TEST BANK for Talaro’s Foundations in Microbiology, 10th Edition, by Barry Chess | All Chapters 1-27 by ACADEMIAMILL

Foundations In Microbiology 10th Edition Talaro Test Bank Chapter 01 Testbank Student:

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

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

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

When humans manipulate the genes of microorganisms the process is called2013 A. bioremediation. B. genetic engineering. C. epidemiology. D. immunology. E. taxonomy.

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

Which activity is an example of biotechnology? A. Bacteria in the soil secrete an antibiotic to kill competitors. B. A microbiologist uses a microscope to study bacteria. C. Humans use yeast to make beer and wine. D. Mycobacterium tuberculosis causes tuberculosis in the lungs. E. Public health officials monitor diseases in a community.

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Which of the following is a unique characteristic of viruses that distinguishes them from the other major groups of microorganisms? A. Viruses cause human disease. B. Vruses are composed of cells that lack nuclei. C. Viruses cannot be seen without an electron microscope. D. Viruses contain genetic material. E. Viruses lack cell structure.

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.

10. Pasteur used swan-neck flasks in his experiments to prove that A. air had "vital forces" capable of spontaneous generation. B. microbial fermentation could be used to make wine. C. dust in air was a source of living microorganisms. D. microorganisms could cause disease. E. microorganisms could be grown in laboratory infusions. 11. Which of the following is not a process in the scientific method? A. belief in a preconceived idea B. formulate a hypothesis C. systematic observation D. laboratory experimentation E. development of a theory 12. Spontaneous generation is the belief that A. germs cause infectious diseases. B. microbes are diverse and ubiquitous. C. microbes placed in an infusion can grow in it. D. aseptic techniques reduce microbes in medical settings. E. living things arise from nonliving matter. 13. 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. 14. Which of the following is a taxon that contains all the other taxa listed? A. species B. phylum C. kingdom D. genus E. family 15. Which of the following is a scientific name? A. bacteria B. Protista C. species D. Bacillus subtilis E. bacilli

16. Taxonomy does not involve A. nomenclature. B. classification. C. taxa. D. identification. E. Koch's postulates. 17. The smallest and most significant taxon is A. genus. B. species. C. kingdom. D. family. E. phylum. 18. The study of evolutionary relationships among organisms is called A. biotechnology. B. genetics. C. recombinant DNA. D. phylogeny. E. taxonomy. 19. 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 aNnUeRwSd isG eT asBe.C . OM IN 20. A scientist discovers a new microbial species. It is a single-celled eukaryote without cell walls. In which kingdom will it likely be classified? A. Monera B. Protista C. Fungi D. Animalia E. Plantae 21. A scientist collects grass clippings to find the source of an outbreak of tularemia is an example of working in the field of A. food microbiology. B. epidemiology. C. agricultural microbiology. D. genetic engineering. E. biotechnology. 22. Helminths are A. bacteria. B. protozoa. C. molds. D. parasitic worms. E. infectious particles.

23. All of the following pertain to photosynthesis, except A. it occurs only in members of the kingdom Plantae.

B. carbon dioxide is converted to organic material. C. it contributes to the oxygen content in the atmosphere. D. it is fueled by light. E. it is important to each ecosystem's flow of energy and food. 24. 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. 25. 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. 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 27. Which of the following lists 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

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28. 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. 29. In Whittaker's system, the protozoa and algae are classified in the kingdom A. Monera. B. Protista. C. Mycetae. D. Plantae. E. Animalia. 30. The scientist(s) that proposed assigning organisms 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. 31. Which kingdom does not contain any eukaryotes? A. Monera

B. Protista C. Mycetae D. Plantae E. Animalia 32. Which of the following are the main decomposers of the Earth? A. bacteria and fungi B. bacteria and viruses C. algae and viruses D. protists and fungi E. All organisms are decomposers. 33. The most common infectious cause of death worldwide is A. HIV/AIDS. B. stroke. C. heart disease. D. cancer. E. malaria. 34. Which of the following diseases is transmitted by mosquitoes? A. diarrheal diseases B. tuberculosis C. malaria D. septicemia E. influenza

35. All of the following are correct about prokaryotes, except A. they are smaller than eukaryotes. B. they lack a nucleus. C. they are less complex than eukaryotes. D. they have organelles. E. they are found nearly everywhere.

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36. All of the following contribute to the rise of emerging diseases, except A. the decrease in drug-resistant bacteria. B. human encroachment on wild habitats. C. changes in agricultural practices. D. populations are more mobile. 37. Which scientist discovered heat-resistant bacterial spores? A. Joseph Lister B. Ignaz Semmelweis C. Robert Koch D. Ferdinand Cohn E. Antonie van Leeuwenhoek 38. Which of the following is the correct way to write the scientific name of this bacterium? A. Staph Aureus B. Staphylococcus Aureus C. Staphylococcus aureus D. Staphylococcus Aureus E. S. Aureus 39. Where are you most likely to find bacteria belonging to the domain Archaea? A. a human's large intestine B. in a hot spring

C. a pond D. a sewage treatment plant E. a beer production facility 40. When microbes are introduced into the environment to restore stability, the process is called A. bioremediation. B. genetic engineering. C. epidemiology. D. immunology. E. taxonomy. 41. In which of the following conditions is(are) microbial infection often implicated as a cause? A. gastric ulcers B. female infertility C. coronary artery disease D. cervical cancer E. All of these choices are correct. 42. Cyanide is a chemical used to dissolve gold and is harmful to the environment and organisms living there. A couple of biochemists came up with the idea of using the bacteria in the genus Pseudomonas to break down the cyanide used by a gold mining company. Which term refers to this use of bacteria? A. bioremediation B. immunoextraction C. decomposition D. bioextraction E. biosynthesis 43. Which of the following branches of Microbiology is utilized in diagnosing or treating someone who has broken out in hives and is experiencing respiratory distress due to an exposure to a microbial toxin? A. agricultural Microbiology B. epidemiology C. biotechnology D. immunology E. industrial Microbiology

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44. Bacteria and fungi are important in bioremediation. These decomposers are also called

A. strict aerobes B. strict anaerobes C. saprobes D. predators E. parasites 45. Members of the same species share many more characteristics compared to those shared by members of the same kingdom. True False 46. Viruses are not classified in any of Whittaker's five kingdoms. True False 47. Members of the kingdom Fungi are hotosynthetic. True False 48. A scientist studying helminths is working with bacteria. True False

49. The fossil record has established that prokaryotes existed on Earth for approximately two billion years before eukaryotes appeared. True False 50. It has been over 25 years since a new infectious disease has emerged in the world. True False 51. The term sterile means free of all life-forms. True False 52. All microorganisms are parasites. True False 53. During a scientific experiment, the control group is used to directly test or measure the consequences of a variable in the study. True False 54. The scientific method involves formulating a tentative explanation, called the hypothesis, to account for what has been observed or measured. True False 55. Once an organism is assigned to a particular taxonomic hierarchy, it is permanent and cannot be revised. True False 56. When a the results of an experiment support a hypothesis, the hypothesis can now be considered a theory. True False

NURSINGTB.COM 57. The names of the three proposed domains are: Bacteria, Protista, Eukarya. True False 58. One distinguishing characteristic of the archaea is that they live in extreme environments. True False 59. The scientific field called 60.

is involved in the identification, classification, and naming of organisms.

is the area of biology that states that living things undergo gradual structural and functional changes over long periods of time.

61. Living things ordinarily too small to be seen with the unaided eye are termed 62.

are the group of microorganisms composed only of hereditary material wrapped in a protein covering.

63. A scientist that constructs a hypothesis and then tests its validity by outlining predicted events of the hypothesis followed by experiments to test for those events is using the approach. A. inductive B. deductive C. instructive D. trial-and-error

64. Discuss what might be three different beneficial consequences and three different detrimental consequences of killing all microorganisms on the Earth. 65. Discuss five of the reasons why infectious diseases are increasing in number around the world. 66. Describe the experiment that Louis Pasteur did with swan-necked-shaped tubes to disprove spontaneous generation. 67. Recently Zika virus has been in the news, with many cases in Central and South America and increasing numbers of cases in the southern United States. Five years ago this virus was essentially unheard of in these areas. This is an example of A. an endemic virus. B. an emerging infectious disease. C. genetic recombination. D. a pandemic. 68. Numerous cases of microcephaly have been observed in the newborn babies of women who were infected with Zika virus during pregnancy. This led to the proposed hypothesis that Zika virus was causing the birth defects. This is an example of A. hypothesis testing. B. deductive reasoning. C. inductive reasoning. D. theory development.

Chapter 01 Testbank Key 1.

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 Bloom's Level: 01. Remember Learning Outcome: 01.07 Review the roles of microorganisms as parasites and pathogens that cause infection and disease. Section: 01.04

Topic: Microbial Roles

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: 03.02 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: 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 Bloom's Level: 01. Remember Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology. Learning Outcome: 01.04 State several ways that microbes are involved in the earth's ecosystems. Section: 01.02

The microorganisms that do not have a nucleus in their cells are called

Topic: Microbial Roles

A. decomposers. B. prokaryotes. C. pathogens. D. eukaryotes. E. fermenters. 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 Bloom's Level: 01. Remember Learning Outcome: 01.03 Describe the basic characteristics of prokaryotic cells and eukaryotic cells and their evolutionary origins.

Learning Outcome: 01.05 Describe the cellular makeup of microorganisms and their size range, and indicate how viruses differ from cellular microbes. Section: 01.02 Topic: Cellular Organization

When humans manipulate the genes of microorganisms the process is called3-7-2013 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 06 Impact of Microorganisms Bloom's Level: 02. Understand Learning Outcome: 01.06 Discuss the ways microorganisms can be used to create solutions for environmental problems and industrial products. Section: 01.03 Topic: Basics of Genetic Engineering

Topic: Recombinant DNA Technology

Which of the following are not considered microorganisms? A. mosquitoes B. protozoa C. bacteria D. viruses E. fungi ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's Level: 02. Understand Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology. Section: 01.01

Topic: Taxonomy of Microorganisms

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: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. 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 Bloom's Level: 02. Understand Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology. Section: 01.01 Topic: Taxonomy of Microorganisms

Which activity is an example of biotechnology? A. Bacteria in the soil secrete an antibiotic to kill competitors. B. A microbiologist uses a microscope to sNtud acGtT eB ria.C. OM URySbIN C. Humans use yeast to make beer and wine. D. Mycobacterium tuberculosis causes tuberculosis in the lungs. E. Public health officials monitor diseases in a community. ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Bloom's Level: 03. Apply Learning Outcome: 01.02 Name and define the primary areas included in microbiological studies. Learning Outcome: 01.06 Discuss the ways microorganisms can be used to create solutions for environmental problems and industrial products. Section: 01.01 Section: 01.03 Topic: Food Microbiology

Topic: Microbial Roles

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: 02.05 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 Bloom's Level: 02. Understand General Viral Properties Learning Outcome: 01.05 Describe the cellular makeup of microorganisms and their size range, and indicate how viruses differ from cellular microbes. Section: 01.02

Topic: Viral structure

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: 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 Bloom's Level: 01. Remember Learning Outcome: 01.09 Outline the major events in the history of mirobiology, including the major contributors to the early development of microscopy, medical advances, aseptic techniques, and the germ theory of disease. Section: 01.05 Topic: History of Microbiology

10.

Pasteur used swan-neck flasks in his experiments to prove that A. air had "vital forces" capable of spontaneous generation. B. microbial fermentation could be used to make wine. C. dust in air was a source of living microorganisms. D. microorganisms could cause disease. E. microorganisms could be grown in laboratory infusions. ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Topic: Module 05 Systems Bloom's Level: 02. Understand Learning Outcome: 01.09 Outline the major events in the history of mirobiology, including the major contributors to the early development of microscopy, medical advances, aseptic techniques, and the germ theory of disease. Section: 01.05 Topic: History of Microbiology

11.

Which of the following is not a process in the scientific method? A. belief in a preconceived idea B. formulate 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 Bloom's Level: 02. Understand Learning Outcome: 01.10 Explain the main features of the scientific method, and differentiate between inductive and deductive reasoning and between hypothesis and theory. Section: 01.05 Topic: History of Microbiology

12.

Spontaneous generation is the belief that A. germs cause infectious diseases. B. microbes are diverse and ubiquitous. C. microbes placed in an infusion can grow in it. D. aseptic techniques reduce microbes in medical settings. E. living things arise from nonliving matter. ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 07 Scientific Thinking Bloom's Level: 02. Understand Learning Outcome: 01.09 Outline the major events in the history of mirobiology, including the major contributors to the early development of microscopy, medical advances, aseptic techniques, and the germ theory of disease. Learning Outcome: 01.10 Explain the main features of the scientific method, and differentiate between inductive and deductive reasoning and between hypothesis and theory. Section: 01.05 Topic: History of Microbiology

13.

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: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. 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 05 Systems ASM Topic: Module 07 Scientific Thinking Bloom's Level: 02. Understand Learning Outcome: 01.07 Review the roles of microorganisms as parasites and pathogens that cause infection and disease. Learning Outcome: 01.09 Outline the major events in the history of mirobiology, including the major contributors to the early development of microscopy, medical advances, aseptic techniques, and the germ theory of disease. Section: 01.05 Topic: History of Microbiology Topic: Microbial Roles

14.

Which of the following is a taxon that contains all the other taxa listed? A. species B. phylum C. kingdom D. genus E. family 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 Bloom's Level: 03. Apply Learning Outcome: 01.11 Define taxonomy and its supporting terms classification, nomenclature, and identification. Learning Outcome: 01.12 Explain how the levels of a taxonomic scheme relate to each other. Give the names of the levels, and place them in a hierarchy. Section: 01.06

15.

Which of the following is a scientific name?

Topic: Taxonomy of Microorganisms

A. bacteria B. Protista C. species D. Bacillus subtilis E. bacilli ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's Level: 02. Understand Learning Outcome: 01.11 Define taxonomy and its supporting terms classification, nomenclature, and identification.

Learning Outcome: 01.13 Describe the goals of nomenclature and how the binomial system is structured. Know how to correctly write a scientific name. Learning Outcome: 01.17 Recall the order of taxa and the system of notation used in creating scientific name Section: 01.06 Topic: Taxonomy of Microorganisms

16.

Taxonomy does not involve A. nomenclature. B. classification. C. taxa. D. identification. E. Koch's postulates. ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's Level: 02. Understand Learning Outcome: 01.11 Define taxonomy and its supporting terms classification, nomenclature, and identification. Learning Outcome: 01.12 Explain how the levels of a taxonomic scheme relate to each other. Give the names of the levels, and place them in a hierarchy.

