the most common cause of otitis media, and the fungi do not respond well to the narrow-spectrum drugs.

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Chapter 21 - Infectious Diseases Affecting the Respiratory System

81. Diphtheria is considered to be an upper respiratory tract infection. However, it can have a very high mortality rate if not caught early and treated. Predict why this is so. A. It makes a toxin that can be carried in blood and produce organ damage, particularly the heart. B. It successfully hides from the immune system of the patient. C. The patient cannot eat or drink and so basically starves to death. D. The bacterium moves from the throat to the brain, causing strokes to occur.

82. Pertussis has been making a big comeback in the last few years, after being on the decline for quite a long time. Why is this? A. Few people have ever received pertussis vaccines because there have been links to autism. B. The strain of Bordetella pertussis that is now the major cause of pertussis is much more virulent than earlier strains. C. The pertussis vaccine does not seem to protect for a lifetime, so those who received the vaccine as kids may become susceptible in adulthood. D. People eat so much refined sugars and starches that our immune systems are much weaker, thereby not being able to adequately protect against pertussis bacteria.

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

Chapter 22 Infectious Diseases Affecting the Gastrointestinal Tract

Multiple Choice Questions 1. Defenses of the GI tract against pathogens include A. mucus, acid, and saliva. B. secretory IgA and lysozyme. C. peristalsis. D. GALT. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.02 List the natural defenses present in the gastrointestinal tract. Section Number: 22.01 Topic: Gastrointestinal System Infections

2. The streptococci attach to the surface of the teeth with: A. flagella. B. O antigens. C. gingival margins. D. polymers of glucose. E. oral membrane.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 22.02 List the natural defenses present in the gastrointestinal tract. Section Number: 22.01 Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

3. Which organ of the GI tract has a large, commensal population of microorganisms? A. liver B. salivary glands C. pancreas D. large intestine E. small intestine

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 microflora). ASM Objective: 06.04 Because the true diversity of microbial life is largely unknown, its effects and potential benefits have not been fully explored. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 22.03 List the types of normal biota presently known to occupy the various regions of the gastrointestinal tract. Section Number: 22.02 Topic: Gastrointestinal System Infections

4. The most common infectious disease in humans is A. the common cold. B. dental caries. C. pharyngitis. D. diarrhea. E. gastritis.

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

5. The main causes of dental caries seem to be A. Streptococcus pyogenes. B. Streptococcus mutans. C. Streptococcus sobrinus. D. Both Streptococcus pyogenes and Streptococcus mutans are correct. E. Both Streptococcus mutans and Streptococcus sobrinus are correct.

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: 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 Systems Blooms Level: 1. Remember Learning Outcome: 22.05 List the possible causative agents for the following infectious gastrointestinal conditions: dental caries, periodontal diseases, mumps, and gastric ulcers. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

6. Oral bacteria on the tooth surface A. develop a biofilm. B. use bacterial cell structures such as fimbriae and slime layers to adhere. C. include streptococci that metabolize sucrose, produce sticky glucans, and form plaque. D. All of the above.

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: 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 microflora). ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 22.03 List the types of normal biota presently known to occupy the various regions of the gastrointestinal tract. Learning Outcome: 22.05 List the possible causative agents for the following infectious gastrointestinal conditions: dental caries, periodontal diseases, mumps, and gastric ulcers. Section Number: 22.02 Section Number: 22.03 Topic: Bacteria Topic: Bacterial Cellular Morphology Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

7. Gingivitis A. is primarily caused by normal anaerobic biota. B. involves the formation of calculus and plaque. C. involves a crevice in the gum along the tooth. D. may involve archaeal species. E. All of the choices are correct.

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: 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 Systems Blooms Level: 2. Understand Learning Outcome: 22.05 List the possible causative agents for the following infectious gastrointestinal conditions: dental caries, periodontal diseases, mumps, and gastric ulcers. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

8. All of the following are true of acute necrotizing ulcerative gingivitis (ANUG) except it A. involves Treponema vincentii, Prevotella intermedia, and Fusobacterium. B. is associated with severe pain, bleeding, pseudomembranes, and necrosis. C. is due to poor oral hygiene, altered host defenses, or prior gum disease. D. is very communicable. E. is common in AIDS patients.

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: 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 Systems Blooms Level: 2. Understand Learning Outcome: 22.05 List the possible causative agents for the following infectious gastrointestinal conditions: dental caries, periodontal diseases, mumps, and gastric ulcers. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

9. The causative organism for mumps is A. Paramyxovirus B. Morbillivirus. C. Streptococcus pyogenes. D. Corynebacterium diphtheriae. E. Vibrio cholerae.

10. The virulence factor for mumps is A. inflammation. B. acid production. C. endotoxin. D. enterotoxin. E. spike-induced syncytium.

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

11. Orchitis and epididymitis are seen in young, adult males as a complication of A. croup. B. mumps. C. influenza. D. measles (rubeola). E. rubella.

12. Helicobacter pylori causes A. gastritis. B. duodenal ulcers. C. stomach ulcers. D. increased risk for stomach cancer. E. All of the choices are correct.

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

13. Which is not a characteristic of Helicobacter pylori? A. gram-negative B. produces enteroxin that causes diarrhea C. curved rods D. lives in the stomach E. produces urease that buffers stomach acidity

14. Which of the following antigen types found in gram-negative enterics is mismatched? A. H antigen - flagellar B. K antigen - capsule C. O antigen - cell wall D. All of the choices are correct. E. None of the choices is correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

15. Salmonella are A. methane producers. B. motile. C. gram-positive bacilli. D. lactose fermenters. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

16. Typhoid fever has all of the following characteristics except A. spread by droplet contact. B. transmitted by ingesting fecal-contaminated food and water. C. chronic carriers have the pathogen in their gallbladders. D. infects the small intestine with fever, diarrhea, and abdominal pain. E. becomes a septicemia, spreads to lymph nodes and spleen, and causes liver abscesses.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

17. Salmonelloses are A. not caused by Salmonella typhi. B. associated with undercooked poultry and eggs, and reptile and rodent feces. C. gastroenteritis with vomiting and diarrhea. D. treated with fluid and electrolyte replacement. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Immunologic Methods for Identification

18. Which statement does not accurately describe Salmonella typhi? A. It multiplies within phagocytes and lymph nodes. B. The bacterium is a gram-negative bacillus. C. The disease can be treated with antimicrobials. D. It is the cause of typhoid fever. E. It produces a mild gastrointestinal disease.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

19. Which is incorrect about shigellosis? A. Outbreaks have occurred in day care centers. B. Symptoms include watery diarrhea with bloody, mucoid stools and abdominal cramps. C. It frequently involve septicemia. D. Human carriers cause fecal transmission. E. It is also called dysentery.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

20. Shigella species have all of the following characteristics except A. they are non-motile, gram-negative bacilli. B. the reservoir is human carriers. C. they produce urease and hydrogen sulfide. D. they infect the large intestine. E. they produce an enterotoxin, called shiga toxin.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

21. E. coli O157:H7 characteristics include all of the following except it A. only causes occupational illness in people who work with animals. B. is transmitted by ingestion of contaminated, undercooked food, especially hamburger. C. causes a bloody diarrhea. D. has a reservoir inside of cattle intestines. E. in some cases, leads to the development of hemolytic uremic syndrome (HUS) with possible kidney failure

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

22. Which of the following is not a virulence factor of E. coli O157:H7? A. secretes shiga exotoxin from a bacteriophage B. secretes shiga exotoxin from the E. coli chromosome C. protein called intimin for host attachment D. type III secretion system E. provides the receptor for intimin to attach to the host

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

22-11

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

23. Which of the following is not true of enterotoxigenic E. coli (ETEC)? A. causes traveler's diarrhea B. has an A-B, heat labile exotoxin C. has heat-stable exotoxins D. causes a high fever E. mainly effects the small intestine

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

24. Which of the following is not true of enterovasive E. coli (EIEC)? A. produces shiga toxin B. invades gut mucosa C. blood and pus in the stool D. no heat-labile or heat-stable exotoxins E. high fever is present

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

22-12

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

25. Escherichia coli infections A. All of the choices are correct. B. are often transmitted by fecal contaminated water and food. C. involve enterotoxin in traveler's diarrhea. D. include EIEC that destroys gut mucosa. E. are self-limiting with the only treatment being rehydration.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

26. All of the following are characteristics of Campylobacter jejuni except A. transmitted through ingestion of contaminated chicken, meat, milk, and water. B. causes fever and a watery to bloody diarrhea. C. infects the stomach. D. produces an enterotoxin that stimulates diarrhea. E. are gram-negative, curved rods with darting motility.

ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

22-13

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

27. The most common bacterial cause of diarrhea in the United States is A. E. coli. B. Salmonella. C. Shigella. D. Campylobacter. E. Yersinia.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

28. Campylobacter infection has all of the following characteristics except A. can last over 2 weeks. B. burrows into the mucosa of the ileum and multiplies. C. can lead to Guillain-Barre syndrome. D. can cause acute temporary paralysis. E. is caused by a shiga toxin.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

22-14

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

29. Which is true of Yersinia enterocolitica and Yersinia pseudotuberculosis? A. They both cause tuberculosis. B. They cause intense pain caused by inflammation of the ileum and mesenteric lymph nodes. C. They cause Guillain-Barre syndrome. D. They are gram-positive. E. They are passed only through direct contact.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

30. Production of enterotoxin is a characteristic of A. Clostridium botulinum. B. Clostridium perfringens. C. Clostridium difficile. D. Clostridium tetani.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. Blooms Level: 2. Understand Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Learning Outcome: 22.08 Differentiate between food poisoning and food-borne infection. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

22-15

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

31. All of the following pertain to Clostridium difficile infection except it A. is due to ingestion of contaminated, improperly stored, cooked meats and gravies. B. is a colitis that is a superinfection. C. often has an endogenous source. D. is associated with disruption of normal flora due to broad-spectrum antimicrobials. E. is the major cause of diarrhea in hospitals.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

32. Which is not true of Clostridium difficile? A. gram-positive, endospore-forming rod B. part of normal intestinal biota C. infection precipitated by broad-spectrum antibiotic therapy D. also called pseudomembranous colitis E. produces "rice-water" stools

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

22-16

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

33. The virulence of Vibrio cholerae is due to its A. capsule. B. neurotoxin. C. invasive enzymes. D. enterotoxin.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

34. Cholera symptoms are A. copious watery diarrhea. B. loss of blood volume. C. acidosis, sunken eyes, and thirst. D. hypotension, tachycardia, and shock. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

22-17

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

35. The most immediate and important treatment needed to prevent death in cholera victims is A. water and electrolyte replacement. B. antimicrobials. C. antitoxin. D. surgery.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

36. "Rice-water stools" are associated with disease caused by which organism? A. Vibrio vulnificus B. Vibrio parahaemolyticus C. Vibrio cholerae D. Campylobacter jejuni E. Helicobacter pylori

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

37. Outbreaks of which apicomplexan disease have been associated with fecal-contaminated drinking water? A. cryptosporidiosis B. cyclosporiasis C. trichinosis D. toxoplasmosis

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Protozoans

38. Symptoms of cryptosporidiosis include A. headache, sweats, vomiting, severe abdominal cramps, and diarrhea. B. chills, fever, and sweats. C. bloody, mucus-filled stools and fever. D. a red skin papule that spreads to a large ulcer.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Protozoans

22-19

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

39. The primary viral cause of chronic diarrhea globally is A. Cryptosporidium. B. rotavirus. C. adenovirus. D. norovirus. E. astrovirus.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

40. Which of the following is not a normal causative agent of acute diarrhea with vomiting (food poisoning)? A. Clostridium perfringens B. Staphylococcus aureus exotoxin C. Clostridium difficile D. Bacillus cereus

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.08 Differentiate between food poisoning and food-borne infection. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

41. A common food intoxication is caused by enterotoxin-producing strains of A. Staphylococcus aureus. B. Staphylococcus epidermidis. C. Staphylococcus saprophyticus. D. Streptococcus pyogenes. E. Streptococcus agalactiae.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.08 Differentiate between food poisoning and food-borne infection. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

42. Which is incorrect about Staphylococcus aureus food intoxication? A. Food gets contaminated by a human carrier. B. Common associated foods include custards, ham, cream pastries, and processed meats. C. Food is left unrefrigerated for several hours after contamination. D. Ingestion of the pathogen allows it to multiply and damage the GI tract lining. E. Symptoms come on quickly and include nausea, vomiting, and diarrhea.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.08 Differentiate between food poisoning and food-borne infection. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