Learning Outcome: 01.13 Describe the goals of nomenclature and how the binomial system is structured. Know how to correctly write a scientific name. Learning Outcome: 01.16 Explain the bases for classification, taxonomy, and nomenclature. Section: 01.06 Topic: Taxonomy of Microorganisms

17.

The smallest and most significant taxon is A. genus.

B. species. C. kingdom. D. family. E. phylum. ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's Level: 02. Understand Learning Outcome: 01.11 Define taxonomy and its supporting terms classification, nomenclature, and identification.

18.

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 Bloom's Level: 01. Remember Learning Outcome: 01.12 Explain how the levels of a taxonomic scheme relate to each other. Give the names of the levels, and place them in a hierarchy.

Learning Outcome: 01.14 Discuss the fundamentals of evolution, evidence used to verify evolutionary trends, and the use of evolutionary theory in the study of organisms. Section: 01.06 Section: 01.07 Topic: Taxonomy of Microorganisms

19.

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 Bloom's Level: 03. Apply Learning Outcome: 01.16 Explain the bases for classification, taxonomy, and nomenclature. Section: 01.07 Topic: Taxonomy of Microorganisms

20.

A scientist discovers a new microbial species. It is a single-celled eukaryote without cell walls. In which kingdom will it likely be classified? A. Monera B. Protista C. Fungi D. Animalia E. Plantae ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 02 Structure and Function Bloom's Level: 03. Apply Learning Outcome: 01.16 Explain the bases for classification, taxonomy, and nomenclature. Section: 01.07 Topic: Taxonomy of Microorganisms

21.

A scientist collects grass clippings to find the source of an outbreak of tularemia is an example of working in the field of A. food microbiology. B. epidemiology.

C. agricultural microbiology. D. genetic engineering. E. biotechnology. 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 Bloom's Level: 03. Apply Learning Outcome: 01.02 Name and define the primary areas included in microbiological studies. Section: 01.01

Topic: Epidemiology

22.

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

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM 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 Bloom's Level: 01. Remember Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology. Learning Outcome: 01.07 Review the roles of microorganisms as parasites and pathogens that cause infection and disease. Section: 01.01

23.

Topic: Helminths

All of the following pertain to photosynthesis, except A. it occurs only in members of the kingdom Plantae. B. carbon dioxide is converted to organic material. C. it contributes to the oxygen content in the atmosphere. D. it is fueled by light. E. it is important to each ecosystem's flow of energy and food. 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 Bloom's Level: 02. Understand Learning Outcome: 01.04 State several ways that microbes are involved in the earth's ecosystems. Learning Outcome: 01.15 Explain the concepts behind the organization of the two main trees of life, and indicate where the major groups of microorganisms fall on these trees. Section: 01.02 Topic: Microbial Roles Topic: Taxonomy of Microorganisms

24.

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: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Bloom's Level: 02. Understand Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology. Learning Outcome: 01.07 Review the roles of microorganisms as parasites and pathogens that cause infection and disease. Section: 01.04

Topic: Microbial Roles

25.

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: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 03 Metabolic Pathways Bloom's Level: 01. Remember Learning Outcome: 01.09 Outline the major events in the history of mirobiology, including the major contributors to the early development of microscopy, medical advances, aseptic techniques, and the germ theory of disease. Section: 01.05

26.

Which scientist showed that anthrax was caused by the bacterium Bacillus anthracis?

Topic: History of Microbiology

A. Joseph Lister B. Ignaz Semmelweis C. Robert Koch D. Louis Pasteur E. Antonie van Leeuwenhoek ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Bloom's Level: 01. Remember Learning Outcome: 01.09 Outline the major events in the history of mirobiology, including the major contributors to the early development of microscopy, medical advances, aseptic techniques, and the germ theory of disease. Section: 01.05 Topic: History of Microbiology

27.

Which of the following lists 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

28.

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's Level: 01. Remember Learning Outcome: 01.12 Explain how the levels of a taxonomic scheme relate to each other. Give the names of the levels, and place them in a hierarchy. Section: 01.06 Topic: Taxonomy of Microorganisms NURSINGTB.COM

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. ASM Objective: 07.03a Ability to communicate and collaborate with other disciplines: Effectively communicate fundamental concepts of microbiology in written and oral format. ASM Topic: Module 07 Scientific Thinking Bloom's Level: 01. Remember Learning Outcome: 01.13 Describe the goals of nomenclature and how the binomial system is structured. Know how to correctly write a scientific name. Section: 01.06 Topic: Taxonomy of Microorganisms

29.

In Whittaker's system, the protozoa and algae are classified in the kingdom A. Monera. B. Protista. C. Mycetae. D. Plantae. E. Animalia. ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa, and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different. ASM Topic: Module 01 Evolution ASM Topic: Module 02 Structure and Function Bloom's Level: 01. Remember Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology. Learning Outcome: 01.15 Explain the concepts behind the organization of the two main trees of life, and indicate where the major groups of microorganisms fall on these trees.

Section: 01.07 Topic: Taxonomy of Microorganisms

30.

The scientist(s) that proposed assigning organisms 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. ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's Level: 01. Remember

Learning Outcome: 01.03 Describe the basic characteristics of prokaryotic cells and eukaryotic cells and their evolutionary origins. Learning Outcome: 01.14 Discuss the fundamentals of evolution, evidence used to verify evolutionary trends, and the use of evolutionary theory in the study of organisms.

Learning Outcome: 01.15 Explain the concepts behind the organization of the two main trees of life, and indicate where the major groups of microorganisms fall on these trees. Section: 01.07 Topic: Taxonomy of Microorganisms

31.

Which kingdom does not contain any eukaryotes? A. Monera B. Protista C. Mycetae D. Plantae E. Animalia ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's Level: 02. Understand Learning Outcome: 01.15 Explain the concepts behind the organization of the two main trees of life, and indicate where the major groups of microorganisms fall on these trees. Section: 01.07 Topic: Taxonomy of Microorganisms

32.

Which of the following are the main decomposers of the Earth? A. bacteria and fungi B. bacteria and viruses C. algae and viruses D. protists and fungi E. All organisms are decomposers.

NURSINGTB.COM

Topic: Microbial Roles

33.

The most common infectious cause of death worldwide is A. HIV/AIDS. B. stroke. C. heart disease. D. cancer. E. malaria.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Bloom's Level: 01. Remember Learning Outcome: 01.07 Review the roles of microorganisms as parasites and pathogens that cause infection and disease. Section: 01.04

Topic: Microbial Roles

34.

Which of the following diseases is transmitted by mosquitoes? A. diarrheal diseases B. tuberculosis

C. malaria D. septicemia E. influenza 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: 05.04 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 Bloom's Level: 01. Remember Learning Outcome: 01.03 Describe the basic characteristics of prokaryotic cells and eukaryotic cells and their evolutionary origins.

Learning Outcome: 01.07 Review the roles of microorganisms as parasites and pathogens that cause infection and disease. Section: 01.04

35.

Topic: Microbial Roles

All of the following are correct about prokaryotes, except A. they are smaller than eukaryotes. B. they lack a nucleus. C. they are less complex than eukaryotes. D. they have organelles. E. they are found nearly everywhere. 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 Bloom's Level: 02. Understand Learning Outcome: 01.03 Describe the basic characteristics of prokaryotic cells and eukaryotic cells and their evolutionary origins. Section: 01.02

36.

Topic: Cellular Organization

All of the following contribute to the rise of emerging diseases, except A. the decrease in drug-resistant bacteria. B. human encroachment on wild habitats. C. changes in agricultural practices. D. populations are more mobile.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems NURSINGTB.COM Bloom's Level: 02. Understand Learning Outcome: 01.08 Define what is meant by emerging and reemerging diseases. Section: 01.04

Topic: Microbial Roles

37.

Which scientist discovered heat-resistant bacterial spores? A. Joseph Lister B. Ignaz Semmelweis C. Robert Koch D. Ferdinand Cohn E. Antonie van Leeuwenhoek ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities. ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. ASM Topic: Module 02 Structure and Function ASM Topic: Module 03 Metabolic Pathways Bloom's Level: 01. Remember Learning Outcome: 01.09 Outline the major events in the history of mirobiology, including the major contributors to the early development of microscopy, medical advances, aseptic techniques, and the germ theory of disease. Section: 01.05

Topic: History of Microbiology

38.

Which of the following is the correct way to write the scientific name of this bacterium? A. Staph Aureus B. Staphylococcus Aureus C. Staphylococcus aureus D. Staphylococcus Aureus E. S. Aureus ASM Objective: 07.03a Ability to communicate and collaborate with other disciplines: Effectively communicate fundamental concepts of microbiology in written and oral format.

ASM Topic: Module 07 Scientific Thinking Bloom's Level: 01. Remember Learning Outcome: 01.13 Describe the goals of nomenclature and how the binomial system is structured. Know how to correctly write a scientific name. Section: 01.06 Topic: Taxonomy of Microorganisms

39.

Where are you most likely to find bacteria belonging to the domain Archaea? A. a human's large intestine B. in a hot spring C. a pond D. a sewage treatment plant E. a beer production facility 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 Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems Bloom's Level: 02. Understand Learning Outcome: 01.15 Explain the concepts behind the organization of the two main trees of life, and indicate where the major groups of microorganisms fall on these trees. Section: 01.07 Topic: Microbial Roles Topic: Taxonomy of Microorganisms

40.

When microbes are introduced into the environment to restore stability, the process is called A. bioremediation. B. genetic engineering. C. epidemiology. D. immunology. E. taxonomy. 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: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 05 Systems NURSINGTB.COM ASM Topic: Module 06 Impact of Microorganisms Bloom's Level: 01. Remember Learning Outcome: 01.06 Discuss the ways microorganisms can be used to create solutions for environmental problems and industrial products. Section: 01.03 Topic: Microbial Roles

41.

In which of the following conditions is(are) microbial infection often implicated as a cause? A. gastric ulcers B. female infertility C. coronary artery disease D. cervical cancer E. All of these 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 Bloom's Level: 02. Understand Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology. Learning Outcome: 01.07 Review the roles of microorganisms as parasites and pathogens that cause infection and disease. Section: 01.04

Topic: Microbial Roles

42.

Cyanide is a chemical used to dissolve gold and is harmful to the environment and organisms living there. A couple of biochemists came up with the idea of using the bacteria in the genus Pseudomonas to break down the cyanide used by a gold mining company. Which term refers to this use of bacteria? A. bioremediation B. immunoextraction C. decomposition D. bioextraction E. biosynthesis 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: 06.03 Humans utilize and harness microorganisms and their products.

ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 06 Impact of Microorganisms Bloom's Level: 03. Apply Learning Outcome: 01.06 Discuss the ways microorganisms can be used to create solutions for environmental problems and industrial products. Section: 01.03

Topic: Microbial Roles

43.

Which of the following branches of Microbiology is utilized in diagnosing or treating someone who has broken out in hives and is experiencing respiratory distress due to an exposure to a microbial toxin? A. agricultural Microbiology B. epidemiology C. biotechnology D. immunology E. industrial Microbiology

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Bloom's Level: 02. Understand Learning Outcome: 01.02 Name and define the primary areas included in microbiological studies. Section: 01.01

Topic: Hypersensitivities

44.

Bacteria and fungi are important in bioremediation. These decomposers are also called

A. strict aerobes B. strict anaerobes C. saprobes D. predators E. parasites ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Bloom's Level: 01. Remember Learning Outcome: 01.04 State several ways that microbes are involved in the earth's ecosystems. Learning Outcome: 01.06 Discuss the ways microorganisms can be used to create solutions for environmental problems and industrial products. Section: 01.02 Section: 01.03

45.

Topic: Microbial Roles

Members of the same species share manyNm risMtics compared to those shared by members of UoRre SIcNhGaTraBc.tCeO the same kingdom. TRUE

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's Level: 02. Understand Learning Outcome: 01.12 Explain how the levels of a taxonomic scheme relate to each other. Give the names of the levels, and place them in a hierarchy. Section: 01.06 Topic: Taxonomy of Microorganisms

46.

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 Bloom's Level: 01. Remember Learning Outcome: 01.05 Describe the cellular makeup of microorganisms and their size range, and indicate how viruses differ from cellular microbes. Section: 01.02 Section: 01.07

Topic: Taxonomy of Microorganisms

47.

Members of the kingdom Fungi are photosynthetic. 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 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 ASM Topic: Module 03 Metabolic Pathways Bloom's Level: 01. Remember Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology.

Learning Outcome: 01.04 State several ways that microbes are involved in the earth's ecosystems. Section: 01.02

Topic: Microbial Roles

48.

A scientist studying helminths is working with bacteria. 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 Bloom's Level: 01. Remember Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology. Section: 01.01 Topic: Helminths Topic: Taxonomy of Microorganisms

49.

The fossil record has established that prokaryotes existed on Earth for approximately two billion years before eukaryotes appeared. TRUE ASM Objective: 01.01 Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Topic: Module 01 Evolution Bloom's Level: 01. Remember

Learning Outcome: 01.14 Discuss the fundamentals of evolution, evidence used to verify evolutionary trends, and the use of evolutionary theory in the study of organisms. Section: 01.07

Topic: Taxonomy of Microorganisms

50.

It has been over 25 years since a new infectious disease has emerged in the world. 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 Bloom's Level: 01. Remember Learning Outcome: 01.08 Define what is meant by emerging and reemerging diseases. Section: 01.04 Topic: Epidemiology Topic: Microbial Roles

51.

The term sterile means free of all life-formsN. URSINGTB.COM 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 Bloom's Level: 01. Remember Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology. Section: 01.01

Topic: Microbial Roles

52.

All microorganisms are parasites. 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 Bloom's Level: 02. Understand Learning Outcome: 01.07 Review the roles of microorganisms as parasites and pathogens that cause infection and disease. Section: 01.04

Topic: Microbial Roles

53.

During a scientific experiment, the control group is used to directly test or measure the consequences of a variable in the study. FALSE

54.

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

TRUE ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method. ASM Topic: Module 07 Scientific Thinking Bloom's Level: 02. Understand Learning Outcome: 01.10 Explain the main features of the scientific method, and differentiate between inductive and deductive reasoning and between hypothesis and theory. Section: 01.05 Topic: History of Microbiology

55.

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 Bloom's Level: 02. Understand Learning Outcome: 01.12 Explain how the levels of a taxonomic scheme relate to each other. Give the names of the levels, and place them in a hierarchy.

56.

When a the results of an experiment support a hypothesis, the hypothesis can now be considered a theory. FALSE

57.

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

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ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's Level: 01. Remember Learning Outcome: 01.15 Explain the concepts behind the organization of the two main trees of life, and indicate where the major groups of microorganisms fall on these trees. Learning Outcome: 01.16 Explain the bases for classification, taxonomy, and nomenclature. Section: 01.07 Topic: Taxonomy of Microorganisms

58.

One distinguishing characteristic of the archaea 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 Topic: Module 03 Metabolic Pathways Bloom's Level: 01. Remember Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology. Learning Outcome: 01.17 Recall the order of taxa and the system of notation used in creating scientific name Section: 01.07 Topic: Microbial Roles Topic: Taxonomy of Microorganisms

59.

The scientific field called

is involved in the identification, classification, and naming of organisms.

taxonomy ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's Level: 01. Remember Learning Outcome: 01.16 Explain the bases for classification, taxonomy, and nomenclature. Section: 01.07 Topic: Taxonomy of Microorganisms

60.

is the area of biology that states that living things undergo gradual structural and functional changes over long periods of time.

Evolution ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's Level: 01. Remember Learning Outcome: 01.14 Discuss the fundamentals of evolution, evidence used to verify evolutionary trends, and the use of evolutionary theory in the study of organisms. Section: 01.07 Topic: Taxonomy of Microorganisms

61.

Living things ordinarily too small to be seen with the unaided eye are termed

microorganisms ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM 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 Bloom's Level: 01. Remember Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology. Learning Outcome: 01.02 Name and define the primary areas included in microbiological studies. Section: 01.01

Topic: Taxonomy of Microorganisms

62.

are the group of microorganisms composed only of hereditary material wrapped in a protein covering. Viruses

Topic: Viral structure

63.

A scientist that constructs a hypothesis andNU thR en stTsBit.sCvOaM lidity by outlining predicted events of the hypothesis SItNeG followed by experiments to test for those events is using the approach. A. inductive B. deductive C. instructive D. trial-and-error

64.

Discuss what might be three different beneficial consequences and three different detrimental consequences of killing all microorganisms on the Earth.

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 Bloom's Level: 04. Analyze Learning Outcome: 01.06 Discuss the ways microorganisms can be used to create solutions for environmental problems and industrial products. Learning Outcome: 01.07 Review the roles of microorganisms as parasites and pathogens that cause infection and disease. Section: 01.03 Section: 01.04 Topic: Microbial Roles

65.

Discuss five of the reasons why infectious diseases are increasing in number around the world. 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 Bloom's Level: 04. Analyze Learning Outcome: 01.07 Review the roles of microorganisms as parasites and pathogens that cause infection and disease. Learning Outcome: 01.08 Define what is meant by emerging and reemerging diseases. Section: 01.04

Topic: Microbial Roles

66.

Describe the experiment that Louis Pasteur did with swan-necked-shaped tubes to disprove spontaneous generation.

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 Bloom's Level: 02. Understand Learning Outcome: 01.09 Outline the major events in the history of mirobiology, including the major contributors to the early development of microscopy, medical advances, aseptic techniques, and the germ theory of disease. Section: 01.05 Topic: History of Microbiology

67.

Recently Zika virus has been in the news, with many cases in Central and South America and increasing numbers of cases in the southern United States. Five years ago this virus was essentially unheard of in these areas. This is an example of A. an endemic virus. B. an emerging infectious disease. C. genetic recombination. D. a pandemic.

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. Bloom's Level: 03. Apply Learning Outcome: 01.08 Define what is meant by emerging and reemerging diseases. Section: 01.04 Topic: Epidemiology

68.

Numerous cases of microcephaly have been observed in the newborn babies of women who were infected with Zika virus during pregnancy. This led to the proposed hypothesis that Zika virus was causing the birth defects. This is an example of A. hypothesis testing. B. deductive reasoning. C. inductive reasoning. D. theory development.

NURSINGTB.COM

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

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 Objective: 07.03b Ability to communicate and collaborate with other disciplines: Identify credible scientific sources and interpret and evaluate the information therein. ASM Topic: Module 05 Systems ASM Topic: Module 07 Scientific Thinking Bloom's Level: 03. Apply Learning Outcome: 01.10 Explain the main features of the scientific method, and differentiate between inductive and deductive reasoning and between hypothesis and theory.

Section: 01.05

Chapter 01 Testbank Summary Category

# of Questions

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

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

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

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (in cluding 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 inf ection.

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

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

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

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biologic al means.

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

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

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

5 17

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

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

ASM Objective: 07.01a Ability to apply the process of science: Demonstrate an ability to formulate hypotheses and d esign 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 microbi ological methods and apply these methods to analogous situations.

ASM Objective: 07.03a Ability to communicate and collaborate with other disciplines: Effectively communicate funda mental concepts of microbiology in written and oral format.

ASM Objective: 07.03b Ability to communicate and collaborate with other disciplines: Identify credible scientific sourc es and interpret and evaluate the information therein.

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

ASM Objective: 08.03 Use appropriate methods to identify microorganisms (mediabased, molecular and serological).

ASM Topic: Module 01 Evolution

ASM Topic: Module 02 Structure and Function

ASM Topic: Module 03 Metabolic Pathways

ASM Topic: Module 04 Information Flow

ASM Topic: Module 05 Systems

ASM Topic: Module 06 Impact of Microorganisms

ASM Topic: Module 07 Scientific Thinking

ASM Topic: Module 08 Microbiology Skills

Bloom's Level: 01. Remember

Bloom's Level: 02. Understand

Bloom's Level: 03. Apply

Bloom's Level: 04. Analyze General Viral Properties

2 1

Learning Outcome: 01.01 Define microbiology and microorganisms, and identify the major organisms included in the science of microbiology.

Learning Outcome: 01.02 Name and define the primary areas included in microbiological studies.

Learning Outcome: 01.03 Describe the basic characteristics of prokaryotic cells and eukaryotic cells and their evoluti onary origins.

Learning Outcome: 01.04 State several ways that microbes are involved in the earth's ecosystems.

Learning Outcome: 01.05 Describe the cellular makeup of microorganisms and their size range, and indicate how vir uses differ from cellular microbes.

Learning Outcome: 01.06 Discuss the ways microorganisms can be used to create solutions for environmental proble ms and industrial products.

Learning Outcome: 01.07 Review the roles of microorganisms as parasites and pathogens that cause infection and di sease.

Learning Outcome: 01.08 Define what is meant by emerging and reemerging diseases.

Learning Outcome: 01.09 Outline the major events in the history of mirobiology, including the major contributors to th e early development of microscopy, medical advances, aseptic techniques, and the germ theory of disease.

Learning Outcome: 01.10 Explain the main features of the scientific method, and differentiate between inductive and deductive reasoning and between hypothesis and theory.

Learning Outcome: 01.11 Define taxonomy and its supporting terms classification, nomenclature, and identification.

Learning Outcome: 01.12 Explain how the levels of a taxonomic scheme relate to each other. Give the names of the l evels, and place them in a hierarchy.

Learning Outcome: 01.13 Describe the goals of nomenclature and how the binomial system is structured. Know how to correctly write a scientific name.

Learning Outcome: 01.14 Discuss the fundamentals of evolution, evidence used to verify evolutionary trends, and the use of evolutionary theory in the study of organisms.

Learning Outcome: 01.15 Explain the concepts behind the organization of the two main trees of life, and indicate whe re the major groups of microorganisms fall on these trees.

Learning Outcome: 01.16 Explain the bases for classification, taxonomy, and nomenclature.

Learning Outcome: 01.17 Recall the order of taxa and the system of notation used in creating scientific name

Section: 01.01 Section: 01.02

9 10

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Section: 01.03

Section: 01.04

Section: 01.05

Section: 01.06

Section: 01.07

Topic: Basics of Genetic Engineering

Topic: Cellular Organization

Topic: Epidemiology

Topic: Food Microbiology

Topic: Helminths

Topic: History of Microbiology

Topic: Hypersensitivities

Topic: Microbial Roles

Topic: Recombinant DNA Technology

Topic: Taxonomy of Microorganisms Topic: Viral structure

27 2

Chapter 02 Testbank Student:

Anything that occupies space and has mass is called A. an electron. B. living. C. matter. D. energy. E. space.

All of the following pertain to

6C except it

A. has 6 protons. B. has 6 electrons. C. has 14 neutrons. D. is an isotope of carbon. E. has a mass number of 14. 3.

The electrons of an atom are A. always equal in number 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.

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

NURSINGTB.COM

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

Isotopes are atoms of the same element that differ in their A. neutron number. B. electron number. C. proton number. D. atomic number. E. chemical properties.

Two or more atoms bonded together are called a/an

A. ion. B. isotope. C. element. D. electrolyte. E. molecule. 32 What would be the valence number of electrons in the sulfur atom A. 2 B. 6

C. 8 D. 16 E. 32 9.

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.

10. Reactions involving electron removal are called

reactions.

A. oxidation B. reduction C. dehydration D. decomposition E. dissolution 11. Which of the following represents a synthesis reaction? A. AB → A + B B. A + B→AB C. AB + XY→AX + BY D. AB + XY→AX + BY 12. The important solvent associated with living things is A. carbon dioxide. B. sodium chloride. C. ethyl alcohol. D. benzene. E. water.

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13. What do H2O, NaCl, CO2, and HCl all have in common? A. All are salts. B. All are acids. C. All are gases. D. All are inorganic. E. All are solutes. 14. Which term does not belong in this list? A. lactic acid B. vinegar C. hydrogen ion donor D. pH 8 E. acidic 15. 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. E. All of these choices are correct. 16. The building blocks of an enzyme are A. nucleotides. B. glycerol and fatty acids. C. monosaccharides.

D. phosphate, glycerol, fatty acids. E. amino acids. 17. Cations are A. charged subatomic particles. B. atoms that have gained electrons. C. radioactive isotopes. D. capable of forming ionic bonds with anions. E. atoms without protons. 18. Which of the following functional groups is mismatched to the organic compound? A. phosphate – carbohydrates B. sulfhydryl – proteins C. amino – proteins D. hydroxyl – alcohols E. carboxyl – fatty acids

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

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

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21. A monosaccharide with 5 carbon atoms will have

A. 10; 5 B. 5; 10 C. 5; 5 D. 10; 10 E. 2; 1 22. One nucleotide contains A. one phosphate. B. one pentose. C. one nitrogen base. D. All of these choices are correct. 23. Which of the following would have glycosidic bonds? A. triglycerides B. monosaccharides C. polypeptides D. polysaccharides E. ATP

24. 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.

hydrogen atoms and

oxygen atoms.

E. prostaglandins in inflammation. 25. The hydrophobic tails of a phospholipid are composed of A. fatty acids. B. glycerol. C. phosphate. D. alcohol. E. All of these choices are correct. 26. Which of the following is found in DNA but not in RNA? A. ribose B. adenine C. thymine D. uracil E. nucleotides 27. An amino acid contains all of the following except A. an amino group. B. a carboxyl group. C. a variable R group. D. a carbon atom. E. a nitrogenous base. 28. ATP is best described as A. an enzyme. B. a double helix. C. an electron carrier. D. the energy molecule of cells. E. All of these choices are correct. NURSINGTB.COM 29. Which amino acid contains sulfur atoms that form covalent disulfide bonds and stabilize the tertiary structure of some proteins? A. valine B. cysteine C. serine D. alanine E. tyrosine 30. The nucleic acid that delivers the correct amino acid to the ribosome for protein synthesis is A. rRNA. B. DNA. C. tRNA. D. mRNA. E. ATP. 31. Which is not true about enzymes? A. Enzymes are found in all cells. B. Enzymes are catalysts. C. Enzymes participate in the cell's chemical reactions. D. Enzymes can be denatured by heat and other agents. E. Enzymes have high-energy bonds between phosphates. 32. The weak, attractive force between water molecules is due to A. hydrogen bonds. B. covalent bonds. C. ionic bonds.

D. peptide bonds. E. glycosidic bonds. 33. The purine bases in nucleic acids include A. thymine and cytosine. B. guanine and adenine. C. cytosine and guanine. D. adenine and thymine. E. ribose and deoxyribose. 34. 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 35. The atomic number equals the number of

in an atom.

A. neutrons B. protons C. protons plus electrons D. neutrons plus protons 36. C6H12O6 + C6H12O6 →C12H22O11 + H2O is an example of A. formation of a peptide bond. B. a decomposition reaction. C. denaturation. D. a hydrolytic reaction. E. dehydration synthesis.

NURSINGTB.COM

37. If carbon has an atomic number of 6 and an atomic mass of 14, how many neutrons does it have? A. 6 B. 7 C. 8 D. 14 E. There is not enough information to determine this. 38. The neutrons of an atom are A. always equal to the number of protons in an atom. B. found in the nucleus. C. used to determine atomic number. D. positively charged. E. moving in pathways called orbitals. 39. Which of the following represents an exchange reaction? A. AB → A + B 40. B. A + B→AB 41. C. X + Y→XYD

D. AB + XY↔AX + BY 40. Jim needs to prepare one liter of a 4% NaCl solution. How much NaCl should he weigh out? A. 0.4 grams B. 4.0 grams

C. 40 grams D. 400 grams 41. How many times more acidic is a solution with a pH of 3 than a solution with a pH of 6? A. 3 B. 10 C. 1000 D. 36 E. 63 42. Which of the following carbohydrates is found in dairy products? A. lactose B. sucrose C. maltose D. glucose E. fructose 43. Which of the following is the stored form of carbohydrates in animals? A. glycogen B. maltose C. starch D. cellulose E. galactose

44. All of the following are correct about triglycerides, except A. triglycerides are insoluble in water. B. triglycerides are a concentrated source of energy. C. unsaturated triglycerides are solid at room temperature. D. triglycerides dissolve in nonpolar solvents. E. triglycerides are hydrolyzed by lipases. NURSINGTB.COM 45. Which of the following functional groups participate in the formation of an ester bond? A. hydroxyl group and amino group B. carboxyl group and amino group C. hydroxyl group and carboxyl group D. hydroxyl group and carbonyl group 46. The chemical reaction that forms an ester bond in a triglyceride is a A. dehydration synthesis B. oxidation C. hydrolysis D. reduction 47. The type of chemical bond linking amino acids together is a(n) A. glycosidic bond. B. peptide bond. C. ester bond. D. ionic bond. E. hydrogen bond. 48. The alpha helix and beta pleated sheet are examples of A. primary structure. B. secondary structure. C. tertiary structure. D. quaternary structure. E. gamma structure.

reaction.

49. The polynucleotide strands of DNA are linked along their length by

bonds between the bases.