43. Outbreaks of which apicomplexan disease have been associated with fecal-contaminated imported raspberries, fresh greens, and drinking water? A. cryptosporidiosis B. cyclosporiasis C. trichinosis D. toxoplasmosis

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.09 Identify three causative agents for chronic diarrhea. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Protozoans

44. Entamoeba histolytica is acquired by A. ingestion of cysts of the pathogen. B. contaminated food. C. contaminated water. D. anal-oral sexual contact. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.09 Identify three causative agents for chronic diarrhea. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Protozoans

22-22

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

45. All of the following can be transmitted by drinking contaminated water except A. cryptosporidiosis. B. cyclosporiasis. C. malaria. D. Campylobacter. E. giardiasis.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.09 Identify three causative agents for chronic diarrhea. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections Topic: Protozoans

46. Giardiasis involves A. a protozoan that does not form cysts. B. infection of the large intestine. C. symptoms of abdominal pain, flatulence, and diarrhea. D. vector transmission. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.08 Differentiate between food poisoning and food-borne infection. Learning Outcome: 22.09 Identify three causative agents for chronic diarrhea. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Protozoans

22-23

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

47. Inflammation of the liver with necrosis of the hepatocytes and swelling due to a mononuclear response is a disease called A. hepatitis. B. jaundice. C. liver cancer. D. mononucleosis. E. None of the choices is correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.10 Differentiate among the main types of hepatitis and discuss causative agents, modes of transmission, diagnostic techniques, prevention, and treatment of each. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

48. Hepatitis B virus A. is principally transmitted by blood. B. transmission risks include shared needles, anal intercourse, and heterosexual intercourse. C. is transmitted to the newborns from chronic carrier mothers. D. has many chronic carriers. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.10 Differentiate among the main types of hepatitis and discuss causative agents, modes of transmission, diagnostic techniques, prevention, and treatment of each. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

22-24

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

49. Hepatitis B infection A. has an incubation of 2 to 7 weeks. B. can be transmitted by the fecal-oral route. C. increases risk for hepatocellular cancer. D. is responsible for most cases of post-transfusion hepatitis.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.10 Differentiate among the main types of hepatitis and discuss causative agents, modes of transmission, diagnostic techniques, prevention, and treatment of each. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

50. Which is incorrect about hepatitis A infection? A. transmitted by the oral-fecal route. B. has flu-like symptoms with discomfort near the liver, and darkened urine. C. predisposes a person for liver cancer. D. Immune globulin therapy helps decrease the severity. E. HAVRAX is an inactivated vaccine for prevention.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.10 Differentiate among the main types of hepatitis and discuss causative agents, modes of transmission, diagnostic techniques, prevention, and treatment of each. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

22-25

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

51. Which is mismatched? A. hepatitis A virus - nonenveloped, single-stranded RNA enterovirus B. hepatitis B virus - enveloped DNA virus C. hepatitis C virus - RNA virus D. hepatitis D virus - defective RNA virus that coinfects with HAV E. hepatitis E virus - self-limiting RNA virus

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.10 Differentiate among the main types of hepatitis and discuss causative agents, modes of transmission, diagnostic techniques, prevention, and treatment of each. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

52. The most common cause of liver cancer in the United States is A. HAV. B. HBV. C. HCV. D. HDV. E. HEV.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.10 Differentiate among the main types of hepatitis and discuss causative agents, modes of transmission, diagnostic techniques, prevention, and treatment of each. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

22-26

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

53. Parasitic helminths exhibit all of the following characteristics except A. are multicellular animals. B. have a definitive host where the adult form lives. C. have larval forms that do not affect humans. D. include roundworms. E. include tapeworms.

ASM Objective: 06.04 Because the true diversity of microbial life is largely unknown, its effects and potential benefits have not been fully explored. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.10 Differentiate among the main types of hepatitis and discuss causative agents, modes of transmission, diagnostic techniques, prevention, and treatment of each. Learning Outcome: 22.11 Describe some distinguishing characteristics and commonalities seen in helminth infections. Learning Outcome: 22.13 List three helminths that cause intestinal symptoms that may be accompanied by migratory symptoms, including which life cycle each follows and one unique fact about each helminth. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

54. Ascaris lumbricoides A. is an intestinal roundworm. B. spreads to humans by ingestion of Ascaris eggs in food. C. larvae penetrate into lymphatics and capillaries around intestines. D. larvae migrate to the pharynx, get swallowed, and return to intestines to mature. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.12 List four helminths that cause primarily intestinal symptoms, and identify which life cycle each follows and one unique fact about each helminth. Learning Outcome: 22.13 List three helminths that cause intestinal symptoms that may be accompanied by migratory symptoms, including which life cycle each follows and one unique fact about each helminth. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

22-27

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

55. Enterobius vermicularis is A. a whipworm. B. common only to the tropics and subtropics. C. an intestinal helminth that easily contaminates fingers and fomites. D. often fatal in heavy infestations. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.11 Describe some distinguishing characteristics and commonalities seen in helminth infections. Learning Outcome: 22.12 List four helminths that cause primarily intestinal symptoms, and identify which life cycle each follows and one unique fact about each helminth. Topic: Gastrointestinal System Infections Topic: Helminths

56. All of the following pertain to tapeworms except A. scolex is the head. B. body is made up of proglottids. C. proglottids are reproductive segments. D. cysticerci are young, infective larvae ingested in undercooked meat. E. they can produce a variety of toxins.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.12 List four helminths that cause primarily intestinal symptoms, and identify which life cycle each follows and one unique fact about each helminth. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

22-28

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

57. General symptoms of helminth infection includes all of the following except A. eggs, larvae, or adult worms are found in feces. B. increased sensitivity to helminth antigens. C. intense abdominal pain. D. increased eosinophil count. E. vague nausea.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.11 Describe some distinguishing characteristics and commonalities seen in helminth infections. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

58. Characteristics of trichinosis include A. encysted larvae getting ingested. B. association with undercooked pork or bear meat. C. migration from intestines to blood and various body tissues. D. coiled larvae encyst in skeletal muscle E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.15 Describe the type of disease caused by Trichinella species. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

22-29

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

59. Liver flukes live in all of the following areas except the A. small intestine. B. liver. C. gallbladder. D. bile duct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.11 Describe some distinguishing characteristics and commonalities seen in helminth infections. Learning Outcome: 22.16 Diagram the life cycle of Schistosoma mansoni and S. japonicum, and describe the importance of these organisms in world health. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

60. Which of the following is not true of schistosomiasis? A. Schistosomiasis is caused by blood flukes. B. Larvae called cercariae can invade intact skin. C. A snail is the intermediate host. D. These helminths can invade the brain. E. Schistosomiasis can "cloak" itself with proteins in the blood.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.11 Describe some distinguishing characteristics and commonalities seen in helminth infections. Learning Outcome: 22.16 Diagram the life cycle of Schistosoma mansoni and S. japonicum, and describe the importance of these organisms in world health. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

22-30

Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

61. Which of the following infections involves intermediate development in snails and freshwater fish? A. Clonorchis sinensis B. Fasciola hepatica C. Opisthorchis sinensis D. Both Clonorchis sinensis and Opisthorchis sinensis are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.14 List the modes of transmission for each of the helminth infections resulting in liver and intestinal symptoms. These are infections caused by Opisthorchis sinensis, Clonorchis sinensis, and Fasciola hepatica. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

62. Which of the following helminths is paired with a correct characteristic of its pathogenesis? A. Ascaris lumbricoides - enters through the skin B. Necator americanus - eggs are ingested C. Enterobius vermicularis - sexual transmission D. Taenia solium - eggs or larvae can be ingested E. Schistomoma species - carried by an insect vector into human

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.13 List three helminths that cause intestinal symptoms that may be accompanied by migratory symptoms, including which life cycle each follows and one unique fact about each helminth. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

True / False Questions 63. In the absence of dietary carbohydrates, bacteria do not cause tooth decay. TRUE

64. Mumps causes permanent sterility in young male adults. FALSE

65. E. coli O157:H7 secretes shiga exotoxin. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Learning Outcome: 22.08 Differentiate between food poisoning and food-borne infection. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

66. Antibiotics are used to treat E. coli O157:H7-caused diarrhea. 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 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Learning Outcome: 22.08 Differentiate between food poisoning and food-borne infection. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

67. Enteropathogenic E. coli (EPEC) causes gut effacement with shiga toxin. 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 Systems Blooms Level: 1. Remember Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Learning Outcome: 22.08 Differentiate between food poisoning and food-borne infection. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

68. The best treatment for acute diarrhea is oral replacement of electrolytes and water. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Learning Outcome: 22.08 Differentiate between food poisoning and food-borne infection. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

69. Only feces from humans that contaminates food and water can be involved in transmission of amoebiasis. 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 Systems Blooms Level: 2. Understand Learning Outcome: 22.09 Identify three causative agents for chronic diarrhea. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Protozoans

70. Boiling will not inactivate Giardia lamblia cysts in contaminated water. 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 Systems Blooms Level: 2. Understand Learning Outcome: 22.09 Identify three causative agents for chronic diarrhea. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Protozoans

71. Carriers of Hepatitis B virus are not common. 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 Systems Blooms Level: 1. Remember Learning Outcome: 22.10 Differentiate among the main types of hepatitis and discuss causative agents, modes of transmission, diagnostic techniques, prevention, and treatment of each. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

72. There are vaccines for immunity to the Hepatitis B virus. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 22.10 Differentiate among the main types of hepatitis and discuss causative agents, modes of transmission, diagnostic techniques, prevention, and treatment of each. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

73. The only body fluid that can transmit Hepatitis B virus is blood. 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 Systems Blooms Level: 2. Understand Chapter - Chapter 22 Learning Outcome: 22.10 Differentiate among the main types of hepatitis and discuss causative agents, modes of transmission, diagnostic techniques, prevention, and treatment of each. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

74. Most antihelminthic medications act only against the pathogens, not the human host. 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 Systems Blooms Level: 1. Remember Learning Outcome: 22.11 Describe some distinguishing characteristics and commonalities seen in helminth infections. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

75. There are no infectious agents that can invade intact skin. 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 Systems Blooms Level: 2. Understand Learning Outcome: 22.01 Draw or describe the anatomical features of the gastrointestinal tract. Learning Outcome: 22.11 Describe some distinguishing characteristics and commonalities seen in helminth infections. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

76. Research does not indicate a link between the numbers and types of bacteria causing periodontitis and thicker carotid arteries in an individual. FALSE

77. Despite acidic conditions, some microorganisms have been found residing within the human stomach. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 22.03 List the types of normal biota presently known to occupy the various regions of the gastrointestinal tract. Learning Outcome: 22.04 Summarize the known functions of the gastrointestinal microbiota and the role they may play in disease development. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

Multiple Choice Questions 78. Most of the bacteria involved in periodontal disease are obligate (strict) anaerobes. Predict why this is the case. A. Mouthwashes and toothpaste destroy most of the strict aerobes that are found on teeth. B. The crevice area between the gingiva and the tooth is low in oxygen. C. Sugar and other carbohydrates used by the oral bacteria can be easier broken down without the presence of oxygen. D. The mouth is very low in oxygen.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 22.01 Draw or describe the anatomical features of the gastrointestinal tract. Learning Outcome: 22.03 List the types of normal biota presently known to occupy the various regions of the gastrointestinal tract. Section Number: 22.01 Section Number: 22.02 Topic: Bacteria Topic: Gastrointestinal System Infections

79. Your little boy has not had the MMR vaccine (measles, mumps, rubella) because you are apprehensive about vaccines and their side effects. Your sister says that you are setting your son up for a potentially damaging scenario. Who makes more sense--you or her? A. You are correct to be apprehensive because vaccines have been the cause of autism in children. B. Your sister is correct. Even if your son does not get the mumps now when he is young, but gets in later in life, there is a possibility of severe side effects. C. You are correct in protecting your son. If you can keep him from getting mumps when young, it is no longer a problem. It is simply a childhood disease. D. Your sister is correct in her warnings. If your son gets a severe case of mumps, he will then develop a fatal secondary infection.

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

80. Even as late as the1980s, the medical establishment thought that ulcers were caused by stress and the increase in gastricity acidity. How has the current understanding of ulcer development changed patient treatment, compared to treatments before 1980? A. Antibiotics are now used to treat ulcers. B. Doctors now give their patients sedatives to calm patients with ulcers. C. There is no treatment for ulcers, then or now. D. Different foods are now suggested for patients having ulcers.