A. covalent B. ionic C. Van der Waals D. double E. hydrogen 50. Which of the following is/are hydrophilic? A. glucose B. vegetable oil C. butter D. cholesterol E. Vegetable oil, butter, and cholesterol are correct. 51. A covalent bond is formed between an anion and a cation. True False 52. Electrons that participate in chemical bonding are typically located closest to the nucleus. True False 53. Only charged atoms can form ionic bonds. True False 54. Water molecules are nonpolar molecules. True False 55. Polar molecules have more reactivity compared to nonpolar molecules. NURSINGTB.COM True False 56. Elements have predictable chemical properties. True False 57. The concentration of a solution expresses the amount of solvent present. True False 58. If solution A has a lower pH compared to solution B, then solution A is more acidic than solution B. True False 59. The only part of an amino acid that differs from other amino acids is its R group. True False 60. All proteins are enzymes. True False 61. Replication is the cellular process that copies the DNA prior to cell division. True False 62. Nucleic acids have primary, secondary, tertiary, and quaternary levels of organization. True False

63. The total number of protons and neutrons of an element establishes its 64. Atoms that gain or lose electrons become charged particles called

65. Protons and neutrons make up the atom's central core referred to as its 66. A solution is composed of one or more substances called dissolving medium called a .

that are uniformly dispersed in a

67. Organic chemicals always have a basic framework of the element 68.

number.

bonded to other atoms.

bonds are formed by dehydration synthesis between adjacent amino acids.

69. A fat is called hydrogens.

if all carbons of the fatty acid chain are single bonded to 2 other carbons and 2

70. Purines and pyrimidines are components in the building block units of all 71. During protein synthesis, genes in DNA are copied, making

RNA.

72. Certain antibiotics are effective against bacteria that cause human infections because they target prokaryotic ribosomes. Discuss, in detail, how the drug attacking a pathogen's ribosomes will affect the cell. Discuss at least three specific detrimental results. 73. Explain what radioisotopes are, and describe how they can be used to monitor the uptake of a specific biochemical by a microbial culture. NURSINGTB.COM 74. Compare and contrast the chemical and functional characteristics of DNA and RNA molecules. 75. Identify and provide specific examples of the classes of macromolecules that are associated with life. 76. Water, glucose, and carbon dioxide are examples of A. compounds. B. atoms. C. gases. D. macromolecules. 77. Which elements are found in all carbohydrates, lipids, proteins, and nucleic acids? nitrogen carbon hydrogen oxygen phosphorus sulfur 78. Chemical analysis of an unidentified compound isolated from cells showed the presence of carbon, hydrogen, oxygen, nitrogen, and sulfur. This unknown compound is most likely a A. carbohydrate. B. nucleic acid. C. lipid. D. protein. 79. Select the incorrect statement.

A. Molecules contain atoms. B. Compounds may contain only one type of atom. C. Compounds contain molecules. D. Atoms are joined by chemical bonds forming molecules. E. Molecules may contain two of the same type of atom. 80. During cellular reactions, electrons may be removed from compounds such as glucose and picked up by a

coenzyme known as NAD . When NAD

gains these electrons, it is said to be

A. oxidized. B. reduced. C. synthesized. D. dehydrated. 81. A newly synthesized polypeptide that will ultimately form a cytoplasmic protein will most likely fold into a tertiary structure with its amino acid R-groups facing outward. A. hydrophilic B. hydrophobic 82. A newly synthesized polypeptide will ultimately be located within the phospholipid bilayer of the plasma membrane. When this polypeptide folds to form its tertiary structure, the amino acid R-groups will most likely be facing outward. A. hydrophilic B. hydrophobic

NURSINGTB.COM

Chapter 02 Testbank Key 1.

Anything that occupies space and has mass is called A. an electron. B. living. C. matter. D. energy. E. space. 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 Bloom's: Level 1 Remember Learning Outcome: 02.01 Describe the properties of atoms and identify the relationships of the particles that they contain. Learning Outcome: 02.17 Identify functional groups and give some examples. Section: 02.01

All of the following pertain to

Topic: Basic Chemistry

6C except it

A. has 6 protons. B. has 6 electrons. C. has 14 neutrons. D. is an isotope of carbon. E. has a mass number of 14. ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.01 Describe the properties of atoms and identify the relationships of the particles that they contain. Section: 02.01 Topic: Basic Chemistry

The electrons of an atom are A. always equal in number to the number of neutrons in an atom. B. found in the nucleus. C. used to determine atomic number. NURSINGTB.COM D. positively charged. E. moving in pathways called orbitals. ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.01 Describe the properties of atoms and identify the relationships of the particles that they contain. Section: 02.01 Topic: Basic Chemistry

The subatomic particles that surround the nucleus are the A. electrons. B. protons. C. neutrons. D. protons and neutrons. E. protons and electrons. ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.01 Describe the properties of atoms and identify the relationships of the particles that they contain. Section: 02.01 Topic: Basic Chemistry

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 Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.05 Describe electron orbitals and energy shells and how they are filled.

Section: 02.01

Topic: Basic Chemistry

Isotopes are atoms of the same element that differ in their A. neutron number. B. electron number. C. proton number. D. atomic number. E. chemical properties. ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.02 Characterize elements and their isotopes.

Section: 02.01 Topic: Basic Chemistry

Two or more atoms bonded together are called a/an A. ion. B. isotope. C. element. D. electrolyte. E. molecule. ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember

Learning Outcome: 02.06 Explain how elements make chemical bonds to form molecules and compounds. Learning Outcome: 02.07 State the relationship among an atom, molecule, and compound. Section: 02.02 Topic: Basic Chemistry

What would be the valence number of electrons in the sulfur atom

16S?

A. 2 B. 6 C. 8 D. 16 E. 32 NURSINGTB.COM

ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply

Learning Outcome: 02.05 Describe electron orbitals and energy shells and how they are filled. Learning Outcome: 02.09 Summarize the concepts of valence, polarity, and diatomic elements.

Section: 02.02 Topic: Basic Chemistry

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. ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.08 Identify the differences between covalent, ionic, and hydrogen bonds. Learning Outcome: 02.09 Summarize the concepts of valence, polarity, and diatomic elements.

Section: 02.02 Topic: Basic Chemistry

10.

Reactions involving electron removal are called

reactions.

A. oxidation B. reduction C. dehydration D. decomposition E. dissolution ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.11 Compare oxidation and reduction and their effects. Section: 02.02 Topic: Basic Chemistry

11.

Which of the following represents a synthesis reaction? A. AB → A + B B. A + B → AB C. AB + XY → AX + BY D. AB + XY ↔ AX + BY ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.06 Explain how elements make chemical bonds to form molecules and compounds. Learning Outcome: 02.12 Classify different forms of chemical shorthand and types of reactions.

Section: 02.03 Topic: Basic Chemistry

12.

The important solvent associated with living things is A. carbon dioxide. B. sodium chloride. C. ethyl alcohol. D. benzene. E. water. ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.13 Explain solutes, solvents, and hydration.

Section: 02.03 Topic: Basic Chemistry

13.

What do H2O, NaCl, CO2, and HCl all have in common?

A. All are salts. B. All are acids. C. All are gases. D. All are inorganic. E. All are solutes. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's: Level 4 Analyze NURSINGTB.COM Learning Outcome: 02.16 Describe the chemistry of carbon and the difference between inorganic and organic compounds. Section: 02.05

Topic: Basic Chemistry

14.

Which term does not belong in this list? A. lactic acid B. vinegar C. hydrogen ion donor D. pH 8 E. acidic ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.15 Describe the pH scale and how it was derived; define acid, base, and neutral levels. Section: 02.03 Topic: Basic Chemistry

15.

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. E. All of these choices are correct. ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.15 Describe the pH scale and how it was derived; define acid, base, and neutral levels. Section: 02.03 Topic: Basic Chemistry

16.

The building blocks of an enzyme are A. nucleotides. B. glycerol and fatty acids. C. monosaccharides. D. phosphate, glycerol, fatty acids. E. amino acids. ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.18 Define macromolecule, polymer, and monomer.

Learning Outcome: 02.25 Describe the structure of peptides and polypeptides and how their bonds form. Learning Outcome: 02.27 Summarize some of the essential functions of proteins. Section: 02.04 Topic: Biochemistry

17.

Cations are A. charged subatomic particles. B. atoms that have gained electrons. C. radioactive isotopes. D. capable of forming ionic bonds with anions. E. atoms without protons. ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.06 Explain how elements make chemical bonds to form molecules and compounds. Learning Outcome: 02.10 Describe ionization and distinguish between anions and cations.

Section: 02.02 Topic: Basic Chemistry

18.

Which of the following functional groups is mismatched to the organic compound? A. phosphate – carbohydrates B. sulfhydryl – proteins C. amino – proteins D. hydroxyl – alcohols E. carboxyl – fatty acids ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.16 Describe the chemistry of carbon and the difference between inorganic and organic compounds. Learning Outcome: 02.17 Identify functional groups and give some examples. Learning Outcome: 02.19 Define carbohydrate and know the functional groups that characterize carbohydrates. Section: 02.04 Topic: Basic Chemistry Topic: Biochemistry

NURSINGTB.COM

19.

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

20.

ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.20 Distinguish among mono-, di-, and polysaccharides, and describe how their bonds are made. Section: 02.05 Topic: Biochemistry

All of the following are lipids except A. cholesterol. B. starch. C. phospholipid. D. wax. E. triglyceride. ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember

Learning Outcome: 02.22 Define lipid, triglyceride, phospholipid, fatty acid, and cholesterol. Section: 02.06 Topic: Biochemistry

21.

A monosaccharide with 5 carbon atoms will have

hydrogen atoms and

oxygen atoms.

A. 10; 5 B. 5; 10 C. 5; 5 D. 10; 10 E. 2; 1 ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.19 Define carbohydrate and know the functional groups that characterize carbohydrates. Learning Outcome: 02.20 Distinguish among mono-, di-, and polysaccharides, and describe how their bonds are made. Section: 02.05

Topic: Biochemistry

22.

One nucleotide contains A. one phosphate. B. one pentose. C. one nitrogen base. D. All of these choices are correct. ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.29 Describe the structures of nucleotides and list the nitrogen bases.

23.

Section: 02.08 Topic: Biochemistry

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

24.

ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.20 DistingN uU ishRaSm IN onG gTmBo.nC oO -, M di-, and polysaccharides, and describe how their bonds are made. Section: 02.05 Topic: Biochemistry

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. prostaglandins in inflammation. ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.20 Distinguish among mono-, di-, and polysaccharides, and describe how their bonds are made. Learning Outcome: 02.21 Discuss the functions of carbohydrates in cells. Section: 02.05

Topic: Biochemistry

25.

The hydrophobic tails of a phospholipid are composed of A. fatty acids. B. glycerol. C. phosphate. D. alcohol. E. All of these choices are correct. ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.14 Differentiate between hydrophilic and hydrophobic.

Learning Outcome: 02.22 Define lipid, triglyceride, phospholipid, fatty acid, and cholesterol. Section: 02.06 Topic: Biochemistry

26.

ICARbOuBt InOoLt O YN1A0?TH Which of the fF oO lloUwNinDgAisTIfO ouNnSdIiN nM DN inGR A. ribose B. adenine C. thymine D. uracil E. nucleotides ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.28 Identify a nucleic acid and differentiate between DNA and RNA. Learning Outcome: 02.29 Describe the structures of nucleotides and list the nitrogen bases.

27.

Section: 02.08 Topic: Biochemistry

An amino acid contains all of the following except A. an amino group. B. a carboxyl group. C. a variable R group. D. a carbon atom. E. a nitrogenous base.

ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.25 Describe the structure of peptides and polypeptides and how their bonds form. Section: 02.07 Topic: Biochemistry

28.

ATP is best described as A. an enzyme. B. a double helix. C. an electron carrier. D. the energy molecule of cells. E. All of these choices are correct. ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand

Learning Outcome: 02.29 Describe the structures of nucleotides and list the nitrogen bases.

NURSINGTB.COM 29.

Section: 02.08 Topic: Biochemistry

Which amino acid contains sulfur atoms that form covalent disulfide bonds and stabilize the tertiary structure of some proteins? A. valine B. cysteine C. serine D. alanine E. tyrosine ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember

Learning Outcome: 02.25 Describe the structure of peptides and polypeptides and how their bonds form. Learning Outcome: 02.26 Characterize the four levels of protein structure and describe the pattern of folding.

Section: 02.07 Topic: Biochemistry

30.

The nucleic acid that delivers the correct amino acid to the ribosome for protein synthesis is A. rRNA. B. DNA. C. tRNA. D. mRNA. E. ATP.

ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes. ASM Topic: Module 02 Structure and Function ASM Topic: Module 04 Information Flow Bloom's: Level 2 Understand Learning Outcome: 02.30 Explain how the DNA code may be copied, and describe the basic functions of RNA. Section: 02.08

Topic: Biochemistry

31.

Which is not true about enzymes? A. Enzymes are found in all cells. B. Enzymes are catalysts. C. Enzymes participate in the cell's chemical reactions. D. Enzymes can be denatured by heat and other agents. E. Enzymes have high-energy bonds between phosphates. ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.26 Characterize the four levels of protein structure and describe the pattern of folding.

32.

Learning Outcome: 02.27 Summarize some of the essential functions of proteins. Section: 02.07 Topic: Biochemistry

The weak, attractive force between water molecules is due to A. hydrogen bonds. B. covalent bonds. C. ionic bonds. D. peptide bonds. E. glycosidic bonds.

ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.08 Identify the differences between covalent, ionic, and hydrogen bonds.

Section: 02.02 Topic: Basic Chemistry

33.

The purine bases in nucleic acids include A. thymine and cytosine. B. guanine and adenine. C. cytosine and guanine. D. adenine and thymine. E. ribose and deoxyribose.

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

NURSINGTB.COM

Archaea, and Eukaryotes. ASM Topic: Module 02 Structure and Function ASM Topic: Module 04 Information Flow Bloom's: Level 1 Remember

Learning Outcome: 02.29 Describe the structures of nucleotides and list the nitrogen bases. Section: 02.08

Topic: Biochemistry

34.

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 Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.04 List the major elements that are associated with life. Learning Outcome: 02.19 Define carbohydrate and know the functional groups that characterize carbohydrates. Learning Outcome: 02.28 Identify a nucleic acid and differentiate between DNA and RNA. Learning Outcome: 02.29 Describe the structures of nucleotides and list the nitrogen bases.

Section: 02.05 Section: 02.08 Topic: Biochemistry

35.

The atomic number equals the number of A. neutrons B. protons C. protons plus electrons D. neutrons plus protons

in an atom.

ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.03 Explain the differences between atomic number, mass number, and atomic weight.

Section: 02.01 Topic: Basic Chemistry

36.

C6H12O6 + C6H12O6 →C12H22O11 + H2O is an example of A. formation of a peptide bond. B. a decomposition reaction. C. denaturation. D. a hydrolytic reaction. E. dehydration synthesis. ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.12 Classify different forms of chemical shorthand and types of reactions. Learning Outcome: 02.18 Define macromolecule, polymer, and monomer. Learning Outcome: 02.20 Distinguish among mono-, di-, and polysaccharides, and describe how their bonds are made. Section: 02.05 Topic: Basic Chemistry Topic: Biochemistry

37.

If carbon has an atomic number of 6 and an atomic mass of 14, how many neutrons does it have? A. 6 B. 7 C. 8 D. 14 E. There is not enough information to determine this. ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.01 Describe the properties of atoms and identify the relationships of the particles that they contain. Learning Outcome: 02.03 Explain the differences between atomic number, mass number, and atomic weight. Section: 02.01

Topic: Basic Chemistry

38.

The neutrons of an atom are

NURSINGTB.COM

A. always equal to the number of protons in an atom. B. found in the nucleus. C. used to determine atomic number. D. positively charged. E. moving in pathways called orbitals. ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.01 Describe the properties of atoms and identify the relationships of the particles that they contain. Section: 02.01 Topic: Basic Chemistry

39.

Which of the following represents an exchange reaction? A. AB → A + B B. A + B → AB C. X + Y → XYD D. AB + XY ↔ AX + BY ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.12 Classify different forms of chemical shorthand and types of reactions.

Section: 02.03 Topic: Basic Chemistry

40.

Jim needs to prepare one liter of a 4% NaCl solution. How much NaCl should he weigh out? A. 0.4 grams B. 4.0 grams C. 40 grams D. 400 grams

ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's: Level 3 Apply Learning Outcome: 02.13 Explain solutes, solvents, and hydration.

Section: 02.03 Topic: Basic Chemistry

41.

How many times more acidic is a solution with a pH of 3 than a solution with a pH of 6? A. 3 B. 10 C. 1000 D. 36 E. 63 ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.15 Describe the pH scale and how it was derived; define acid, base, and neutral levels. Section: 02.03 Topic: Basic Chemistry

42.

Which of the following carbohydrates is found in dairy products? A. lactose B. sucrose C. maltose D. glucose E. fructose ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.20 Distinguish among mono-, di-, and polysaccharides, and describe how their bonds are made. Learning Outcome: 02.21 Discuss the functions of carbohydrates in cells. Section: 02.05

Topic: Biochemistry

43.

Which of the following is the stored form of carbohydrates in animals? A. glycogen B. maltose C. starch D. cellulose E. galactose

NURSINGTB.COM

44.

Topic: Biochemistry

All of the following are correct about triglycerides, except A. triglycerides are insoluble in water. B. triglycerides are a concentrated source of energy. C. unsaturated triglycerides are solid at room temperature. D. triglycerides dissolve in nonpolar solvents. E. triglycerides are hydrolyzed by lipases. ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.22 Define lipid, triglyceride, phospholipid, fatty acid, and cholesterol. Learning Outcome: 02.24 Discuss major functions of lipids in cells.

Section: 02.06 Topic: Biochemistry

45.

Which of the following functional groups participate in the formation of an ester bond? A. hydroxyl group and amino group B. carboxyl group and amino group C. hydroxyl group and carboxyl group D. hydroxyl group and carbonyl group ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand

Learning Outcome: 02.23 Describe how an ester bond is formed. Section: 02.06 Topic: Biochemistry

46.

The chemical reaction that forms an ester bond in a triglyceride is a

reaction.

A. dehydration synthesis B. oxidation C. hydrolysis D. reduction ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.23 Describe how an ester bond is formed. Section: 02.06 Topic: Biochemistry

47.

The type of chemical bond linking amino acids together is a(n) A. glycosidic bond. B. peptide bond. C. ester bond. D. ionic bond. E. hydrogen bond. ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember

Learning Outcome: 02.25 Describe the structure of peptides and polypeptides and how their bonds form. Section: 02.07 Topic: Biochemistry

48.

The alpha helix and beta pleated sheet are examples of A. primary structure. B. secondary structure. C. tertiary structure. D. quaternary structure. E. gamma structure. NURSINGTB.COM ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.26 Characterize the four levels of protein structure and describe the pattern of folding.

Section: 02.07 Topic: Biochemistry

49.

The polynucleotide strands of DNA are linked along their length by

bonds between the bases.

A. covalent B. ionic C. Van der Waals D. double E. hydrogen ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.08 Identify the differences between covalent, ionic, and hydrogen bonds. Learning Outcome: 02.28 Identify a nucleic acid and differentiate between DNA and RNA. Learning Outcome: 02.29 Describe the structures of nucleotides and list the nitrogen bases.

50.

Which of the following is/are hydrophilic?

Section: 02.08 Topic: Biochemistry

A. glucose B. vegetable oil C. butter D. cholesterol E. Vegetable oil, butter, and cholesterol are correct. ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.14 Differentiate between hydrophilic and hydrophobic. Learning Outcome: 02.19 Define carbohydrate and know the functional groups that characterize carbohydrates. Learning Outcome: 02.24 Discuss major functions of lipids in cells.

Section: 02.03 Topic: Biochemistry

51.

A covalent bond is formed between an anion and a cation. FALSE ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.06 Explain how elements make chemical bonds to form molecules and compounds. Learning Outcome: 02.10 Describe ionization and distinguish between anions and cations.

Section: 02.02 Topic: Basic Chemistry

52.

Electrons that participate in chemical bonding are typically located closest to the nucleus. FALSE ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.05 Describe electron orbitals and energy shells and how they are filled.

Learning Outcome: 02.06 Explain how elements make chemical bonds to form molecules and compounds. Learning Outcome: 02.09 Summarize the concepts of valence, polarity, and diatomic elements.

Section: 02.02 Topic: Basic Chemistry

53.

Only charged atoms can form ionic bonds.

TRUE ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.08 Identify the differences between covalent, ionic, and hydrogen bonds. Learning Outcome: 02.10 Describe ionization and distinguish between anions and cations.

Section: 02.02 Topic: Basic Chemistry

54.

Water molecules are nonpolar molecules. FALSE

NURSINGTB.COM ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.09 Summarize the concepts of valence, polarity, and diatomic elements.

Section: 02.02 Topic: Basic Chemistry

55.

Polar molecules have more reactivity compared to nonpolar molecules. TRUE ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.09 Summarize the concepts of valence, polarity, and diatomic elements.

Section: 02.02 Topic: Basic Chemistry

56.

Elements have predictable chemical properties. TRUE ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.02 Characterize elements and their isotopes.

Section: 02.01 Topic: Basic Chemistry

57.

The concentration of a solution expresses the amount of solvent present. FALSE ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.13 Explain solutes, solvents, and hydration.

Section: 02.03 Topic: Basic Chemistry

58.

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

TRUE ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.15 Describe the pH scale and how it was derived; define acid, base, and neutral levels. Section: 02.03 Topic: Basic Chemistry

59.

The only part of an amino acid that differs from other amino acids is its R group. TRUE ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.25 Describe the structure of peptides and polypeptides and how their bonds form. Section: 02.07 Topic: Biochemistry

60.

All proteins are enzymes. FALSE ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.27 Summarize some of the essential functions of proteins. Section: 02.07 Topic: Biochemistry

61.

Replication is the cellular process that copies the DNA prior to cell division. 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 02 Structure and Function ASM Topic: Module 04 Information Flow Bloom's: Level 2 Understand Learning Outcome: 02.30 Explain how the DNA code may be copied, and describe the basic functions of RNA. Section: 02.08

Topic: Biochemistry

62.

GT Mary levels of organization. Nucleic acids have primary, secondary, terN tiaUrR y,SaIN nd qB ua.CteOrn FALSE ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.26 Characterize the four levels of protein structure and describe the pattern of folding. Learning Outcome: 02.28 Identify a nucleic acid and differentiate between DNA and RNA.

Section: 02.08 Topic: Biochemistry

63.

The total number of protons and neutrons of an element establishes its

number.

mass ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.03 Explain the differences between atomic number, mass number, and atomic weight.

Section: 02.01 Topic: Basic Chemistry

64.

Atoms that gain or lose electrons become charged particles called

ions ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.10 Describe ionization and distinguish between anions and cations.

Section: 02.02 Topic: Basic Chemistry

65.

Protons and neutrons make up the atom's central core referred to as its

nucleus ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember

Learning Outcome: 02.01 Describe the properties of atoms and identify the relationships of the particles that they contain. Section: 02.01 Topic: Basic Chemistry

66.

A solution is composed of one or more substances called dissolving medium called a .

that are uniformly dispersed in a

solutes ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.13 Explain solutes, solvents, and hydration.

Section: 02.03 Topic: Basic Chemistry

67.

Organic chemicals always have a basic framework of the element atoms.

bonded to other

carbon ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.16 Describe the chemistry of carbon and the difference between inorganic and organic compounds. Section: 02.04 Topic: Basic Chemistry Topic: Biochemistry

68.

bonds are formed by dehydration synthesis between adjacent amino acids. Peptide ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember

Learning Outcome: 02.25 Describe the structure of peptides and polypeptides and how their bonds form. Section: 02.07 Topic: Biochemistry

69.

A fat is called hydrogens.

saturated

if all carbons of the fatty acid chain are single bonded to 2 other carbons and 2

NURSINGTB.COM 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 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.24 Discuss major functions of lipids in cells.

70.

Purines and pyrimidines are components in the building block units of all

Section: 02.06 Topic:

nucleic acids ASM Topic: Module 02 Structure and Function Bloom's: Level 1 Remember Learning Outcome: 02.29 Describe the structures of nucleotides and list the nitrogen bases.

Section: 02.08 Topic: Biochemistry

71.

During protein synthesis, genes in DNA are copied, making

RNA.

messenger; m; M ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes. ASM Topic: Module 02 Structure and Function ASM Topic: Module 04 Information Flow Bloom's: Level 2 Understand Learning Outcome: 02.30 Explain how the DNA code may be copied, and describe the basic functions of RNA. Section: 02.08

Topic: Biochemistry

72.

Certain antibiotics are effective against bacteria that cause human infections because they target prokaryotic ribosomes. Discuss, in detail, how the drug attacking a pathogen's ribosomes will affect the cell. Discuss at least three specific detrimental results.

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

ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes. ASM Topic: Module 02 Structure and Function ASM Topic: Module 04 Information Flow Bloom's: Level 3 Apply Learning Outcome: 02.27 Summarize some of the essential functions of proteins. Learning Outcome: 02.30 Explain how the DNA code may be copied, and describe the basic functions of RNA. Section: 02.08

Topic: Biochemistry

73.

Explain what radioisotopes are, and describe how they can be used to monitor the uptake of a specific biochemical by a microbial culture. ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

ASM Topic: Module 05 Systems Bloom's: Level 3 Apply Learning Outcome: 02.02 Characterize elements and their isotopes.

Section: 02.01 Topic: Basic Chemistry

74.

Compare and contrast the chemical and functional characteristics of DNA and RNA molecules.

ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes. ASM Topic: Module 02 Structure and Function ASM Topic: Module 04 Information Flow Bloom's: Level 2 Understand Learning Outcome: 02.28 Identify a nucleic acid and differentiate between DNA and RNA. Section: 02.08

Topic: Biochemistry

75.

Identify and provide specific examples of the classes of macromolecules that are associated with life. ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.04 List the major elements that are associated with life. Learning Outcome: 02.18 Define macromolecule, polymer, and monomer. Learning Outcome: 02.19 Define carbohydrate and know the functional groups that characterize carbohydrates.

Learning Outcome: 02.22 Define lipid, triglyceride, phospholipid, fatty acid, and cholesterol. Learning Outcome: 02.25 Describe the structure of peptides and polypeptides and how their bonds form. Learning Outcome: 02.28 Identify a nucleic acid and differentiate between DNA and RNA.

Section: 02.05 Section: 02.06 Section: 02.07 Section: 02.08 Topic: Biochemistry

NURSINGTB.COM

76.

Water, glucose, and carbon dioxide are examples of A. compounds. B. atoms. C. gases. D. macromolecules. ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.07 State the relationship among an atom, molecule, and compound. Section: 02.01 Topic: Basic Chemistry

77.

Which elements are found in all carbohydrates, lipids, proteins, and nucleic acids? nitrogen carbon hydrogen oxygen phosphorus sulfur ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.04 List the major elements that are associated with life.

Section: 02.01 Topic: Biochemistry

78.

Chemical analysis of an unidentified compound isolated from cells showed the presence of carbon, hydrogen, oxygen, nitrogen, and sulfur. This unknown compound is most likely a

A. carbohydrate. B. nucleic acid. C. lipid. D. protein. ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.04 List the major elements that are associated with life.

Learning Outcome: 02.25 Describe the structure of peptides and polypeptides and how their bonds form. Section: 02.01 Section: 02.07

79.

Select the incorrect statement. A. Molecules contain atoms. B. Compounds may contain only one type of atom. C. Compounds contain molecules. D. Atoms are joined by chemical bonds forming molecules. E. Molecules may contain two of the same type of atom.

80.

ASM Topic: Module 02 Structure and Function Bloom's: Level 2 Understand Learning Outcome: 02.07 State the relationship among an atom, molecule, and compound. Section: 02.02 Topic: Basic Chemistry

During cellular reactions, electrons may be removed from compounds such as glucose and picked up by

a coenzyme known as NAD . When NAD gains these electrons, it is said to be A. oxidized. B. reduced. C. synthesized. D. dehydrated.

81.

ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.11 Compare oxidation and reduction and their effects. Section: 02.02 Topic: Basic Chemistry NURSINGTB.COM

A newly synthesized polypeptide that will ultimately form a cytoplasmic protein will most likely fold into a tertiary structure with its amino acid R-groups facing outward. A. hydrophilic B. hydrophobic

ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.14 Differentiate between hydrophilic and hydrophobic. Learning Outcome: 02.26 Characterize the four levels of protein structure and describe the pattern of folding.

Section: 02.03 Section: 02.07 Topic: Biochemistry

82.

A newly synthesized polypeptide will ultimately be located within the phospholipid bilayer of the plasma membrane. When this polypeptide folds to form its tertiary structure, the amino acid R-groups will most likely be facing outward. A. hydrophilic B. hydrophobic ASM Topic: Module 02 Structure and Function Bloom's: Level 3 Apply Learning Outcome: 02.14 Differentiate between hydrophilic and hydrophobic. Learning Outcome: 02.26 Characterize the four levels of protein structure and describe the pattern of folding.

Section: 02.03 Section: 02.07 Topic: Biochemistry

Chapter 02 Testbank Summary Category

# of Questions

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage inf ection. 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: 04.02 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 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 02 Structure and Function

ASM Topic: Module 04 Information Flow

ASM Topic: Module 05 Systems

ASM Topic: Module 08 Microbiology Skills

Bloom's: Level 1 Remember

Bloom's: Level 2 Understand

Bloom's: Level 3 Apply

Bloom's: Level 4 Analyze Learning Outcome: 02.01 Describe the properties of atoms and identify the relationships of the particles that they con tain.