81. Having just returned from a vacation in South America, you find that you now have a severe diarrheal illness. Your symptoms, other than diarrhea, are pain, cramps, some fecal blood, and fever. These are symptoms of many of the gastrointestinal diseases, so that information does not help you or the doctors identify the infectious agent. Your doctor wants to send a sample of your feces down to the microbiology lab for them to look at it under the light microscope. Based upon this protocol selection, the physician believes that have: A. cholera B. salmonellosis C. hepatitis A D. amoebiasis E. rotavirus

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 22.09 Identify three causative agents for chronic diarrhea. Section Number: 22.03 Topic: Gastrointestinal System Infections

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

82. It is now past the normal dinner time, but you do not even want to think about food. Only diarrhea, abdominal cramps, and vomiting are on your mind. This all started a couple of hours ago in the early evening, after having a ham sandwich for lunch bought at a kiosk out on the street. Since you have had microbiology, you surmise that it is a Staphylococcus aureus-related disorder. Why do you think this? A. The toxin produced by Staphylococcus aureus was already in the ham, so the symptoms can occur quickly. B. Ham is notorious for being contaminated with Staphylococcus aureus bacteria. C. Only Staphylococcus aureus infection causes vomiting, along with cramps and diarrhea. D. Staphylococcus aureus in the most common cause of gastrointestinal disease.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 22.08 Differentiate between food poisoning and food-borne infection. Section Number: 22.03 Topic: Bacteria Topic: Gastrointestinal System Infections

83. Watching the news, you are listening to a current story about a cruiseship in the Carribbean having an outbreak of diarrheal illness on board, affecting hundreds of people. Thinking about all of those people together in a small area like a ship, opening and closing doors, using handrails, etc, you are trying to figure out what infectious agent it is likely to be. Your most likely guess is that the pathogen is: A. cholera B. norovirus C. Clostridium difficile D. hepatitis B

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. Blooms Level: 4. Analyze Learning Outcome: 22.06 Name eight bacterial and three nonbacterial causes of acute diarrhea, and identify the most common cause of food-borne illness in the United States. Learning Outcome: 22.07 Name one distinct feature for each of the acute diarrhea pathogens. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

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Chapter 22 - Infectious Diseases Affecting the Gastrointestinal Tract

84. The doctor just told your mother that she has hepatitis. Her symptoms were typical of hepatitis disease--dark urine, enlarged abdomen, jaundice, and tiredness. Antibody tests on her blood can be ordered to identify the kind of hepatitis virus causing her infection. However, the doctor wants to perhaps get an idea of the causative agent before running these often expensive tests. What question might she ask your mother than might help her deduce the identity of the virus? A. Have you eaten any raw oysters? B. Have you been around anyone who has been coughing and sneezing a lot? C. Did you and your husband have sex last week? D. Have you donated any blood lately?

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 22.10 Differentiate among the main types of hepatitis and discuss causative agents, modes of transmission, diagnostic techniques, prevention, and treatment of each. Section Number: 22.03 Topic: Gastrointestinal System Infections Topic: Viruses

85. Of the helminths named below, one of them does not belong with the others. Which statement correctly explains the reason? Enterobius (pinworm)....Fasciola (fluke).....Necator (hookworm). ....Diphyllobothrium (tapeworm) A. One of them causes diarrhea and the others do not. B. One is found as an adult in the human, whereas the others are found as the larval stage in humans. C. One of them has attachment structures for the host, and the others do not. D. One of the helminths is associated with the liver, whereas the others are in the intestines.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 22.12 List four helminths that cause primarily intestinal symptoms, and identify which life cycle each follows and one unique fact about each helminth. Learning Outcome: 22.14 List the modes of transmission for each of the helminth infections resulting in liver and intestinal symptoms. These are infections caused by Opisthorchis sinensis, Clonorchis sinensis, and Fasciola hepatica. Section Number: 22.04 Topic: Gastrointestinal System Infections Topic: Helminths

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

Chapter 23 Infectious Diseases Affecting the Genitourinary System

Multiple Choice Questions 1. Which of the following is not a defense of the genitourinary tract? A. flushing action of urine B. lysozyme C. IgA D. IgG E. mucous secretions

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.02 List the natural defenses present in the genitourinary tracts. Learning Outcome: 23.13 Identify the most important risk group for group B Streptococcus infection, and discuss why these infections are so dangerous in this population. Section Number: 23.01 Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

2. Normal biota of the urethra include all of the following except A. nonhemolytic Streptococcus. B. Staphylococcus. C. Corynebacterium. D. Escherichia coli. E. Lactobacillus.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 23.03 List the types of normal biota presently known to occupy the genitourinary tracts of both genders. Section Number: 23.02 Topic: Bacteria Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

3. Normal biota of the male urethra includes: A. nonhemolytic Streptococcus. B. Staphylococcus. C. Corynebacterium. D. Escherichia coli. E. Prevotella.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 23.03 List the types of normal biota presently known to occupy the genitourinary tracts of both genders. Section Number: 23.01 Topic: Bacteria Topic: Urogenital System Infections

4. Lactobacillus in the female reproductive tract A. is protective. B. is indicative of underlying infection. C. is the causative agent in common yeast infections. D. can lead to pelvic inflammatory disease. E. can contribute to STIs.

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: 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 microflora). ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 23.02 List the natural defenses present in the genitourinary tracts. Learning Outcome: 23.03 List the types of normal biota presently known to occupy the genitourinary tracts of both genders. Section Number: 23.02 Topic: Bacteria Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

5. The predominant microorganism in the female reproductive tract during childbearing years is A. Corynebacterium. B. Staphylococcus. C. Escherichia coli. D. Lactobacillus. E. Candida albicans.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 23.02 List the natural defenses present in the genitourinary tracts. Learning Outcome: 23.03 List the types of normal biota presently known to occupy the genitourinary tracts of both genders. Learning Outcome: 23.04 Summarize how microbiome of the female reproductive tract changes over time. Section Number: 23.02 Topic: Bacteria Topic: Urogenital System Infections

6. Which of the following is not a characteristic of the normal biota of the female reproductive tract during childbearing years? A. Vaginal pH is neutral. B. Estrogen causes glycogen release. C. Lactobacilli convert sugars to acid. D. Candida albicans is present in small amounts. E. Secretory IgA provides protection.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 23.02 List the natural defenses present in the genitourinary tracts. Learning Outcome: 23.03 List the types of normal biota presently known to occupy the genitourinary tracts of both genders. Learning Outcome: 23.04 Summarize how microbiome of the female reproductive tract changes over time. Section Number: 23.02 Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

7. The most common causative agent of urinary tract infections is A. Escherichia coli O157:H7. B. Escherichia coli. C. Staphylococcus aureus. D. Streptococcus pyogenes. E. Pseudomonas aeurginosa.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Learning Outcome: 23.05 List the possible causative agents for each type of urinary tract infection: cystitis/pyelonephritis, leptospirosis, and schistosomiasis. Learning Outcome: 23.06 Discuss the epidemiology of the three types of urinary tract infection. Section Number: 23.03 Topic: Bacteria Topic: Urogenital System Infections

8. All of the following are signs and symptoms of urinary tract infections except A. red blood cells in urine. B. painful urination. C. white blood cells in urine. D. nausea. E. diarrhea.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

9. Which of the following organisms causes urinary tract infections? A. Proteus mirabilis B. Schistosoma haematobium C. Treponema pallidum D. group B Streptococcus E. Gardnerella vaginalis

10. Infection of the urinary bladder is called A. urethritis. B. pyelonephritis. C. cystitis. D. vaginitis. E. PID.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

11. The most common mode of disease transmission in UTIs is A. fomites. B. indirect contact. C. opportunism. D. aerosol. E. endogenous transfer.

12. Which of the following is a/are good prevention method/s for reducing the risk of developing UTIs? A. avoid sharing living space with infected individuals B. good personal hygiene C. flush tract with alcohol regularly D. drink cranberry juice E. Both good personal hygiene and drink cranberry juice are correct.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

13. Infected animals shed Leptospira interrogans in their A. feces. B. blood. C. urine. D. respiratory secretions. E. saliva.

14. Leptospirosis exhibits all of the following characteristics except A. most common in cattle, horses, pigs, and dogs. B. pathogen is a spirochete. C. infects kidneys, liver, brain, and eyes. D. humans acquire it by contact with abraided skin or mucous membranes. E. can be transmitted by animal bites.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

15. Leptospirosis A. has only humans as a reservoir. B. is communicable. C. can be contracted from the environment. D. is strictly transmitted by sexual contact. E. is contracted by the fecal-oral route.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 23.06 Discuss the epidemiology of the three types of urinary tract infection. Section Number: 23.03 Topic: Bacteria Topic: Urogenital System Infections

16. Schistosomiasis A. requires abraded skin for larval entry. B. has no effective treatment at this time. C. predisposes victims to bladder cancer. D. predisposes victims to liver cancer. E. is transmitted via the fecal-oral route.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

17. The most common mode of transmission of Schistosoma haematobium is A. fomites. B. contaminated water. C. fecal-oral route. D. opportunism. E. contaminated meat.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.06 Discuss the epidemiology of the three types of urinary tract infection. Section Number: 23.03 Topic: Helminths Topic: Urogenital System Infections

18. Trichomonas vaginalis A. does not produce cysts. B. in males, causes urethritis. C. in females, causes vaginitis with a foul-smelling discharge. D. has four flagella and an undulating membrane. E. All of the choices are correct.

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Section Number: 23.04 Topic: Protozoans Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

19. The most common cause of vaginitis is A. Candida albicans. B. Escherichia coli. C. Staphlococcus aureus. D. Streptococcus pyogenes. E. Pseudomonas aeruginosa.

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Section Number: 23.04 Topic: Fungi Topic: Urogenital System Infections

20. Candida albicans is a A. fungus. B. bacterium. C. helminth. D. protozoan.

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Section Number: 23.04 Topic: Fungi Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

21. Trichomonas vaginalis is a A. fungus. B. bacterium. C. helminth. D. protozoan.

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Section Number: 23.04 Topic: Protozoans Topic: Urogenital System Infections

22. Which of the following is not true of prostatitis? A. caused by GI tract biota B. can be chronic or acute C. The specific agent is easy to determine. D. Patients may be very ill with the acute form. E. accompanied by pain and frequent, difficult urination

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 23.10 Summarize important aspects of prostatitis. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

23. Neisseria gonorrhoeae is A. the cause of ophthalmia neonatorum. B. the cause of gonorrhea. C. called the gonococcus. D. virulent due to fimbriae and a protease that inactivates IgA. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Learning Outcome: 23.08 Identify which of the preceding conditions can cause disease through vertical transmission. Learning Outcome: 23.11 Discuss pelvic inflammatory disease and which organisms are most likely to cause it. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

24. All of the following pertain to gonorrhea except A. a chancre-type lesion develops at the portal of entry. B. it is a sexually transmitted disease. C. pelvic inflammatory disease (PID), epididymitis, and infertility are complications. D. that females can have asymptomatic infections. E. symptoms include painful urination and discharge.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Learning Outcome: 23.08 Identify which of the preceding conditions can cause disease through vertical transmission. Learning Outcome: 23.11 Discuss pelvic inflammatory disease and which organisms are most likely to cause it. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

25. The primary virulence factor of Neisseria gonorrhoeae is A. endotoxin. B. exotoxin. C. kinase. D. fimbriae.

26. Pelvic inflammatory disease results from infection of the A. vagina. B. fallopian tubes. C. ovaries. D. Both vagina and fallopian tubes are correct. E. Both fallopian tubes and ovaries are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.11 Discuss pelvic inflammatory disease and which organisms are most likely to cause it. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

27. The leading cause of pelvic inflammatory disease is A. gonorrhea. B. chlamydia. C. genital herpes. D. syphilis. E. HIV.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.11 Discuss pelvic inflammatory disease and which organisms are most likely to cause it. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

28. Pelvic inflammatory disease often leads to A. ovarian cancer. B. uterine cancer. C. cervical cancer. D. infertility. E. kidney cancer.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.11 Discuss pelvic inflammatory disease and which organisms are most likely to cause it. Section Number: 23.04 Topic: Bacteria Topic: Immunologic Methods for Identification

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

29. Which of the following is classified as the causative agent of a discharge disease? A. Leptospira interrorgans B. Treponema pallidum C. Neisseria gonorrhoeae D. Schistosoma haematobium E. herpes simplex virus 2

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.04 Summarize how microbiome of the female reproductive tract changes over time. Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Section Number: 23.04 Topic: Urogenital System Infections