1 7

Learning Outcome: 02.02 Characterize elements and their isotopes.

Learning Outcome: 02.03 Explain the differences between atomic number, mass number, and atomic weight.

Learning Outcome: 02.04 List the major elements that are associated with life.

Learning Outcome: 02.05 Describe electron orbitals and energy shells and how they are filled.

Learning Outcome: 02.06 Explain how elements make chemical bonds to form molecules and compounds.

Learning Outcome: 02.07 State the relationship among an atom, molecule, and compound. Learning Outcome: 02.08 Identify the differences between covalent, ionic, and hydrogen bonds.

3 4

Learning Outcome: 02.09 Summarize the concepts of vaNleUnR ceS,IN poGlaTrB ity.,CaOnM d diatomic elements.

Learning Outcome: 02.10 Describe ionization and distinguish between anions and cations.

Learning Outcome: 02.11 Compare oxidation and reduction and their effects.

Learning Outcome: 02.12 Classify different forms of chemical shorthand and types of reactions.

Learning Outcome: 02.13 Explain solutes, solvents, and hydration.

Learning Outcome: 02.14 Differentiate between hydrophilic and hydrophobic.

Learning Outcome: 02.15 Describe the pH scale and how it was derived; define acid, base, and neutral levels. Learning Outcome: 02.16 Describe the chemistry of carbon and the difference between inorganic and organic compo unds.

4 3

Learning Outcome: 02.17 Identify functional groups and give some examples.

Learning Outcome: 02.18 Define macromolecule, polymer, and monomer.

Learning Outcome: 02.19 Define carbohydrate and know the functional groups that characterize carbohydrates. Learning Outcome: 02.20 Distinguish among mono-, di-, and polysaccharides, and describe how their bonds are mad e.

5 7

Learning Outcome: 02.21 Discuss the functions of carbohydrates in cells.

Learning Outcome: 02.22 Define lipid, triglyceride, phospholipid, fatty acid, and cholesterol.

Learning Outcome: 02.23 Describe how an ester bond is formed.

Learning Outcome: 02.24 Discuss major functions of lipids in cells.

Learning Outcome: 02.25 Describe the structure of peptides and polypeptides and how their bonds form.

Learning Outcome: 02.26 Characterize the four levels of protein structure and describe the pattern of folding.

Learning Outcome: 02.27 Summarize some of the essential functions of proteins.

Learning Outcome: 02.28 Identify a nucleic acid and differentiate between DNA and RNA.

Learning Outcome: 02.29 Describe the structures of nucleotides and list the nitrogen bases.

Learning Outcome: 02.30 Explain how the DNA code may be copied, and describe the basic functions of RNA. Section: 02.01

4 16

1 6

Section: 02.02 Section: 02.03 Section: 02.04

14 13 3

Section: 02.05

Section: 02.06

Section: 02.07

Section: 02.08

Topic: Basic Chemistry Topic: Biochemistry

42 42

NURSINGTB.COM

Chapter 03 Testbank

FOUNDATIONS IN MICROBIOLOGY 10TH EDITION TALARO

Student:

The Six "I's" of studying microorganisms include all of the following except A. inoculation. B. incubation. C. infection. D. isolation. E. identification.

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

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

NURSINGTB.COM

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.

A pure culture contains only A. one species of microorganism. B. bacteria. C. a variety of microbes from one source. D. All of these choices are correct.

Which of the following will result when 1% to 5% agar is added to nutrient broth, boiled and cooled? A. a pure culture B. a mixed culture C. a solid medium D. a liquid medium E. a contaminated medium

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.

mN pD erA aT tuIrOeNwSaIsNinM co ctB . IOLOGY 10TH EDITION TALARO TEST BANK C. The incubationFtOeU ICrrReO D. The culture medium must be selective. E. The culture medium must be differential. 9.

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.

10. Which method often results in colonies developing down throughout the agar and some colonies on the surface? A. streak plate B. spread plate C. pour plate D. All of these choices are correct. 11. A common medium used for growing fastidious bacteria is A. chocolate agar. B. trypticase soy agar. C. mannitol salt agar. D. MacConkey medium. E. a reducing medium. 12. 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. NURSINGTB.COM 13. A nutrient medium that has all of its chemical components identified and their precise concentrations known and reproducible would be termed A. complex. B. reducing. C. enriched. D. enumeration. E. synthetic. 14. 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 15. A microbiologist decides to use a nutrient medium that contains thioglycolic acid. What type of microbe is she attempting to culture? A. fastidious B. gram positive C. anaerobe D. gram negative E. virus 16. Mannitol salt agar is selective for which bacterial genus?

A. Salmonella

B. StreptococcusFOUNDATIONS IN MICROBIOLOGY 10TH EDITION TALARO TEST BANK C. Neisseria D. Staphylococcus E. Escherichia 17. 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. thioglycolic acid E. peptone 18. Which of the following characteristics refers to the microscope's ability to show two separate entities as separate and distinct? A. resolving power B. magnification C. refraction D. All of these choices are correct. 19. Which of the following magnifies the specimen to produce the real image of the specimen? A. condenser B. objective lens C. ocular lens D. body E. nosepiece 20. 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

NURSINGTB.COM

21. The wavelength of light used plus the numerical aperture governs A. illumination. B. resolution. C. magnification. D. size of the field. E. All of these choices are correct.

22. All of the following are diameters of cells that would be resolved in a microscope with a limit of resolution of 0.2 µm except

A. 0.2 µm. B. 0.2 mm. C. 0.1 µm. D. 0.3 µm. E. 2.0 µm. 23. 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. 24. Which microscope does not use light in forming the specimen image?

A. bright-field FOUNDATIONS IN MICROBIOLOGY 10TH EDITION TALARO TEST BANK B. dark-field C. phase-contrast D. fluorescence E. electron 25. Which microscope achieves the greatest resolution and highest magnification? A. bright-field B. dark-field C. phase-contrast D. fluorescence E. electron 26. Which microscope shows cells against a bright background and the intracellular structures of unstained cells based on their varying densities? A. bright-field B. dark-field C. phase-contrast D. fluorescence E. electron 27. Which microscope is the most widely used to show stained cells against a bright background? A. bright-field B. dark-field C. phase-contrast D. fluorescence E. electron 28. Which is incorrect about chocolate agar? A. It can be used to cultivate Neisseria. B. It usually uses sheep blood that has been heated. C. It has chocolate extract in it. NURSINGTB.COM D. It is an enriched medium. E. It is used to grow fastidious bacteria. 29. All of the following pertain to the fluorescence microscope except it A. uses electrons to produce a specimen image. B. is a type of compound microscope. C. requires the use of dyes like acridine and fluorescein. D. is commonly used to diagnose certain infections. E. requires an ultraviolet radiation source. 30. Which 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 31. 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. 32. The primary purpose of staining cells on a microscope slide is to A. kill them.

thU eNsD lidAeT. IONS IN MICROBIOLOGY 10TH EDITION TALARO TEST BANK B. secure them toFO C. enlarge the cells. D. add contrast in order to see them better. E. see motility. 33. The Gram stain, acid-fast stain, and endospore stain

A. are used on a wet mount of the specimen B. use heat to force the dye into cell structures C. have outcomes based on cell wall differences D. use a negative stain technique E. are differential stains 34. 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. 35. 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. 36. Media that contains extracts from plants, animals, or yeasts are A. synthetic. B. complex. C. reducing. D. enriched. E. All of these choices are correct.

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37. Brain-heart infusion, trypticase soy agar (TSA), and nutrient agar are all examples of which type of media? A. synthetic B. reducing C. enriched D. complex E. selective 38. Bacteria that require special growth factors and complex organic substances are called A. fastidious. B. pathogenic. C. harmless. D. anaerobic. E. aerobic. 39. A media is designed that allows only staphylococci to grow. In addition, S. aureus colonies have a yellow halo around them and other staphylococci appear white. This type of media is A. selective only. B. differential only. C. both selective and differential. D. a reducing media. E. enriched. 40. All of the following are examples of basic dyes except A. methylene blue. B. nigrosin.

C. crystal violet. FOUNDATIONS IN MICROBIOLOGY 10TH EDITION TALARO TEST BANK D. safranin. E. carbol fuchsin. 41. Which type of media can be used to determine if a bacteria is motile? A. SIM B. MacConkey C. enriched media D. Thayer-Martin media E. chocolate agar

42. All of the following are correct about agar except A. it is flexible. ° B. it melts at the boiling point of water (100 C). C. it is a source of nutrition for bacteria. ° D. it solidifies below 42 C. E. it is solid at room temperature. 43. Which of the following media is useful for cultivating fungi? A. Sabouraud's agar B. MacConkey agar C. tomato juice agar D. phenylethanol agar E. Mueller tellurite 44. Which of the following places the steps for microbial culture and identification in the correct order? A. inoculation, incubation, isolation, inspection, identification B. isolation, inspection, inoculation, incubation, identification C. incubation, inspection, isolation, identification, inoculation D. inspection, identification, isolation, incubation, inoculation E. inspection, isolation, incubation, inoculation, identification NURSINGTB.COM ng specimens under th 45. Why is immersion oil often used when viewi

e microscope?

A. to stain the cells blue B. to prevent the smear from drying out C. to slow bacterial movement so you can see cells better D. to increase the resolution E. to reduce the amount of heat reaching the slide from the light source 46. The procedure for culturing a microorganism requires the use of a microscope. True False 47. One colony typically develops from the growth of several parent bacterial cells. True False 48. Some microbes are not capable of growing on artificial media. True False 49. Mixed cultures are also referred to as contaminated cultures. True False 50. A medium that is gel-like has less agar in it compared to a solid medium. True False 51. A selective medium contains one or more substances that inhibit growth of certain microbes in order to facilitate the growth of other microbes.

True False

FOUNDATIONS IN MICROBIOLOGY 10TH EDITION TALARO TEST BANK

52. A bacterial species that grows on blood agar but will not grow on trypticase soy agar is termed an anaerobe. True False 53. Fixed smears of specimens are required in order to perform the Gram stain and endospore stain on the specimens. True False 54. The bending of light rays as they pass from one medium to another is called refraction. True False 55. At the end of the Gram stain, gram-positive bacteria will be seen as purple cells. True False 56. Scanning tunneling and atomic force microscopes are used to image the detailed structure of biological molecules. True False 57. The correct microbiological term for the tiny sample of specimen that is put into a nutrient medium in order to produce a culture is the . 58. The three physical forms of laboratory media are: solid, semisolid, and

59. Bacteria that require special growth factors and complex nutrients are termed 60.

is the term for a starting a new culture from an existing one. NURSINGTB.COM

61. Newly inoculated cultures must be

at a specific temperature and time to encourage growth.

62. 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. 63. The 64. 65.

of the microscope holds and allows selection of the objective lenses. dyes have a negative charge on the chromophore and are repelled by bacterial cells.

has the same optical qualities as glass and thus prevents refractive loss of light as it passes from the slide to the objective lens.

66. Compare and contrast the reagents and functions of negative staining versus positive staining. 67. Explain the difference and significance between a contaminated culture and a mixed culture. 68. A contaminated food sample contains several different species of bacteria. A food microbiologist is interested in studying just one of these species. Describe the sequence of procedures that the microbiologist must perform in order to obtain a pure culture of the bacterial species of interest from this food sample. Detail all the necessary media and equipment.

mD mAeTrsIO ioN n SoiIlNinM crIeCaRsO esBrIe on1b utHnEoD tm gnNifiTcA atLioAnRwOhT eE nSuTsiB nA gN thKe 100X objective. 69. Explain how and w Fh OyUiN OsLoOluGtiY 0T ITaIO 70. Which of the following reagents reacts with crystal violet as the mordant? A. crystal violet B. Gram’s iodine C. 95% ethyl alcohol D. Safranin 71. How will E. coli appear if the mordant is not applied? A. gram-positive B. gram-negative C. gram-variable D. colorless 72. Observing and characterizing colonial growth for size, shape, edge, elevation, color, odor, and texture is part of . A. specimen collection B. inoculation C. incubation D. isolation E. inspection 73. In lab, Tom was given a mixed culture. His objective is to isolate single colonies. What should be used to accomplish this goal? A. sterile swab, loop dilution, TSB B. hockey stick, spread plate technique, and 4 degree Celsius incubation temperature C. loop dilution, TSA, hockey stick, 37 degree Celsius incubator D. inoculating loop, incinerator, streak plate method, 37 degree Celsius incubator E. sterile swab, streak plate method, 37 degree Celsius incubator 74. Sally had a throat sample taken at a satellite lab within her health care provider’s office. What kind of media would be best suited for maintaining the quality of thiN sU spReScIiN mGeT nBp.rCioOrM to its arrival in the clinical laboratory? A. TSA plate B. TSB tube C. transport media D. selective agar E. differential agar 75. Identification relies entirely on biochemical test results. True False 76. Using the numbers 1–4, label the correct chronological sequence of events for the Gram staining procedure. (1, 2, 3, 4) Apply iodine for 1 minute to the smear and rinse. (1, 2, 3, 4) Add crystal violet for 60 seconds and rinse. (1, 2, 3, 4) Add 95% ethanol for 10–20 seconds and rinse. (1, 2, 3, 4) Apply safranin for 60 seconds and rinse. 77. You are doing research on a bacterial species, trying to determine the nature and structure of a number of intracellular inclusions. Which type of microscopy would provide the best view of these intracellular structures? A. scanning electron microscopy B. transmission electron microscopy C. bright-field microscopy D. dark-Field microscopy

aU rcN hDoA n TaIO baNcSteIrNiaM l sIpCeRcO ieBsI, OtrL yO inG gY to1d0eTtH erE mDinIe he e,RdOisT trE ibSuTtioBnA, N aK nd arrangement of a 78. You are doing resFeO TItO N sThAaLpA number of filamentous structures that protrude from the cell surface. Which type of microscopy would best enable you to do this? A. scanning electron microscopy B. transmission electron microscopy C. bright-field microscopy D. dark-field microscopy

79. Each of the following are characteristics of microorganisms that pose unique challenges to their study EXCEPT A. the fact that they must be viewed through a microscope rather than the unaided eye. B. the fact that many do not have membrane-enclosed nucleus or other organelles. C. the fact that they often exist in complex communities and individual species may be difficult to isolate from others. D. the fact that they usually must be grown and studied under somewhat artificial conditions in vitro rather than in their natural habit. 80. Microbes can be challenging to study because they often grow in complex communities and it may be difficult to separate the various species from one another to study individually. Which of the following laboratory "tools" or techniques may be of the the most help with separating out different species from complex mixtures? A. use of transmission electron microscopy B. use of enriched agar for culture C. use of selective agars for culture D. use of light microscopy 81. A student was given a stained smear to observe. Upon observation, the student noted rod-shaped bacteria that were clear and unstained against a darker background. What sort of stain was performed on this slide? A. Gram stain B. acid-fast stain C. simple stain D. negative stain 82. A bacterial cell that is deposited on the surfaceNoUfRaSnIN ap op atM e solid growth media will divide repeatedly until GpTrB .CriO it forms a visible accumulation of bacterial growth. This is known as a bacterial A. colony. B. community. C. biofilm. D. smear.

83. All of the following are criteria that are used to classify different types of microbiological growth media EXCEPT A. physical state or consistency. B. purpose or function. C. chemical composition. D. sensory characteristics (color, smell). 84. To prepare large volumes of influenza virus for use in the flu vaccines each year, the virus is grown in embryonated hen eggs. This is an example of the use of A. enriched media. B. selective media. C. live media. D. complex media. 85. Viruses, Rickettsia, and Chlamydia are described as obligate intracellular parasites because they can only be propagated inside living host cells. Which of the following would be appropriate for their cultivation? A. enriched media B. cell or tissue cultures C. media that contains sheep red blood cells D. differential media

Chapter 03 Testbank Key 1.

Syphilis is diagnosed either with microscopy or serology because the causative agent (Treponema pallidum) does not grow on any microbiological media. Which term best describes this aspect of the T. pallidum? A. Fastidious B. Nonculturable C. Commensalistic D. Symbiotic ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 03 Metabolic Pathways

ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.26 Explain what it means to say that microorganisms are not culturable.

Section: 03.05

The Six "I's" of studying microorganisms include all of the following except A. inoculation. B. incubation. C. infection. D. isolation. E. identification.

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 Bloom's Level: 01. Remember Learning Outcome: 03.02 Briefly outline the processes and purposes of the six types of procedures that are used in handling, maintaining, and studying microorganisms. Section: 03.01 Topic: Culturing Microorganisms Topic: Identifying Microorganisms

All of the following are examples of differenNt U tyRpSeIsNoGf TmBi.cCroObM iological media except A. broth. B. enriched. C. agar. D. Petri dish. E. gelatin. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Bloom's Level: 01. Remember Learning Outcome: 03.22 Compare and contrast liquid, solid, and semisolid media, giving examples. Section: 03.05

Topic: Culturing Microorganisms

Which of the following is essential for 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 Bloom's Level: 02. Understand Learning Outcome: 03.15 Describe three basic techniques for isolation, including tools, media, incubation, and outcome. Learning Outcome: 03.22 Compare and contrast liquid, solid, and semisolid media, giving examples. Section: 03.04 Section: 03.05 Topic: Culturing Microorganisms

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: 08.03 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 Bloom's Level: 01. Remember Learning Outcome: 03.02 Briefly outline the processes and purposes of the six types of procedures that are used in handling, maintaining, and studying microorganisms. Learning Outcome: 03.14 Define inoculation, media, and culture, and describe sampling methods and instruments, and what events must be controlled. Section: 03.01 Section: 03.04 Topic: Culturing Microorganisms

A pure culture contains only A. one species of microorganism. B. bacteria. C. a variety of microbes from one source. D. All of these 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 Bloom's Level: 01. Remember Learning Outcome: 03.17 Differentiate between a pure culture, subculture, mixed culture, and contaminated culture. Define contaminant. Section: 03.04

Topic: Culturing Microorganisms

Which of the following will result when 1% to 5% agar is added to nutrient broth, boiled and cooled? A. a pure culture B. a mixed culture C. a solid medium D. a liquid medium E. a contaminated medium

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ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods.

ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.22 Compare and contrast liquid, solid, and semisolid media, giving examples. Section: 03.05 Topic: Culturing Microorganisms

Topic: Culturing Microorganisms

10.

Which method often results in colonies developing down throughout the agar and some colonies on the surface? A. streak plate B. spread plate C. pour plate D. All of these choices are correct.

11.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. 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 Bloom's Level: 02. Understand Learning Outcome: 03.15 Describe three basic techniques for isolation, including tools, media, incubation, and outcome. Section: 03.04 Topic: Culturing Microorganisms

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

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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 Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.24 Describe functional media; list several different categories, and explain what characterizes each type of functional media. Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes. Section: 03.05

Topic: Culturing Microorganisms

12.

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: 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 Bloom's Level: 02. Understand Learning Outcome: 03.24 Describe functional media; list several different categories, and explain what characterizes each type of functional media. Section: 03.05 Topic: Culturing Microorganisms

13.

A nutrient medium that has all of its chemical components identified and their precise concentrations known and reproducible would be termed A. complex. B. reducing. C. enriched. D. enumeration. E. synthetic. ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 01. Remember Learning Outcome: 03.23 Analyze chemically defined and complex media, describing their basic differences and content. Section: 03.05 Topic: Culturing Microorganisms

14.

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 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: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.24 Describe functional media; list several different categories, and explain what characterizes each type of functional media. Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes. Section: 03.05

Topic: Culturing Microorganisms

15.

A microbiologist decides to use a nutrient medium that contains thioglycolic acid. What type of microbe is she attempting to culture? A. fastidious B. gram positive C. anaerobe D. gram negative E. virus

NURSINGTB.COM

16.

Mannitol salt agar is selective for which bacterial genus?

A. Salmonella B. Streptococcus C. Neisseria D. Staphylococcus E. Escherichia 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 Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Bloom's Level: 01. Remember Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes. Section: 03.05

Topic: Culturing Microorganisms Topic: Identifying Microorganisms

17.

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. thioglycolic acid E. peptone ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 03 Metabolic Pathways

ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes. Section: 03.05 Topic: Culturing Microorganisms

18.

Which of the following characteristics refers to the microscope's ability to show two separate entities as separate and distinct? A. resolving power B. magnification C. refraction D. All of these choices are correct. 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: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.03 Describe the basic plan of an optical microscope, and differentiate between magnification and resolution. Learning Outcome: 03.05 Indicate how the resolving power is determined and how resolution affects image visibility. Section: 03.02

Topic: Microscopy

19.

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

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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: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.04 Explain how the images are formed, along with the role of light and the different powers of lenses. Section: 03.02

Topic: Microscopy

20.

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: 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: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's Level: 03: Apply Learning Outcome: 03.03 Describe the basic plan of an optical microscope, and differentiate between magnification and resolution. Section: 03.02

Topic: Microscopy

21.

The wavelength of light used plus the numerical aperture governs A. illumination. B. resolution. C. magnification. D. size of the field. E. All of these choices are correct. ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.05 Indicate how the resolving power is determined and how resolution affects image visibility. Section: 03.02

22.

Topic: Microscopy

All of the following are diameters of cells that would be resolved in a microscope with a limit of resolution of 0.2 µm except A. 0.2 µm. B. 0.2 mm. C. 0.1 µm. D. 0.3 µm. E. 2.0 µm. ASM Objective: 07.02 Ability to use quantitative reasoning: Use mathematical reasoning and graphing skills to solve problems in microbiology. ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 07 Scientific Thinking ASM Topic: Module 08 Microbiology Skills Bloom's Level: 03: Apply Learning Outcome: 03.05 Indicate how the resolving power is determined and how resolution affects image visibility. Section: 03.02 Topic: Microscopy

23.

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.

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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: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's Level: 01. Remember Learning Outcome: 03.06 Differentiate between the major types of optical microscopes, their illumination sources, image appearance, and uses. Section: 03.02

Topic: Microscopy

24.

Which 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: 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: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.07 Describe the operating features of electron microscopes and how they differ from optical microscopes in illumination source, magnification, resolution, and image appearance. Section: 03.02 Topic: Microscopy

25.

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

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: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.07 Describe the operating features of electron microscopes and how they differ from optical microscopes in illumination source, magnification, resolution, and image appearance. Section: 03.02 Topic: Microscopy

26.

Which microscope shows cells against a bright background and the intracellular structures of unstained cells based on their varying densities? A. bright-field B. dark-field C. phase-contrast D. fluorescence E. electron 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: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.06 Differentiate between the major types of optical microscopes, their illumination sources, image appearance, and uses. Section: 03.02

Topic: Microscopy

27.

Which microscope is the most widely used to show stained cells against a bright background? NURSINGTB.COM A. bright-field B. dark-field C. phase-contrast D. fluorescence E. electron 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: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.06 Differentiate between the major types of optical microscopes, their illumination sources, image appearance, and uses. Section: 03.02

28.

Which is incorrect about chocolate agar?

Topic: Microscopy

A. It can be used to cultivate Neisseria. B. It usually uses sheep blood that has been heated. C. It has chocolate extract in it. D. It is an enriched medium. E. It is used to grow fastidious bacteria. ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.24 Describe functional media; list several different categories, and explain what characterizes each type of functional media. Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes. Section: 03.05

Topic: Culturing Microorganisms

29.

All of the following pertain to the fluorescence microscope except it A. uses electrons to produce a specimen image. B. is a type of compound microscope. C. requires the use of dyes like acridine and fluorescein. D. is commonly used to diagnose certain infections. E. requires an ultraviolet radiation source. 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: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.06 Differentiate between the major types of optical microscopes, their illumination sources, image appearance, and uses. Section: 03.02

Topic: Microscopy

30.

Which 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: 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: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.08 Differentiate between transmission and scanning electron microscopes in image formation and appearance. Section: 03.02

Topic: Microscopy

31.

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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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 Bloom's Level: 02. Understand Learning Outcome: 03.09 Explain the basic differences between fresh and fixed preparations for microscopy and how they are used. Section: 03.03

Topic: Preparing Microscopy Specimens

32.

The primary 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: 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 Bloom's Level: 02. Understand Learning Outcome: 03.09 Explain the basic differences between fresh and fixed preparations for microscopy and how they are used. Learning Outcome: 03.12 Distinguish between simple, differential, and structural stains, including their applications. Section: 03.03

Topic: Preparing Microscopy Specimens

33.

The Gram stain, acid-fast stain, and endospore stain

A. are used on a wet mount of the specimen B. use heat to force the dye into cell structures C. have outcomes based on cell wall differences D. use a negative stain technique E. are differential stains 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 Bloom's Level: 02. Understand Learning Outcome: 03.12 Distinguish between simple, differential, and structural stains, including their applications. Section: 03.03

Topic: Preparing Microscopy Specimens

34.

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 Bloom's Level: 02. Understand Learning Outcome: 03.10 Define dyes and describe the basic chemistry behind the process of staining. Section: 03.03

Topic: Preparing Microscopy Specimens

35.

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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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 Bloom's Level: 03: Apply Learning Outcome: 03.12 Distinguish between simple, differential, and structural stains, including their applications. Section: 03.03

Topic: Preparing Microscopy Specimens

36.

Media that contains extracts from plants, animals, or yeasts are A. synthetic. B. complex. C. reducing. D. enriched. E. All of these 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: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 03 Metabolic Pathways

ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.23 Analyze chemically defined and complex media, describing their basic differences and content. Section: 03.05 Topic: Culturing Microorganisms

37.

Brain-heart infusion, trypticase soy agar (TSA), and nutrient agar are all examples of which type of media? A. synthetic B. reducing C. enriched D. complex E. selective ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 03 Metabolic Pathways

38.

Bacteria that require special growth factors and complex organic substances are called A. fastidious. B. pathogenic. C. harmless. D. anaerobic. E. aerobic. ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 03 Metabolic Pathways

39.

A media is designed that allows only staphylococci to grow. In addition, S. aureus colonies have a yellow halo around them and other staphylococci appear white. This type of media is A. selective only. B. differential only. C. both selective and differential. D. a reducing media. E. enriched.

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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 Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Bloom's Level: 03: Apply Learning Outcome: 03.24 Describe functional media; list several different categories, and explain what characterizes each type of functional media. Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes. Section: 03.05

Topic: Culturing Microorganisms

40.

All of the following are examples of basic dyes except A. methylene blue. B. nigrosin. C. crystal violet. D. safranin. E. carbol fuchsin. 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 Bloom's Level: 01. Remember Learning Outcome: 03.10 Define dyes and describe the basic chemistry behind the process of staining. Section: 03.03

Topic: Preparing Microscopy Specimens

41.

Which type of media can be used to determine if a bacteria is motile? A. SIM B. MacConkey C. enriched media D. Thayer-Martin media

E. chocolate agar ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 01. Remember Learning Outcome: 03.22 Compare and contrast liquid, solid, and semisolid media, giving examples. Learning Outcome: 03.24 Describe functional media; list several different categories, and explain what characterizes each type of functional media. Section: 03.05

42.

Topic: Culturing Microorganisms

All of the following are correct about agar except A. it is flexible. ° B. it melts at the boiling point of water (100 C). C. it is a source of nutrition for bacteria. ° D. it solidifies below 42 C. E. it is solid at room temperature. ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.21 Name the three general categories of media, based on their inherent properties and uses. Learning Outcome: 03.22 Compare and contrast liquid, solid, and semisolid media, giving examples. Section: 03.05

Topic: Culturing Microorganisms

43.

Which of the following media is useful for cultivating fungi? A. Sabouraud's agar B. MacConkey agar C. tomato juice agar D. phenylethanol agar E. Mueller tellurite

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: 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 02 Structure and Function ASM Topic: Module 08 Microbiology Skills Bloom's Level: 01. Remember Learning Outcome: 03.24 Describe functional media; list sevN erU al R diS ffe reG ntTcB at.eC gO orM ies, and explain what characterizes each type of functional media. IN

Section: 03.05

Topic: Culturing Microorganisms

44.

Which of the following places the steps for microbial culture and identification in the correct order? A. inoculation, incubation, isolation, inspection, identification B. isolation, inspection, inoculation, incubation, identification C. incubation, inspection, isolation, identification, inoculation D. inspection, identification, isolation, incubation, inoculation E. inspection, isolation, incubation, inoculation, identification

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 Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 07 Scientific Thinking ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.02 Briefly outline the processes and purposes of the six types of procedures that are used in handling, maintaining, and studying microorganisms. Section: 03.01 Topic: Culturing Microorganisms Topic: Identifying Microorganisms

45.

Why is immersion oil often used when viewing specimens under the microscope? A. to stain the cells blue B. to prevent the smear from drying out C. to slow bacterial movement so you can see cells better D. to increase the resolution E. to reduce the amount of heat reaching the slide from the light source ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.05 Indicate how the resolving power is determined and how resolution affects image visibility.

Section: 03.02 Topic: Microscopy

46.

The procedure for culturing a microorganism requires 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 Bloom's Level: 02. Understand Learning Outcome: 03.14 Define inoculation, media, and culture, and describe sampling methods and instruments, and what events must be controlled. Learning Outcome: 03.20 Explain the importance of media for culturing microbes in the laboratory. Section: 03.04 Topic: Culturing Microorganisms

47.