30. The following are characteristics of Chlamydia except A. gram-negative. B. obligate parasites that need host cells for growth. C. elementary bodies are the infectious form. D. elementary bodies lack enzyme systems for making ATP. E. reticulate bodies differentiate into elementary bodies.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Learning Outcome: 23.08 Identify which of the preceding conditions can cause disease through vertical transmission. Learning Outcome: 23.11 Discuss pelvic inflammatory disease and which organisms are most likely to cause it. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

31. Chlamydia trachomatis causes A. nongonococcal urethritis in males. B. cervicitis in females. C. congenital conjunctivitis. D. pelvic inflammatory disease in females. E. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Learning Outcome: 23.08 Identify which of the preceding conditions can cause disease through vertical transmission. Learning Outcome: 23.11 Discuss pelvic inflammatory disease and which organisms are most likely to cause it. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

32. The most commonly reported STI in the United States is A. gonorrhea. B. chlamydia. C. genital herpes. D. syphilis. E. HIV.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Learning Outcome: 23.08 Identify which of the preceding conditions can cause disease through vertical transmission. Learning Outcome: 23.11 Discuss pelvic inflammatory disease and which organisms are most likely to cause it. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

33. Lymphogranuloma venereum is a complication of A. gonorrhea. B. chlamydia. C. genital herpes. D. syphilis. E. HIV.

34. The best way to directly observe spirochetes is through A. bright-field B. dark-field C. fluorescent D. phase contrast E. electron scanning

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 Skills Blooms Level: 1. Remember Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

35. Which is not a characteristic of spirochetes? A. all pathogenic B. gram-negative C. helical shape D. always motile E. have a cell wall

36. Treponema pallidum A. has humans as the reservoir. B. can cross the placenta. C. has a hooked tip to attach to epithelium. D. is transmitted by direct sexual contact. E. All of the choices are correct.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

37. The chancre of syphilis A. occurs due to small hemorrhaging of capillaries. B. is very painful. C. occurs during the tertiary stage. D. develops into a lesion with firm margins and an ulcerated central crater.

38. The secondary stage of syphilis A. is when the patient is no longer infectious to others. B. occurs within 10 days of the primary stage. C. is a time when the pathogen enters and multiplies in the blood. D. has no symptoms. E. is when gummas develop in tissues.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

39. During which stage of syphilis does fever, lymphadenopathy, and a red to brown rash occur? A. primary B. secondary C. tertiary D. latent

40. Permanent cardiovascular and neurological damage is seen in which stage of syphilis? A. primary B. secondary C. tertiary D. latent

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

41. Syphilitic tumors called tertiary stage of syphilis. A. chancres B. gummas C. ulcers D. nodules

develop in the liver, skin, bone, and cartilage during the

42. The Tuskegee Study gathered information on A. gonorrhea. B. chlamydia. C. genital herpes. D. syphilis. E. HIV.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

43. The rash of secondary syphilis A. causes severe itching. B. is intensely painful. C. only lasts a few days. D. can last for months. E. does not impair function.

44. The latency period of syphilis is A. 3 to 6 months. B. 1 year. C. 10 years. D. up to 20 years or longer.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

45. Which of the following has not been an effective treatment for syphilis? A. mercury B. arsenic C. iodine D. penicillin G E. ampicillin

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. 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 Systems Blooms Level: 2. Understand Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Learning Outcome: 23.08 Identify which of the preceding conditions can cause disease through vertical transmission. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

46. Which of the following antivirals is not used for treatment of HSV-1 and HSV-2? A. interferon B. valacyclovir C. acyclovir D. famciclovir

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. 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 Systems Blooms Level: 1. Remember Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Learning Outcome: 23.08 Identify which of the preceding conditions can cause disease through vertical transmission. Section Number: 23.04 Topic: Urogenital System Infections Topic: Viruses

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

47. Chancroid A. is caused by Treponema pallidum. B. is caused by a spirochete. C. presents with a hard chancre. D. is caused by Haemophilus ducreyi. E. is very painful in both sexes.

48. Herpes zoster is the causative agent for A. oral herpes. B. genital herpes. C. shingles. D. mononucleosis.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

49. Herpes simplex I A. is exclusive to oral mucosa. B. is exclusive to genitourinary tract. C. confers immunity to herpes simplex II. D. is cleared by acyclovir. E. None of the choices is correct.

50. Herpes simplex-2 (HSV-2) causes A. genital lesions. B. intensely sensitive vesicles on or near the genitals. C. symptoms that include urethritis, cervicitis, and itching. D. infection in neonates that have contact with lesions in the birth canal. E. All of the choices are correct.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

51. An occasional serious complication of herpes simplex-1 infection is A. shingles. B. paralysis. C. encephalitis. D. myocarditis. E. kidney failure.

52. All of the following are true for HSV-2 (genital herpes) except A. becomes latent in sacral ganglion. B. virus is only shed from active lesions. C. is reactivated by bacterial infections. D. can infect oral mucosa.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

53. All of the following pertain to genital warts except A. are not common in the United States. B. are sexually transmitted. C. often occur on the penis, vagina, and cervix. D. includes large cauliflower-like masses called condylomata acuminate. E. certain strains strongly predispose a person to cancer of the cervix or penis.

54. Warts are caused by A. bacteria. B. enveloped DNA viruses. C. nonenveloped DNA viruses. D. enveloped RNA viruses. E. nonenveloped RNA viruses.

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

55. Which group is at greatest risk for group B Streptococcus infection? A. pregnant women B. neonates C. 21 year old females D. 21 year old males E. the elderly

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 23.13 Identify the most important risk group for group B Streptococcus infection, and discuss why these infections are so dangerous in this population. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

56. Even after a positive test for a microbial cause, prostatitis is unresponsive to antibiotic therapy. Why? A. It is a viral infection. B. Induced drug side-effects are too great. C. Mixed biofilms are hard to eliminate with antibiotics. D. The infection is sporadic.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 23.10 Summarize important aspects of prostatitis. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

57. Which of the following is/are characteristic/s that can be utilized to distinguish between vaginitis and vaginosis? A. causative agent B. presence of vaginal inflammation C. presence of discharge D. All of the choices are correct.

ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 23.09 Distinguish between vaginitis and vaginosis. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

True / False Questions 58. Chlamydia trachomatis is commonly transmitted by direct sexual activity. TRUE

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

59. Chlamydia is a pathogen that can cross the placenta and cause intrauterine infection. TRUE

60. Chlamydia infection can lead to cervicitis, salpingitis and pelvic inflammatory disease. TRUE

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

61. The antivirals used for herpes simplex infections have the ability to completely destroy the virus and permanently cure the latent infection. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. 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 Systems Blooms Level: 2. Understand Learning Outcome: 23.07 List the possible causative agents for each of the following infectious reproductive tract conditions: vaginitis, vaginosis, prostatitis, genital discharge diseases, genital ulcer diseases, and wart diseases. Learning Outcome: 23.08 Identify which of the preceding conditions can cause disease through vertical transmission. Section Number: 23.04 Topic: Urogenital System Infections Topic: Viruses

62. Group B Streptococcus infections can cause serious infections in infants through vertical transmission. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 23.13 Identify the most important risk group for group B Streptococcus infection, and discuss why these infections are so dangerous in this population. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

63. Gardasil prevents infection by group B Streptococcus types 6, 11, 16, and 18. 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 Systems Blooms Level: 1. Remember Learning Outcome: 23.10 Summarize important aspects of prostatitis. Learning Outcome: 23.13 Identify the most important risk group for group B Streptococcus infection, and discuss why these infections are so dangerous in this population. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

Multiple Choice Questions 64. You, a 29 year old sexually active male, have discovered some small little vesicles on the penis. They are fluid-filled, red, and very painful. This is the second time that you have seen this symptoms. The first time around, about 2 months ago, you saw them but managed to ignore them. The lesions went away--no doctor, no treatment. But here they are again. You think that perhaps this disease was picked up six months ago, the last time that you had sex. Identify the disease. A. HSV-1 infection B. HSV-2 infections C. candidiasis D. syphilis E. chlamydia

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

65. You wife is pregnant and has just had a whole set of tests run. Her results came back positive for an infection that would likely be damaging for the newborn, so her doctor wants to give her an antibiotic. What organism is the culprit here? A. herpes simplex 2 B. Streptococcus group B C. Leptospira D. Trichomonas

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 23.08 Identify which of the preceding conditions can cause disease through vertical transmission. Learning Outcome: 23.13 Identify the most important risk group for group B Streptococcus infection, and discuss why these infections are so dangerous in this population. Section Number: 23.04 Topic: Bacteria Topic: Urogenital System Infections

66. There is a controversy over young teenage girls receiving the HPV vaccine. Many parents think that giving this vaccine somehow condones having sex at a young age. On the other hand, there are parents who do not want their kids to pick up STIs, if possible. Why is the vaccine recommended for 11-12 year old girls? Why not give the vaccine to young adult women who are just becoming sexually active? A. The immune system is strongest in pre-teen girls, so it is best to give the vaccine very early in life. B. Very young women tend to get cancer from HPV, whereas women who are older get warts from HPV. C. The vaccine is cheaper for young girls since the dosage of virus in the vaccine is far less than that given for older women. D. Once the young woman becomes infected with HPV, the vaccine gets into cells. It is then too late to vaccine, in order to turn on the immune system.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 23.12 Provide some detail about HPV vaccination. Section Number: 23.04 Topic: Urogenital System Infections Topic: Viruses

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

67. If you had the ability to change one characteristic of Treponema pallidum or its disease syphilis, in order to reduce symptoms or complications of the disease, what would it be? A. eliminate the possibility of cancer development related to the disease B. eliminate the third stage of the disease C. come up with a treatment for the disease because there is not one at present D. reduce the possibility that the syphilitic patient then gets zoster

68. The patient's symptoms are pain when urinating as well as blood in the urine. No bacteria are cultured form the urine specimen. The doctor has had a change of mind about the cause of the infection and thinks that it might be schistosomiasis. What is the question that the doctor asked the patient that gave him a clue about the potential disease? A. Have you had a blood transfusion? B. Have you been eating at suspect places that might not be hygienic? C. Have you traveled out of the U.S.? D. Have you been having unprotected sex?

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

69. Why does the flora of the reproductive tract change as the female ages, from childhood to adulthood to old age? A. Her estrogen and progesterone levels change over time. B. The pH of the vagina will change over her lifetime. C. The flora in the vagina change the environment, which can affect the populations of microorganisms living there. D. All of these statements are true.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 23.04 Summarize how microbiome of the female reproductive tract changes over time. Section Number: 23.02 Topic: Urogenital System Infections

70. A woman is much more likely than a man to have a UTI. Which activity would lower her chances of getting a UTI? A. using birth control pills B. do not wear tight-fitting clothes C. take daily antibiotics D. using toilet paper in a front-to-back direction

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 23.01 Draw or describe the anatomical features of the genitourinary tracts of both genders. Section Number: 23.02 Topic: Bacteria Topic: Urogenital System Infections

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

71. Janey has been taking antibiotics for 10 days, to counter a urinary tract infection caused by E. coli. Her UTI is eliminated, but two weeks later she has an infection. What is the likely infectious agent? A. Candida albicans B. Staphylococcus aureus C. Lactobacillus acidophilus D. Pseudomonas aeruginosa

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: 23.05 List the possible causative agents for each type of urinary tract infection: cystitis/pyelonephritis, leptospirosis, and schistosomiasis. Section Number: 23.03 Topic: Bacteria Topic: Urogenital System Infections

72. You and your husband have been trying to get pregnant for a few years, but there appears to be a medical cause for the infertility. After a full checkup, your doctor tells you that she has found a lot scar tissue in the uterine tubes. What disease did you most likely have that created this problem for you now? A. trichomoniasis B. syphilis C. gonorrhea D. leptospirosis

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

73. The key characteristic of the herpes family of viruses is: A. their ability to transform normal cells into cancer cells. B. the ability to stay in host cells without producing symptoms. C. its ability to cause organ death. D. its propensity to destroy bone marrow.

74. You have been a carrier of HSV-2 for many years, with sporadic outbreaks perhaps once a year. You are pregnant, and about to deliver your baby. What does your doctor suggest, now that you currently have an outbreak of herpes lesions? A. have an abortion B. deliver the baby and put it on high dose antivirals C. give you high dose antibiotics, such as penicillin D. cesarean section

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Chapter 23 - Infectious Diseases Affecting the Genitourinary System

75. Which statement is true regarding the male urethral flora? A. There are no resident flora in the urethra. B. The urethral flora varies with sexual activity of the male. C. The urethral flora is the same as the anal flora. D. The urethral flora in the male is exactly the same flora as in the female urethra.

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 Systems Blooms Level: 1. Remember Learning Outcome: 23.03 List the types of normal biota presently known to occupy the genitourinary tracts of both genders. Section Number: 23.02 Topic: Urogenital System Infections

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Chapter 24 - Microbes and the Environment

Chapter 24 Microbes and the Environment

Multiple Choice Questions 1. Using microbes to break down or remove toxic wastes in water and soil is called A. decomposition. B. synergism. C. mineralization. D. bioremediation. E. recycling.

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 Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.06 Define bioremediation and provide one example of its use today. Section Number: 24.01 Topic: Microbial Ecology Topic: Soil Microbiology Topic: Water Microbiology

2. The science called involves the study of interactions between microbes and their environment and how those interactions affect the earth. A. applied microbiology B. biotechnology C. bioengineering D. microbial ecology E. industrial microbiology

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 Systems Blooms Level: 1. Remember Learning Outcome: 24.01 Define microbial ecology. Section Number: 24.01 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

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Chapter 24 - Microbes and the Environment

3. The study of the practical uses of microbes in various industries and technologies is A. applied microbiology. B. biotechnology. C. bioengineering. D. microbial ecology. E. industrial microbiology.

ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.01 Define microbial ecology. Section Number: 24.01 Topic: Microbial Ecology

4. The thin envelope of life that surrounds the earth's surface is called the A. atmosphere. B. biosphere. C. lithosphere. D. hydrosphere. E. ecosystem.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.01 Define microbial ecology. Section Number: 24.01 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

5. A collection of organisms, together with their physical and chemical factors, are called a/an A. atmosphere. B. biosphere. C. lithosphere. D. hydrosphere. E. ecosystem.

6. The terrestrial realm of the biosphere is distributed into particular climatic regions called A. niches. B. habitats. C. populations. D. communities. E. biomes.

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 Systems Blooms Level: 1. Remember Learning Outcome: 24.03 Discuss the terms ecosystem and community in relation to one another. Section Number: 24.01 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

7. A group of organisms of the same species within a community is called a A. niche. B. habitat. C. population. D. community. E. biome.

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 Systems Blooms Level: 1. Remember Learning Outcome: 24.03 Discuss the terms ecosystem and community in relation to one another. Learning Outcome: 24.04 Differentiate between habitat and niche. Section Number: 24.01 Topic: Microbial Ecology

8. The overall role that a species serves in a community is its A. niche. B. habitat. C. population. D. community. E. biome.

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 Systems Blooms Level: 1. Remember Learning Outcome: 24.03 Discuss the terms ecosystem and community in relation to one another. Learning Outcome: 24.04 Differentiate between habitat and niche. Section Number: 24.01 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

9. The physical location in the environment to which an organism has adapted is its A. niche. B. habitat. C. population. D. community. E. biome.

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 Systems Blooms Level: 1. Remember Learning Outcome: 24.03 Discuss the terms ecosystem and community in relation to one another. Learning Outcome: 24.04 Differentiate between habitat and niche. Section Number: 24.01 Topic: Microbial Ecology

10. Which trophic level forms the base of a food chain? A. primary consumers B. quaternary consumers C. secondary consumers D. primary producers E. tertiary consumers

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.05 Draw an example of an energy pyramid, labeling producers, consumers, and decomposers. Section Number: 24.01 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

11. Organisms that inhabit soil or water, and breakdown and absorb the organic matter of dead organisms are called A. primary consumers. B. quaternary consumers. C. secondary consumers. D. decomposers. E. tertiary consumers.

12. A Paramecium is an example of a A. primary consumer. B. quaternary consumer. C. secondary consumer. D. primary producer. E. tertiary consumer.

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 24.05 Draw an example of an energy pyramid, labeling producers, consumers, and decomposers. Section Number: 24.01 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

13. The breakdown of man-made compounds by decomposers is called A. mineralization. B. bioremediation. C. decomposition. D. parasitism. E. saprobism.

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.06 Define bioremediation and provide one example of its use today. Section Number: 24.01 Topic: Microbial Ecology

14. Organisms whose sole source of carbon for growth is CO2 are called A. lithotrophs. B. consumers. C. decomposers. D. saprophytes. E. autotrophs.

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.05 Draw an example of an energy pyramid, labeling producers, consumers, and decomposers. Section Number: 24.01 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

15. Heterotrophs include A. producers, consumers, and decomposers. B. consumers and decomposers. C. producers only. D. consumers only. E. producers and consumers.

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 24.05 Draw an example of an energy pyramid, labeling producers, consumers, and decomposers. Section Number: 24.01 Topic: Microbial Ecology

16. Which of the following is mismatched? A. parasitism - one organism benefits and the other is not affected in any way B. competition - one organism gives off substances that inhibit or kill other organisms C. predator - seeks out and ingests live prey D. scavengers - feed on live to dead cells and wastes E. mutualism - both organisms benefit from their association

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 24.05 Draw an example of an energy pyramid, labeling producers, consumers, and decomposers. Section Number: 24.01 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

17. Carbon dioxide (CO2) is A. removed from the atmosphere during photosynthesis. B. a source of carbon. C. returned to the atmosphere during respiration and fermentation. D. used by marine organisms to make limestone for their hard shells. E. All of the choices are correct.

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 24.08 Diagram a carbon cycle. Section Number: 24.02 Topic: Microbial Ecology

18. Which of the following is not true of biogeochemical cycles? A. All organisms directly participate in recycling. B. All elements originate from a nonliving, long-term reservoir. C. Cycles are very simple systems between living and nonliving components. D. Elements cycle through biotic and abiotic environments. E. Recycling keeps nutrients in balance.

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 24.07 List five important elements of biogeochemical cycles. Section Number: 24.02 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

19. The energy of the sun is converted into chemical energy during A. ammonification. B. nitrogen fixation. C. photosynthesis. D. nitrification. E. denitrification.

ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.08 Diagram a carbon cycle. Section Number: 24.02 Topic: Microbial Ecology

20. Which of the following is incorrect about photosynthesis? A. The light-dependent reactions require chlorophyll and light energy. B. In oxygenic photosynthesis, photolysis is the source of O2. C. The light-independent reactions produce ATP and NADPH. D. CO2 is required in the light-independent reactions. E. Photosynthetic pigments function to absorb light.

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 24.08 Diagram a carbon cycle. Section Number: 24.02 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

21. Carbon dioxide, sulfur dioxide, methane, and nitrous oxide are believed to be that could disrupt the temperature balance of the earth. A. active B. greenhouse C. noble D. inert

gases

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.08 Diagram a carbon cycle. Section Number: 24.02 Topic: Microbial Ecology

22. Which of the following are primary photosynthesizers? A. cyanobacteria B. green sulfur bacteria C. purple sulfur bacteria D. purple nonsulfur bacteria E. All of the choices are correct.

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g., nitrogen fixation, methane production, anoxygenic photosynthesis). 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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.08 Diagram a carbon cycle. Section Number: 24.02 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

23. The conversion of gaseous nitrogen (N2) to ammonia (NH 4+) occurs during A. ammonification. B. nitrogen fixation. C. photosynthesis. D. nitrification. E. denitrification.

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: 05.01 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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.10 List the four reactions involved in the nitrogen cycle. Learning Outcome: 24.11 Describe the process of nitrogen fixation, and how microbes play a role in this biochemical reaction. Section Number: 24.02 Topic: Microbial Ecology

24. The oxidation of ammonia (NH 4+) to nitrate (NO 3-) and nitrite (NO 2-) is called A. ammonification. B. nitrogen fixation. C. photosynthesis. D. nitrification. E. denitrification.

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: 05.01 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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.10 List the four reactions involved in the nitrogen cycle. Learning Outcome: 24.11 Describe the process of nitrogen fixation, and how microbes play a role in this biochemical reaction. Section Number: 24.02 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

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Chapter 24 - Microbes and the Environment

25. The conversion of nitrate (NO3-) to nitrogen gas (N2) is called A. ammonification. B. nitrogen fixation. C. photosynthesis. D. nitrification. E. denitrification.

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: 05.01 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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.10 List the four reactions involved in the nitrogen cycle. Learning Outcome: 24.11 Describe the process of nitrogen fixation, and how microbes play a role in this biochemical reaction. Section Number: 24.02 Topic: Microbial Ecology

26. Which of the following genera is a nitrogen-fixing microbe that also photosynthesizes? A. Rhizobium B. Nitrobacter C. Pseudomonas D. Nostoc E. Azotobacter

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: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM 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: 24.10 List the four reactions involved in the nitrogen cycle. Learning Outcome: 24.11 Describe the process of nitrogen fixation, and how microbes play a role in this biochemical reaction. Section Number: 24.02 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

27. Which of the following genera is a nitrifying microbe? A. Rhizobium B. Nitrobacter C. Pseudomonas D. Nostoc E. Azotobacter

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: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM 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: 24.09 Explain the role of methanogens within the carbon cycle. Learning Outcome: 24.10 List the four reactions involved in the nitrogen cycle. Section Number: 24.02 Topic: Microbial Ecology

28. Which of the following genera can carry out denitrification to completion? A. Rhizobium B. Nitrobacter C. Pseudomonas D. Nostoc E. Azotobacter

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: 05.01 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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.10 List the four reactions involved in the nitrogen cycle. Section Number: 24.02 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

29. Which organism is a nitrogen fixing symbiont of legumes? A. Rhizobium B. Nitrobacter C. Pseudomonas D. Nostoc E. Azotobacter

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: 05.01 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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.11 Describe the process of nitrogen fixation, and how microbes play a role in this biochemical reaction. Section Number: 24.02 Topic: Microbial Ecology

30. Thiobacillus thiooxidans is found in an environmental sample. Which of the following should then apply to this sample? A. contains lithotrophs B. may be obtained from mining drainage C. very acidic D. contains microbes that oxidize sulfur to sulfates E. All of the choices are correct.

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: 05.01 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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 24.12 Briefly summarize both the sulfur and phosphorus cycles. Section Number: 24.02 Topic: Microbial Ecology

24-17

Chapter 24 - Microbes and the Environment

24-18

Chapter 24 - Microbes and the Environment

31. Which of the following is involved in completing the sulfur cycle? A. Thiobacillus ferrooxidans B. Thiobacillus thiooxidans C. Nitrosococcus D. Desulfovibrio E. Rhizobium

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: 05.01 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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.12 Briefly summarize both the sulfur and phosphorus cycles. Section Number: 24.02 Topic: Microbial Ecology

32. Which of the following is not true of the phosphorus cycle? A. phosphorus pool is in sedimentary rock B. released naturally by erosion and mining C. must be phosphatized to enter biological organisms D. mineralization occurs by microbes. E. Thiobacillus dissolves phosphate rock by producing sulfuric acid.

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 24.12 Briefly summarize both the sulfur and phosphorus cycles. Section Number: 24.02 Topic: Microbial Ecology

24-19

Chapter 24 - Microbes and the Environment

33. The slowly decaying organic litter from plant and animal tissues that is found in the soil is called A. a biofilm. B. aggregate. C. the lithosphere. D. detritus.

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.14 List two important symbiotic partnerships that occur in the soil. Section Number: 24.02 Topic: Microbial Ecology

34. Which of the following is true of water-saturated soils? A. provide gases for soil microbes B. contain aerobic and facultative organisms C. contain anaerobes D. have a high oxygen content E. have a low carbon dioxide content

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 24.14 List two important symbiotic partnerships that occur in the soil. Section Number: 24.03 Topic: Soil Microbiology

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Chapter 24 - Microbes and the Environment

35. The zone of soil around roots of plants is called the A. lithosphere. B. biosphere. C. ionosphere. D. rhizosphere. E. hydrosphere.

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.14 List two important symbiotic partnerships that occur in the soil. Section Number: 24.03 Topic: Soil Microbiology

36. The mutualistic partnership between plant roots and microbes is A. hyphae. B. basidia. C. mycorrhizae. D. rhizopods. E. lichens.

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.14 List two important symbiotic partnerships that occur in the soil. Section Number: 24.03 Topic: Soil Microbiology

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Chapter 24 - Microbes and the Environment

37. Where is the majority of Earth's water found? A. freshwater lakes B. icecaps and glaciers C. ground water D. oceans E. soil moisture

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 24.15 Diagram the hydrologic cycle. Section Number: 24.03 Topic: Water Microbiology

38. All of the following pertain to red tides except A. due to overgrowth of red algae in water. B. due to overgrowth of toxin-producing dinoflagellates. C. cause paralytic shellfish poisoning. D. involve toxin concentrating in shellfish. E. humans can become ill from eating the shellfish.

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 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 24.18 Define eutrophication and explain how microbes are responsible for its impact on aquatic life. Section Number: 24.03 Topic: Water Microbiology

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Chapter 24 - Microbes and the Environment

39. Eutrophication A. is characterized by heavy surface algal blooms. B. can block the O2 supply to the lake. C. occurs when there are excess nutrients in aquatic ecosystems. D. causes massive die-off of fish and invertebrates. E. All of the choices are correct.

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 Systems Blooms Level: 2. Understand Learning Outcome: 24.18 Define eutrophication and explain how microbes are responsible for its impact on aquatic life. Section Number: 24.03 Topic: Water Microbiology

40. The warmest area of a lake during the summer is the A. epilimnion. B. thermocline. C. limnion. D. benthic zone. E. hypolimnion.

ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.17 List the stratified regions of large bodies of standing water and describe how microbes are affected by this layering. Section Number: 24.03 Topic: Water Microbiology

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Chapter 24 - Microbes and the Environment

41. Nutrient deficient aquatic ecosystems are called A. eutrophic. B. oligotrophic. C. epitrophic. D. hypotrophic. E. autotrophic.

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 Systems Blooms Level: 1. Remember Learning Outcome: 24.18 Define eutrophication and explain how microbes are responsible for its impact on aquatic life. Section Number: 24.03 Topic: Water Microbiology

42. Which of the following harbor microbes producing methane? A. cow GI tract B. sheep GI tract C. goat GI tract D. All of the choices are correct.

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: 05.01 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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.09 Explain the role of methanogens within the carbon cycle. Section Number: 24.02 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

43. Vast numbers of microorganisms are being genetically characterized without culturing them in the laboratory today through A. column chromatography. B. gas chromatography. C. metagenomic sampling. D. Western blot analysis. E. ELISA assay.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 24.16 Discuss how metagenomic sampling has changed our view of deep subsurface and oceanic microbiology. Section Number: 24.03 Topic: Microbial Ecology

44. Which of the following converts carbon dioxide to methane? A. Staphylococcus aureus B. Streptococcus pyogenes C. Methanococcus jannaschii D. Enterobius vermicularis E. Pseudomonas aeruginosa

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: 05.01 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 microflora). ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.09 Explain the role of methanogens within the carbon cycle. Section Number: 24.02 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

True / False Questions 45. Living or dead organisms that occupy an organism's habitat are called biotic factors. 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 Systems Blooms Level: 1. Remember Learning Outcome: 24.04 Differentiate between habitat and niche. Section Number: 24.01 Topic: Microbial Ecology

46. The primary role of producers is the recycling of nutrients in an ecosystem. FALSE

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 microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.04 Differentiate between habitat and niche. Learning Outcome: 24.05 Draw an example of an energy pyramid, labeling producers, consumers, and decomposers. Learning Outcome: 24.07 List five important elements of biogeochemical cycles. Section Number: 24.01 Topic: Microbial Ecology

47. Both energy and nutrients cycle through an ecosystem. FALSE

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.05 Draw an example of an energy pyramid, labeling producers, consumers, and decomposers. Learning Outcome: 24.07 List five important elements of biogeochemical cycles. Section Number: 24.01 Topic: Microbial Ecology

24-26

Chapter 24 - Microbes and the Environment

24-27

Chapter 24 - Microbes and the Environment

48. The combustion of fossil fuels, such as coal, oil, and gas, have contributed to the steady increase in atmospheric CO2 gas over the last 25 years. 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 Systems Blooms Level: 1. Remember Learning Outcome: 24.08 Diagram a carbon cycle. Section Number: 24.02 Topic: Microbial Ecology

49. Toxic substances accumulate through natural trophic flow of an ecosystem. 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 Systems Blooms Level: 2. Understand Learning Outcome: 24.05 Draw an example of an energy pyramid, labeling producers, consumers, and decomposers. Section Number: 24.02 Topic: Microbial Ecology

50. Mycorrhizae are the mutualistic relationship between fungi and the roots of certain plants. 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 Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.14 List two important symbiotic partnerships that occur in the soil. Section Number: 24.03 Topic: Soil Microbiology

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Chapter 24 - Microbes and the Environment

51. The total amount of water in the hydrologic cycle has been decreasing over the last million years. FALSE

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 Systems Blooms Level: 1. Remember Learning Outcome: 24.15 Diagram the hydrologic cycle. Section Number: 24.03 Topic: Water Microbiology

52. Phytoplankton is composed of protozoa and small invertebrates. FALSE

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.03 Discuss the terms ecosystem and community in relation to one another. Learning Outcome: 24.04 Differentiate between habitat and niche. Section Number: 24.01 Topic: Microbial Ecology Topic: Water Microbiology

53. The thermocline is broken down by temperature changes that allow upwelling to occur. 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 Systems Blooms Level: 1. Remember Learning Outcome: 24.17 List the stratified regions of large bodies of standing water and describe how microbes are affected by this layering. Section Number: 24.03 Topic: Water Microbiology

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Chapter 24 - Microbes and the Environment

54. There are very few viruses in aquatic environments. FALSE

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 Systems Blooms Level: 1. Remember Learning Outcome: 24.05 Draw an example of an energy pyramid, labeling producers, consumers, and decomposers. Section Number: 24.03 Topic: Water Microbiology

55. Metagenomic analysis involves DNA sequencing of various samples taken from a particular habitat. TRUE

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: 24.13 Outline the basic process used to perform metagenomic analysis of the environment. Section Number: 24.03 Topic: Soil Microbiology Topic: Water Microbiology

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Chapter 24 - Microbes and the Environment

Multiple Choice Questions 56. Why are waterlogged soils often infertile? A. Nitrifying bacteria require oxygen, and the excess water takes the place of oxygencontaining air. B. Water molecules are used instead of oxygen for cell respiration. C. The lack of physical space in this type of soil blocks bacterial growth. D. There is less carbon in waterlogged soil than dry soil.

57. The metabolic process that uses carbon dioxide is: A. nitrification B. fermentation C. photosynthesis D. cell respiration

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Chapter 24 - Microbes and the Environment

58. The major group of organisms that fix nitrogen into ammonia and then oxidize it to nitrate are: A. protozoa B. bacteria C. algae D. fungi

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: 05.01 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 microflora). ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.10 List the four reactions involved in the nitrogen cycle. Section Number: 24.02 Topic: Microbial Ecology

59. The correct sequence of events involved in nitrogen cycling is: A. denitrification, nitrogen fixation, nitrification B. nitrogen fixation, nitrification, denitrification C. denitrification, nitrification, denitrification D. nitrification, denitirification, nitrogen fixation

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: 05.01 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 microflora). ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 24.10 List the four reactions involved in the nitrogen cycle. Section Number: 24.02 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

60. Most of the organic sulfur is located in: A. monosaccharides and carbohydrates. B. fatty acids and lipids. C. nulceotides and nucleic acids. D. amino acids and proteins.

61. The advantage of nitrogen fixation to the host plant is: A. the production of DNA and RNA nucleotides required for nucleic acids. B. the ability to use nitrogen gas instead of oxygen gas in cell respiration, particularly when the soil is compacted. C. the production of antibiotics which then protects the plant against pathogenic bacteria in the soil. D. the ability to synthesize amino acids and proteins from the ammonia produced from nitrogen fixation.

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 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 microflora). ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 24.11 Describe the process of nitrogen fixation, and how microbes play a role in this biochemical reaction. Section Number: 24.02 Topic: Microbial Ecology Topic: Soil Microbiology

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Chapter 24 - Microbes and the Environment

62. Which plant(s) would likely have a mutualistic relationship with Rhizobium bacteria? A. potatoes B. beans and peas C. cotton D. wheat

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 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 microflora). ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.10 List the four reactions involved in the nitrogen cycle. Learning Outcome: 24.11 Describe the process of nitrogen fixation, and how microbes play a role in this biochemical reaction. Section Number: 24.02 Topic: Microbial Ecology Topic: Soil Microbiology

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Chapter 24 - Microbes and the Environment

63. You have drained a pond that you have on your property, to then make it a deeper pond. In the process of using a machine to dig out some of the mud, you find that the mud is almost solid black and there is a terrible smell. Your prediction is that bacteria predominate in this area of the mud. A. nitrogen-fixing B. sulfur-oxidizing C. sulfur-reducing D. nitrifying E. denitrifying

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: 05.01 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 microflora). 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 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 24.14 List two important symbiotic partnerships that occur in the soil. Section Number: 24.02 Topic: Soil Microbiology

64. Select the statement that explains the usefulness of metagenomic analysis in research today. A. It evaluates microbial diversity in a habitat. B. It allows the identification of unculturable microorganisms. C. It detects the abundance of microorganisms in an environment. D. All of the above.

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 24.16 Discuss how metagenomic sampling has changed our view of deep subsurface and oceanic microbiology. Section Number: 24.03 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

65. You hare preparing a home garden and you want to provide the very best environment for your plants. Which of the following would you add to the potting soil while planting your garden plants? A. mycorrhizae inoculant B. sulfur oxidizers C. coliform bacteria like E. coli D. bacteriophages

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 microflora). ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 24.14 List two important symbiotic partnerships that occur in the soil. Section Number: 24.03 Topic: Soil Microbiology

66. What microorganisms would you pick as likely being present in high salt lakes and seas? A. Sulfobolus B. Rhizobium C. Archaea D. Desulfovibrio

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: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 24.15 Diagram the hydrologic cycle. Section Number: 24.03 Topic: Water Microbiology

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Chapter 24 - Microbes and the Environment

True / False Questions 67. There are no viruses that infect the Archaea located in hypersaline habitats. FALSE

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 Systems Blooms Level: 2. Understand Learning Outcome: 24.15 Diagram the hydrologic cycle. Section Number: 24.03 Topic: Water Microbiology

Multiple Choice Questions 68. Which environment represents the largest pool of microbial genes? A. humans and animals B. air C. soil D. oceans E. freshwater lakes

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 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 24.02 Summarize why our view of the abundance of microbes on earth has changed in recent years. Section Number: 24.01 Section Number: 24.03 Topic: Microbial Ecology Topic: Water Microbiology

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Chapter 24 - Microbes and the Environment

69. You have been diagnosed with a neurotoxic poisoning after having ingested an algal toxin, called brevetoxin, produced by Karenia brevis. In what food did you likely pick this pick up? A. freshwater trout B. tomatoes C. oysters D. canned tuna fish

70. Which microorganism is considered phytoplankton? A. nitrogen fixing bacteria B. cyanobacteria C. sulfur reducers D. mycorrhizae

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Chapter 24 - Microbes and the Environment

71. You are "living off the grid", meaning that you are not using any public utilities---no water supply, no sewer connection, no natural gas or electricity. You do have a septic tank, whose pipe carries sewage out into the back yard. There is also a small pond out there that you have stocked with fish. However, you notice that the fish are floating dead in the water, and the pond seems to have a green scum on it. What has happened? A. Chemical toxins from your septic tank cleaner have killed the fish. B. There are not enough nutrients in the water, so the fish died. C. There is oxygen depletion in the pond due to the leakage of phosphates and other compounds from your septic tank. D. The fish died due to a lack of calcium, which then caused the algae to overgrow.

ASM Objective: 05.02 Most bacteria in nature live in biofilm communities. 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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 4. Analyze Learning Outcome: 24.18 Define eutrophication and explain how microbes are responsible for its impact on aquatic life. Section Number: 24.03 Topic: Water Microbiology

True / False Questions 72. The bacterium Thiobacillus secretes sulfuric acid into the environment. TRUE

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Chapter 24 - Microbes and the Environment

Multiple Choice Questions 73. How are the sulfur cycle and the phosphate cycle interconnected? A. Phosphate is released from rock and soil by sulfuric acid. B. Phosphate is the nutrient source used by sulfur oxidizers. C. Sulfite is the nutrient used by phosphate reducers. D. Sulphate and phosphate react together to produce amino acids for protein production.

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 Systems Blooms Level: 3. Apply Learning Outcome: 24.12 Briefly summarize both the sulfur and phosphorus cycles. Section Number: 24.02 Topic: Microbial Ecology

74. Contributions of the bacterium Thiobacillus include: A. production of acid. B. cycling of iron. C. nitrate conversion to nitrogen gas. D. all of the above.

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: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 24.12 Briefly summarize both the sulfur and phosphorus cycles. Section Number: 24.02 Topic: Microbial Ecology

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Chapter 24 - Microbes and the Environment

75. You have been using massive amounts of weed killer and insecticide chemicals to knock out all of those pesky weeds in your yard, as well as the grubs and aphids that are munching on your roses and your grass. What effect might this have from a microbiological standpoint? A. Loss of microbial diversity in the soil. B. Reduction in microbial numbers in the soil. C. Damage to the nitrogen fixing bacteria. D. Damage to the mycorrhizae. E. All of the above.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Blooms Level: 6. Create Learning Outcome: 24.02 Summarize why our view of the abundance of microbes on earth has changed in recent years. Learning Outcome: 24.03 Discuss the terms ecosystem and community in relation to one another. Section Number: 24.01 Topic: Microbial Ecology

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Chapter 25 - Applied Microbiology and Food and Water Safety

Chapter 25 Applied Microbiology and Food and Water Safety

Multiple Choice Questions 1. The study of the practical use of microbes in various industries and technologies is A. applied microbiology. B. biotechnology. C. bioengineering. D. microbial ecology. E. industrial microbiology.

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: 25.01 Compose a sentence about the history of applied microbiology. Learning Outcome: 25.12 Write the equation showing how yeasts convert sugar into alcoholic beverages. Section Number: 25.01 Topic: Applied Microbiology

2. The mass, controlled culture of microbes to produce desired organic compounds is A. biotechnology. B. fermentation. C. biosynthesis. D. biodegradation. E. bioremediation.

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: 25.02 Define biotechnology, and explain how its uses have changed in modern times. Section Number: 25.01 Section Number: 25.03 Topic: Industrial Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

3. Which is the first step in water purification? A. chlorination B. aeration and settling C. sedimentation D. storage E. filtration

ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 25.03 Outline the steps in water purification. Section Number: 25.02 Topic: Applied Microbiology

4. In which step of water purification does water move through sand beds and activated charcoal? A. chlorination B. aeration and settling C. sedimentation D. storage E. filtration

ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 25.03 Outline the steps in water purification. Section Number: 25.02 Topic: Applied Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

5. Primary sewage treatment includes A. sludge digesting. B. skimming. C. filtration. D. chlorination. E. aeration.

ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 25.04 Differentiate water purification from sewage treatment. Learning Outcome: 25.05 Describe the primary and secondary phases of sewage treatment. Section Number: 25.02 Topic: Applied Microbiology

6. The final treatment of sewage before release into the environment is A. sludge digesting. B. skimming. C. filtration. D. chlorination. E. aeration.

ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g., in biogeochemical cycles and plant and/or animal microflora). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 25.05 Describe the primary and secondary phases of sewage treatment. Section Number: 25.02 Topic: Applied Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

7. What chemical is used in both water purification and sewage treatment to give long-term disinfection? A. fluorine B. activated charcoal C. copper sulfate D. chlorine

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: 25.03 Outline the steps in water purification. Learning Outcome: 25.04 Differentiate water purification from sewage treatment. Learning Outcome: 25.05 Describe the primary and secondary phases of sewage treatment. Section Number: 25.02 Topic: Applied Microbiology

8. A pure or mixed sample of known microbes added to food is a/an A. leavening. B. fermenter. C. starter culture. D. flavor inducer. E. aerator.

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

9. Which of the following is not a desired outcome from using microbes in bread-making? A. leavening B. giving flavor and odor C. producing ethyl alcohol D. conditioning the dough to make it workable E. helping the dough rise

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Learning Outcome: 25.11 Summarize the microbial process that leads to leavening in bread. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

10. Which of the following is not a gas-forming microbe used to make bread? A. Saccharomyces cerevisiae B. Clostridium perfringens C. Coliform bacteria D. Heterofermentative lactic acid bacteria E. Streptococcus lactis

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Learning Outcome: 25.11 Summarize the microbial process that leads to leavening in bread. Section Number: 25.03 Topic: Food Microbiology

11. The products of yeast fermentation in breads are A. ethanol and water. B. ethanol and carbon dioxide. C. carbon dioxide and water. D. lactic acid and water. E. lactic acid and carbon dioxide.

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Learning Outcome: 25.11 Summarize the microbial process that leads to leavening in bread. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

12. The yeast used in making bread, beer, and wine is A. Saccharomyces cerevisiae. B. Leuconostoc mesenteroides. C. Streptococcus lactis. D. Propionibacterium. E. Spirulina.

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Learning Outcome: 25.11 Summarize the microbial process that leads to leavening in bread. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

13. Which step in making beer involves sprouting and softening the barley to release amylases to act on starch and proteases to digest protein? A. preparing a mash B. malting C. aging D. wort boiled with hops E. fermentation

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

14. Which step in making beer involves soaking malt grain, grinding it, and heating with sugar and starch? A. preparing a mash B. malting C. aging D. wort boiled with hops E. fermentation

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: 25.09 Summarize methods for identifying and quantifying microbial contaminants in water supplies. Learning Outcome: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

15. Which step in making beer involves inoculating the wort with a species of Saccharomyces? A. preparing a mash B. malting C. aging D. wort boiled with hops E. fermentation

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. Blooms Level: 1. Remember Learning Outcome: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

16. Which step in wine making involves the crushing of the fruit? A. aging B. fermentation C. preparation of must D. storage E. malting

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

17. The source of wild yeasts carried in a biofilm on grapes is the A. must. B. malt. C. wort. D. bloom. E. lager.

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

25-10

Chapter 25 - Applied Microbiology and Food and Water Safety

18. Which organism is used to initiate the fermentation of cabbage to make sauerkraut? A. Saccharomyces cerevisiae B. Leuconostoc mesenteroides C. Streptococcus lactis D. Propionibacterium E. Spirulina

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

19. Which organisms are used to make salt pickles? A. Saccharomyces cerevisiae and Leuconostoc mesenteroides B. Streptococcus lactis and Lactobacillus C. Pediococcus cerevisiae and Lactobacillus plantarum D. Propionibacterium and Spirulina E. Leuconostoc mesenteroides and Spirulina

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: 25.09 Summarize methods for identifying and quantifying microbial contaminants in water supplies. Section Number: 25.03 Topic: Food Microbiology

20. The first stage in making vinegar involves fermentation by A. Gluconobacter. B. Saccharomyces. C. Acetobacter. D. Propionibacterium. E. Spirulina.

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

25-11

Chapter 25 - Applied Microbiology and Food and Water Safety

25-12

Chapter 25 - Applied Microbiology and Food and Water Safety

21. Which bacteria ferment milk lactose, producing acids that curdle milk? A. Saccharomyces cerevisiae B. Leuconostoc mesenteroides C. Streptococcus lactis and Lactobacillus D. Propionibacterium E. Spirulina

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

22. The organism used to make bleu cheese is A. Penicillium roqueforti. B. Leuconostoc mesenteroides. C. Streptococcus lactis. D. Propionibacterium. E. Micrococcus.

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

23. What is made by adding Streptococcus thermophilus and Lactobacillus bulgaricus to milk? A. kefir B. cheese C. sour cream D. tofu E. yogurt

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

25-14

Chapter 25 - Applied Microbiology and Food and Water Safety

24. Which of the following is a/are microorganism/s that can be used as food? A. Spirulina B. Methylophilus methylotrophus C. algae D. Fusarium graminearum E. All of the choices are correct.

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: 25.12 Write the equation showing how yeasts convert sugar into alcoholic beverages. Learning Outcome: 25.13 Discuss how microorganisms themselves are useful as food products today. Section Number: 25.03 Topic: Food Microbiology

25. All of the following are food-borne pathogens except A. Salmonella. B. Campylobacter jejuni. C. Lactobacillus acidophilus. D. Clostridium perfringens. E. Staphylococcus aureus.

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Chapter 25 - Applied Microbiology and Food and Water Safety

26. Preservation of food to limit microbial survival and growth includes A. high temperature and pressure. B. pasteurization. C. refrigeration and freezing. D. irradiation. E. All of the choices are correct.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. 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: 25.14 Provide background on current HACCP guidelines and how they are used to maintain food safety. Section Number: 25.03 Topic: Food Microbiology

27. Preventing the incorporation of microbes into food can by achieved by A. washing of fruits and vegetables. B. aseptic techniques for handling meat, eggs, and milk. C. handwashing and proper hygiene in the kitchen. D. avoiding cross-contamination of utensils and cutting boards. E. All of the choices are correct.

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: 25.14 Provide background on current HACCP guidelines and how they are used to maintain food safety. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

28. A good range of temperature to store food is A. 0 to 50C. B. 20 to 80C. C. below 10C and above 80C. D. below 4C and above 60C. E. below –10C and above 100C.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 25.16 Outline basic principles of using temperature to preserve food. Section Number: 25.03 Topic: Food Microbiology

29. What type of radiation is best for destroying microbes throughout food? A. ultraviolet B. visible light C. gamma rays D. infrared E. microwaves

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: 1. Remember Learning Outcome: 25.17 List methods other than temperature currently used for preservation in the food industry. Section Number: 25.03 Topic: Food Microbiology

30. Which is not used as a chemical preservative in food? A. antibiotics B. organic acids C. sulfite D. ethylene oxide gas E. salt

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: 1. Remember Learning Outcome: 25.16 Outline basic principles of using temperature to preserve food. Learning Outcome: 25.17 List methods other than temperature currently used for preservation in the food industry. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

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Chapter 25 - Applied Microbiology and Food and Water Safety

31. Nitrates and nitrites are used in cured meats to prevent A. botulism intoxication. B. S. aureus food poisoning. C. mold growth. D. infection from fruits and nuts.

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 microflora). ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 1. Remember Learning Outcome: 25.16 Outline basic principles of using temperature to preserve food. Learning Outcome: 25.17 List methods other than temperature currently used for preservation in the food industry. Section Number: 25.03 Topic: Food Microbiology

32. Bacteriophages sprayed on cold-cuts are effective against A. Mycobacterium. B. S. aureus. C. Listeria. D. Clostridium. E. coliforms.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. 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: 25.16 Outline basic principles of using temperature to preserve food. Learning Outcome: 25.17 List methods other than temperature currently used for preservation in the food industry. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

33. Industrial microbiology is used in the production of A. antibiotics. B. hormones. C. vitamins. D. vaccines. E. All of the choices are correct.

34. Which of the following is not true of industrial microbiology? A. Primary metabolites are essential to a microbe's function. B. Secondary metabolites include vitamins, antibiotics, and steroids. C. Growth environment is enhanced to increase metabolite synthesis. D. Select microbial strains are not controlled by feedback mechanisms.

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: 25.18 State the general aim(s) of industrial microbiology. Learning Outcome: 25.19 Distinguish between primary and secondary metabolites. Section Number: 25.04 Topic: Industrial Microbiology

35. A device in which mass cultures are grown, reactions take place, and product develops is a/n A. sparger. B. activator. C. fermentor. D. vat. E. incubator.

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Chapter 25 - Applied Microbiology and Food and Water Safety

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Chapter 25 - Applied Microbiology and Food and Water Safety

36. Bacillus thuringiensis A. causes food poisoning. B. produces a biopesticide. C. is used in cheese making. D. is a microorganism used as food.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 25.21 Identify five industrial products made by microorganisms and their applications. Section Number: 25.04 Topic: Applied Microbiology

37. Which enzyme is used in medicine as a blood thinner? A. streptokinase B. protease C. catalase D. rennet E. cellulase

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: 25.20 List the four steps of industrial product production from microbes. Learning Outcome: 25.21 Identify five industrial products made by microorganisms and their applications. Section Number: 25.04 Topic: Industrial Microbiology

38. Which of the following pathogens does not match its condition? A. E. coli - diarrhea B. Vibrio cholerae - cholera C. Shigella dysenteriae - dysentery D. Saccharomyces cerevisiae - vomiting E. Listeria monocytogenes - listeriosis

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 25.06 Discuss how wastes can be converted into usable forms of energy. Learning Outcome: 25.07 List five important pathogens of drinking water. Learning Outcome: 25.08 Provide examples of indicator bacteria and describe their role in the survey of water quality. Section Number: 25.02 Topic: Applied Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

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Chapter 25 - Applied Microbiology and Food and Water Safety

39. What is missing from the following equation: Yeast + → 2C2H5OH + 2CO2 A. C5H12O5 B. O2 C. C6H12O6 D. H2O E. CH3CHO

40. Hazard Analysis and Critical Control Point Principle (HACCP) procedures include A. determining the microbial load in preprocessed food. B. determining adequate separation of waste and ready-to-eat product/s. C. sanitary guidelines and sufficient employee training. D. All of the choices are correct.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 25.14 Provide background on current HACCP guidelines and how they are used to maintain food safety. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

True / False Questions 41. In the secondary phase of water treatment, organic matter undergoes biodegradation by a diverse mix of bacteria, algae, and protozoa. 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 Objective: 06.03 Humans utilize and harness microorganisms and their products. Blooms Level: 5. Evaluate Blooms Level: 6. Create Learning Outcome: 25.05 Describe the primary and secondary phases of sewage treatment. Section Number: 25.02 Topic: Applied Microbiology

42. Yeast fermentation in breads is aerobic. TRUE

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: 25.09 Summarize methods for identifying and quantifying microbial contaminants in water supplies. Learning Outcome: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Learning Outcome: 25.11 Summarize the microbial process that leads to leavening in bread. Section Number: 25.03 Topic: Food Microbiology

43. Rennin is added to cheese to help preserve it. FALSE

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Applied Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

44. Most cases of food poisoning occur in the home, not restaurants. TRUE

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 25.15 Report 10-year trends in the incidence of food-borne illness within the United States. Section Number: 25.03 Topic: Food Microbiology

45. A quick warming of chicken or eggs is enough to kill Salmonella. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. 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 Systems Blooms Level: 1. Remember Learning Outcome: 25.16 Outline basic principles of using temperature to preserve food. Learning Outcome: 25.17 List methods other than temperature currently used for preservation in the food industry. Section Number: 25.03 Topic: Food Microbiology

46. Freezing chicken does not kill Salmonella. TRUE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. 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 Systems Blooms Level: 1. Remember Learning Outcome: 25.16 Outline basic principles of using temperature to preserve food. Learning Outcome: 25.17 List methods other than temperature currently used for preservation in the food industry. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

47. Irradiated food becomes radioactive. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. 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 Systems Blooms Level: 1. Remember Learning Outcome: 25.16 Outline basic principles of using temperature to preserve food. Learning Outcome: 25.17 List methods other than temperature currently used for preservation in the food industry. Section Number: 25.03 Topic: Food Microbiology

48. Dehydration is an excellent microbicidal method. FALSE

49. In batch fermentation, substrate is added continuously and the product is siphoned off throughout the run. FALSE

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 1. Remember Learning Outcome: 25.17 List methods other than temperature currently used for preservation in the food industry. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

50. Secondary metabolites are essential molecules needed by the microorganism. FALSE

Multiple Choice Questions 51. Place the steps of the water purification process in order. A. filtration and settling, chemical disinfection, aeration, release into a water reservoir B. aeration, filtration and settling, chemical disinfection, release into a water reservoir C. chemical disinfection, aeration, filtration and settling, release into a water reservoir D. release into a water reservoir, aeration, filtration and settling, chemical disinfection

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 25.03 Outline the steps in water purification. Section Number: 25.02 Topic: Applied Microbiology

52. The difference between water purification and sewage treatment is: A. the types of microorganisms used for the treatment. B. the amount of air pumped into the water for treatment. C. whether the water comes out of peoples' house or not. D. there is microbial degradation in sewage treatment, but not at all in water purification.

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Chapter 25 - Applied Microbiology and Food and Water Safety

53. Sewage treatment processes result in the production of used to make electricity. A. carbohydrates B. hydrogen gas C. methane D. nitrates

, which can then be

54. Potable water must be: A. absolutely clear. B. free of pathogens. C. totally free of microorganisms. D. free of all elements.

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 25.07 List five important pathogens of drinking water. Section Number: 25.02 Topic: Applied Microbiology

55. Indicator bacteria for contaminated water are: A. coliforms. B. Clostridia. C. Staphylococci. D. all bacteria, since there should be no bacteria at all in treated water.

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 Systems Blooms Level: 1. Remember Learning Outcome: 25.08 Provide examples of indicator bacteria and describe their role in the survey of water quality. Section Number: 25.02 Topic: Applied Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

56. Analysis of a water sample by a series of presumptive, confirmatory, and completed tests that help establish an estimate of coliform numbers in the water is called: A. membrane filter method. B. most probable number (MPN). C. standard plate count. D. PCR.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Blooms Level: 2. Understand Learning Outcome: 25.09 Summarize methods for identifying and quantifying microbial contaminants in water supplies. Section Number: 25.02 Topic: Applied Microbiology

57. Which of the following is not true of coliforms? A. gram-negative, lactose-fermenting, and gas-producing B. include E. coli, Enterobacter, and Citrobacter C. Coliform counts are not specific for a particular species of bacteria. D. All coliforms come from feces, so finding any of them in water indicates fecal contamination.

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 Systems Blooms Level: 2. Understand Learning Outcome: 25.08 Provide examples of indicator bacteria and describe their role in the survey of water quality. Section Number: 25.02 Topic: Applied Microbiology

58. The most prominent water-borne pathogens of recent times include all except: A. Staphylococcus B. Cryptosporidium. C. Norwalk viruses. D. Salmonella.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 1. Remember Learning Outcome: 25.07 List five important pathogens of drinking water. Section Number: 25.02 Topic: Applied Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

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Chapter 25 - Applied Microbiology and Food and Water Safety

59. The basis of the membrane filter technique is: A. the various dilutions of the water sample allow a total bacterial count when plated out using pour or spread plates. B. the membrane has an antibiotic which kills bacteria in the water sample. C. bacteria are small enough to go right through the filter. D. bacteria are larger than the holes in the filter.

ASM Objective: 08.04 Estimate the number of microorganisms in a sample (using, for example, direct count, viable plate count, and spectrophotometric methods). ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: 25.09 Summarize methods for identifying and quantifying microbial contaminants in water supplies. Section Number: 25.02 Topic: Applied Microbiology

60. Which of the following statements is true? A. Microorganisms can be a food source. B. Microbial metabolism can alter a food to improve its flavor. C. Not all microorganisms in food cause foodborne disease. D. All statements are 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 Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 2. Understand Learning Outcome: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Learning Outcome: 25.13 Discuss how microorganisms themselves are useful as food products today. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

61. Picking a nice sirloin roast, you ask the meat manager to grind it up into ground beef, to be used for hamburger meat. Since your husband likes his hamburgers rare, you undercooked the meat just as he likes it. Unfortunately, within 2 days he develops the signs and symptoms of gastrointestinal disease--diarrhea, bloating, and vomiting. Which of the following statements best describes what might have happened? A. The meat grinder was not cleaned well with disinfectant. When the sirloin was ground up with the grinder, bacteria were transferred to the meat and thoroughly distributed throughout the meat. B. The sirloin was already contaminated when it was in the whole animal, probably due to the animal being sick. C. The hamburger meat became contaminated by bacteria that were in other foods in your refrigerator. D. The meat became contaminated by bacteria on the barbeque grill, coating both sides of the hamburger patties.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: 25.15 Report 10-year trends in the incidence of food-borne illness within the United States. Section Number: 25.03 Topic: Food Microbiology

62. Which statement is true regarding pasteurization? A. It does not kill all microorganisms in milk. B. The process was first used in the wine industry. C. During pasteurization the heating is done very quickly as to not change the integrity and taste of the product. D. All statements are true.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 25.16 Outline basic principles of using temperature to preserve food. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

63. You have to determine what method is best to prevent the growth of microorganisms in your company's food---ham roasts. This method should be efficient, have a high kill rate, not change the food integrity or taste for the most part, and not add much in the way of chemicals. What would you choose? A. filtration B. pasteurization C. gamma radiation D. freezing E. food preservatives

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 4. Analyze Learning Outcome: 25.17 List methods other than temperature currently used for preservation in the food industry. Section Number: 25.03 Topic: Food Microbiology

64. You have never seen a container of jelly go bad or be contaminated with microbial growth, even though it is continuously used for months at a time. Which is the best explanation? A. Jelly is pasteurized. B. Jelly has a high osmotic pressure. C. Jelly is filter sterilized. D. A variety of chemicals are added to jelly to make it inhospitable for bacteria.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 4. Analyze Learning Outcome: 25.17 List methods other than temperature currently used for preservation in the food industry. Section Number: 25.03 Topic: Food Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

65. Which microorganism would likely be found in cured bacon? A. Staphylococcus B. E. coli C. Penicillium D. Saccharomyces

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 Systems Blooms Level: 3. Apply Learning Outcome: 25.15 Report 10-year trends in the incidence of food-borne illness within the United States. Section Number: 25.03 Topic: Food Microbiology

66. The starting substrate for vinegar production is: A. fruit juice B. an alcoholic solution C. water D. a salt solution

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: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Section Number: 25.03 Topic: Food Microbiology

67. The disadvantage of batch fermentations, as opposed to continuous feed systems, is: A. there has to be new substrate added to the fermentor all of the time for the fermentation to continue. B. there is a limit to the amount of product that can be produced since all materials are added to the fermentor at the beginning. C. it is small scale production of a product. D. the end product is not as pure as the product made by the continuous feed process.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 25.20 List the four steps of industrial product production from microbes. Section Number: 25.04 Topic: Industrial Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

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Chapter 25 - Applied Microbiology and Food and Water Safety

68. Methane can be produced from agricultural or industrial products by: A. anaerobic respiration. B. oxidation of nitrogen gas. C. fermentation. D. glycolysis.

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g., nitrogen fixation, methane production, anoxygenic photosynthesis). ASM Objective: 06.03 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: 25.06 Discuss how wastes can be converted into usable forms of energy. Section Number: 25.02 Topic: Applied Microbiology

69. You made your first batch (ever) of wine about 6 weeks ago. You used a new plastic garbage can, covered with plastic wrap over the top, for the process. Now you get a cup of it out of the container only to find no alcohol--just really bad juice. What went wrong? A. The plastic of the container released chemicals that killed the yeasts. B. The yeasts were not under anaerobic conditions. C. Your yeasts mutated into non-alcohol producing organisms. D. You bought the wrong yeast species at the store.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 25.10 Name five foods and/or beverages that are produced using microbial fermentation. Learning Outcome: 25.12 Write the equation showing how yeasts convert sugar into alcoholic beverages. Section Number: 25.03 Topic: Food Microbiology

70. Bread production involves a(n) A. lactic acid B. alcohol C. mixed acid D. aldehyde

fermentation.

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Chapter 25 - Applied Microbiology and Food and Water Safety

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Chapter 25 - Applied Microbiology and Food and Water Safety

71. You want to make wine that will be 20-25% alcohol, but wine rarely gets to that concentration of alcohol. What can you do to accomplish your goal of high-yield alcohol production? A. Add more sugar to your starting material. B. Let your fermentation go longer. C. Find an alcohol-tolerant yeast strain. D. Add brandy to your wine.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Blooms Level: 3. Apply Learning Outcome: 25.12 Write the equation showing how yeasts convert sugar into alcoholic beverages. Section Number: 25.03 Topic: Food Microbiology

72. A common substrate for industrial fermentation products is: A. alcohol B. cholesterol C. nucleotides D. molasses

73. An organism used to make a large variety of industrial products by fermentation is: A. Penicillium B. E. coli C. Salmonella D. Aspergillus

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: 25.21 Identify five industrial products made by microorganisms and their applications. Section Number: 25.04 Topic: Industrial Microbiology

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Chapter 25 - Applied Microbiology and Food and Water Safety

74. What is the best definition of biotransformation? A. the production of alcohol from a substrate B. the production of a toxin from a nontoxic chemical C. the oxidation of sugar to carbon dioxide D. the use of microorganisms to modify substances that are not normally used for growth

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g., nitrogen fixation, methane production, anoxygenic photosynthesis). ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 03 Metabolic Pathways Blooms Level: 2. Understand Learning Outcome: 25.21 Identify five industrial products made by microorganisms and their applications. Section Number: 25.04 Topic: Industrial Microbiology

75. Which of the following activities uses microbial biotransformation? A. production of human hormones B. alcohol production C. production of fermented milk products D. production of antibiotics

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: 25.20 List the four steps of industrial product production from microbes. Learning Outcome: 25.21 Identify five industrial products made by microorganisms and their applications. Section Number: 25.04 Topic: Industrial Microbiology

76. The first product produced by genetic manipulation and recombinant technology was: A. penicillin. B. insulin. C. cortisone. D. amylase.

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: 25.21 Identify five industrial products made by microorganisms and their applications. Section Number: 25.04 Topic: Industrial Microbiology

25-40