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 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 Bloom's Level: 02. Understand Learning Outcome: 03.16 Explain what an isolated colony is and indicate how it forms. Section: 03.04 Topic: Culturing Microorganisms

48.

Some microbes are not capable of growing on artificial media. 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 Bloom's Level: 02. Understand Learning Outcome: 03.20 Explain the importance of media for culturing microbes in the laboratory. Learning Outcome: 03.26 Explain what it means to say that microorganisms are not culturable.

Section: 03.04 Section: 03.05 Topic: Culturing Microorganisms

49.

Mixed cultures are also referred to as contaminated cultures. FALSE

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ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.17 Differentiate between a pure culture, subculture, mixed culture, and contaminated culture. Define contaminant. Section: 03.04

Topic: Culturing Microorganisms

50.

A medium that is gel-like has less agar in it compared to a solid medium. TRUE ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods.

ASM Topic: Module 08 Microbiology Skills Bloom's Level: 03: Apply Learning Outcome: 03.22 Compare and contrast liquid, solid, and semisolid media, giving examples. Section: 03.05 Topic: Culturing Microorganisms

51.

A selective medium contains one or more substances that inhibit growth of certain microbes in order to facilitate the growth of other microbes. TRUE 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 Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.24 Describe functional media; list several different categories, and explain what characterizes each type of functional media. Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes. Section: 03.05

Topic: Culturing Microorganisms

52.

A bacterial species that grows on blood agar but will not grow on trypticase soy agar is termed an anaerobe.

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 Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 03 Metabolic Pathways

ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.24 Describe functional media; list several different categories, and explain what characterizes each type of functional media. Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes. Section: 03.05

Topic: Culturing Microorganisms

53.

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 Bloom's Level: 02. Understand Learning Outcome: 03.09 Explain the basic differences between fresh and fixed preparations for microscopy and how they are used. Learning Outcome: 03.13 Describe the process of Gram staining and how its results can aid the identification process. Section: 03.03

Topic: Preparing Microscopy Specimens

54.

The bending of light rays as they pass from one medium to another is called refraction. TRUE ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 01. Remember Learning Outcome: 03.04 Explain how the images are formed, along with the role of light and the different powers of lenses. Section: 03.02

Topic: Microscopy

55.

At the end of the Gram stain, gram-positive bacteria will be seen as purple cells. TRUE NURSINGTB.COM

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 Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 07 Scientific Thinking ASM Topic: Module 08 Microbiology Skills Bloom's Level: 01. Remember Learning Outcome: 03.13 Describe the process of Gram staining and how its results can aid the identification process. Section: 03.03

Topic: Preparing Microscopy Specimens

56.

Scanning tunneling and atomic force microscopes are used to image the detailed structure of biological molecules. 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 Bloom's Level: 02. Understand Learning Outcome: 03.07 Describe the operating features of electron microscopes and how they differ from optical microscopes in illumination source, magnification, resolution, and image appearance. Section: 03.02 Topic: Microscopy

57.

The correct microbiological term for the tiny sample of specimen that is put into a nutrient medium in order to produce a culture is the . inoculum ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 01. Remember Learning Outcome: 03.14 Define inoculation, media, and culture, and describe sampling methods and instruments, and what events must be controlled. Section: 03.04 Topic: Culturing Microorganisms

58.

The three physical forms of laboratory media are: solid, semisolid, and

liquid ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods.

ASM Topic: Module 08 Microbiology Skills Bloom's Level: 01. Remember Learning Outcome: 03.22 Compare and contrast liquid, solid, and semisolid media, giving examples. Section: 03.05 Topic: Culturing Microorganisms

59.

Bacteria that require special growth factors and complex nutrients are termed

fastidious 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 Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.20 Explain the importance of media for culturing microbes in the laboratory. Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes. Section: 03.05

Topic: Culturing Microorganisms

60.

is the term for a starting a new culture from an existing one.

Subculture ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.17 Differentiate between a pure culture, subculture, mixed culture, and contaminated culture. Define contaminant. Section: 03.04

Topic: Culturing Microorganisms

61.

Newly inoculated cultures must be

at a specific temperature and time to encourage growth.

incubated NURSINGTB.COM

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 Bloom's Level: 02. Understand Learning Outcome: 03.02 Briefly outline the processes and purposes of the six types of procedures that are used in handling, maintaining, and studying microorganisms. Learning Outcome: 03.14 Define inoculation, media, and culture, and describe sampling methods and instruments, and what events must be controlled. Section: 03.01 Section: 03.04 Topic: Culturing Microorganisms

62.

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. objective; ocular ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.04 Explain how the images are formed, along with the role of light and the different powers of lenses. Section: 03.02

Topic: Microscopy

63.

The

of the microscope holds and allows selection of the objective lenses.

nosepiece ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 01. Remember Learning Outcome: 03.03 Describe the basic plan of an optical microscope, and differentiate between magnification and resolution. Section: 03.02

Topic: Microscopy

64.

dyes have a negative charge on the chromophore and are repelled by bacterial cells.

Acidic 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 Bloom's Level: 02. Understand Learning Outcome: 03.10 Define dyes and describe the basic chemistry behind the process of staining. Section: 03.03

Topic: Preparing Microscopy Specimens

65.

has the same optical qualities as glass and thus prevents refractive loss of light as it passes from the slide to the objective lens. Immersion oil ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.04 Explain how the images are formed, along with the role of light and the different powers of lenses. Learning Outcome: 03.05 Indicate how the resolving power is determined and how resolution affects image visibility. Section: 03.02

Topic: Microscopy

66.

Compare and contrast the reagents and functions of negative staining versus positive staining. ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 08 Microbiology Skills Bloom's Level: 03: Apply Learning Outcome: 03.11 Differentiate between negative and positive staining, giving examples. Section: 03.03

Topic: Preparing Microscopy Specimens

67.

Explain the difference and significance between a contaminated culture and a mixed culture. ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 03: Apply Learning Outcome: 03.17 Differentiate between a pure culture, subculture, mixed culture, and contaminated culture. Define contaminant. Section: 03.04

Topic: Culturing Microorganisms

68.

A contaminated food sample contains several different species of bacteria. A food microbiologist is interested in studying just one of these species. DescN ribe thIe seTqBu.e e of procedures that the microbiologist must URS NG CnOcM perform in order to obtain a pure culture of the bacterial species of interest from this food sample. Detail all the necessary media and equipment.

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 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 Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 07 Scientific Thinking ASM Topic: Module 08 Microbiology Skills Bloom's Level: 04. Analyze Learning Outcome: 03.02 Briefly outline the processes and purposes of the six types of procedures that are used in handling, maintaining, and studying microorganisms. Learning Outcome: 03.14 Define inoculation, media, and culture, and describe sampling methods and instruments, and what events must be controlled. Learning Outcome: 03.15 Describe three basic techniques for isolation, including tools, media, incubation, and outcome. Learning Outcome: 03.19 Describe some of the processes involved in identifying microbes from samples. Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes. Section: 03.01 Section: 03.04 Section: 03.05

Topic: Culturing Microorganisms Topic: Identifying Microorganisms

69.

Explain how and why immersion oil increases resolution but not magnification when using the 100X objective. ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 03: Apply Learning Outcome: 03.04 Explain how the images are formed, along with the role of light and the different powers of lenses. Learning Outcome: 03.05 Indicate how the resolving power is determined and how resolution affects image visibility. Section: 03.02

Topic: Microscopy

70.

Which of the following reagents reacts with crystal violet as the mordant?

A. crystal violet B. Gram’s iodine C. 95% ethyl alcohol D. safranin 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 Bloom's Level: 02. Understand Learning Outcome: 03.13 Describe the process of Gram staining and how its results can aid the identification process. Section: 03.03

Topic: Preparing Microscopy Specimens

71.

How will E. coli appear if the mordant is not applied? A. gram-positive B. gram-negative C. gram-variable D. colorless

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 Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 07 Scientific Thinking ASM Topic: Module 08 Microbiology Skills Bloom's Level: 04. Analyze Learning Outcome: 03.13 Describe the process of Gram staining and how its results can aid the identification process. Section: 03.03

Topic: Preparing Microscopy Specimens

72.

Observing and characterizing colonial growth for size, shape, edge, elevation, color, odor, and texture is part of . A. specimen collection B. inoculation C. incubation D. isolation E. inspection

Learning Outcome: 03.20 Explain the importance of media for culturing microbes in the laboratory. Section: 03.04 Topic: Culturing Microorganisms Topic: Identifying Microorganisms

73.

In lab, Tom was given a mixed culture. His objective is to isolate single colonies. What should be used to accomplish this goal? A. sterile swab, loop dilution, TSB B. hockey stick, spread plate technique, and 4 degree Celsius incubation temperature C. loop dilution, TSA, hockey stick, 37 degree Celsius incubator D. inoculating loop, incinerator, streak plate method, 37 degree Celsius incubator E. sterile swab, streak plate method, 37 degree Celsius incubator ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 03: Apply Learning Outcome: 03.15 Describe three basic techniques for isolation, including tools, media, incubation, and outcome. Section: 03.04 Topic: Culturing Microorganisms

74.

Sally had a throat sample taken at a satellite lab within her health care provider’s office. What kind of media would be best suited for maintaining the quality of this specimen prior to its arrival in the clinical laboratory?

A. TSA plate B. TSB tube C. transport media

D. selective agar E. differential agar ASM Objective: 08.05 Use appropriate microbiological and molecular lab equipment and methods. ASM Topic: Module 08 Microbiology Skills Bloom's Level: 03: Apply Learning Outcome: 03.24 Describe functional media; list several different categories, and explain what characterizes each type of functional media. Section: 03.05

Topic: Culturing Microorganisms

75.

Identification relies entirely on biochemical test results. FALSE ASM Objective: 08.03 Use appropriate methods to identify microorganisms (media-based, molecular and serological). ASM Topic: Module 08 Microbiology Skills Bloom's Level: 02. Understand Learning Outcome: 03.18 What kinds of data are collected during information gathering? Learning Outcome: 03.19 Describe some of the processes involved in identifying microbes from samples. Section: 03.04

Topic: Identifying Microorganisms

76.

Using the numbers 1–4, label the correct chronological sequence of events for the Gram staining procedure. 2 Apply iodine for 1 minute to the smear and rinse. 1 Add crystal violet for 60 seconds and rinse. 3 Add 95% ethanol for 10–20 seconds and rinse. 4 Apply safranin for 60 seconds and rinse.

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 Bloom's Level: 01. Remember Learning Outcome: 03.13 Describe the process of Gram staining and how its results can aid the identification process. Section: 03.03

77.

Topic: Preparing Microscopy Specimens

You are doing research on a bacterial specNieUsR, StrIyNinGgTtB o.C deOtM ermine the nature and structure of a number of intracellular inclusions. Which type of microscopy would provide the best view of these intracellular structures? A. scanning electron microscopy B. transmission electron microscopy C. bright-field microscopy D. dark-Field microscopy

78.

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 Bloom's Level: 03: Apply Learning Outcome: 03.08 Differentiate between transmission and scanning electron microscopes in image formation and appearance. Section: 03.02 Topic: Microscopy

You are doing research on a bacterial species, trying to determine the shape, distribution, and arrangement of a number of filamentous structures that protrude from the cell surface. Which type of microscopy would best enable you to do this? A. scanning electron microscopy B. transmission electron microscopy C. bright-field microscopy D. dark-field microscopy

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 Bloom's Level: 03: Apply Learning Outcome: 03.08 Differentiate between transmission and scanning electron microscopes in image formation and appearance. Section: 03.02 Topic: Microscopy

79.

Each of the following are characteristics of microorganisms that pose unique challenges to their study EXCEPT

A. the fact that they must be viewed through a microscope rather than the unaided eye. B. the fact that many do not have membrane-enclosed nucleus or other organelles. C. the fact that they often exist in complex communities and individual species may be difficult to isolate from others. D. the fact that they usually must be grown and studied under somewhat artificial conditions in vitro rather than in their natural habit. ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Objective: 03.02 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: 05.02 Most bacteria in nature live in biofilm communities. ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other. ASM Topic: Module 02 Structure and Function ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems Bloom's Level: 02. Understand Learning Outcome: 03.01 Explain what unique characteristics of microorganisms make them challenging subjects for study. Section: 03.01

Topic: Culturing Microorganisms Topic: Microscopy

80.

Microbes can be challenging to study because they often grow in complex communities and it may be difficult to separate the various species from one another to study individually. Which of the following laboratory "tools" or techniques may be of the the most help with separating out different species from complex mixtures? A. use of transmission electron microscopy B. use of enriched agar for culture C. use of selective agars for culture D. use of light microscopy ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.

ASM Objective: 08.02 Use pure culture and selective techniques to enrich for and isolate microorganisms. ASM Topic: Module 05 Systems ASM Topic: Module 08 Microbiology Skills Bloom's Level: 03: Apply Learning Outcome: 03.01 Explain what unique characteristics of microorganisms make them challenging subjects for study. Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes. Section: 03.01 Section: 03.05

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81.

Topic: Culturing Microorganisms Topic: Identifying Microorganisms

A student was given a stained smear to observe. Upon observation, the student noted rod-shaped bacteria that were clear and unstained against a darker background. What sort of stain was performed on this slide? A. Gram stain B. acid-fast stain C. simple stain D. negative stain ASM Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 08 Microbiology Skills Bloom's Level: 03: Apply Learning Outcome: 03.11 Differentiate between negative and positive staining, giving examples. Section: 03.03 Topic: Microscopy Topic: Preparing Microscopy Specimens

82.

A bacterial cell that is deposited on the surface of an appropriate solid growth media will divide repeatedly until it forms a visible accumulation of bacterial growth. This is known as a bacterial A. colony. B. community. C. biofilm. D. smear. ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.

Section: 03.04 Topic: Culturing Microorganisms

83.

All of the following are criteria that are used to classify different types of microbiological growth media EXCEPT A. physical state or consistency. B. purpose or function. C. chemical composition. D. sensory characteristics (color, smell). 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 Bloom's Level: 02. Understand Learning Outcome: 03.21 Name the three general categories of media, based on their inherent properties and uses. Section: 03.05 Topic: Culturing Microorganisms

84.

To prepare large volumes of influenza virus for use in the flu vaccines each year, the virus is grown in embryonated hen eggs. This is an example of the use of A. enriched media. B. selective media. C. live media. D. complex media. 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: 03.03 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 02 Structure and Function ASM Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems Bloom's Level: 03: Apply Learning Outcome: 03.27 Describe live media and the circumstances that require it. Section: 03.05

Topic: Culturing Microorganisms

85.

Viruses, Rickettsia, and Chlamydia are described as obligate intracellular parasites because they can only be propagated inside living host cells. Which of the following would be appropriate for their cultivation? NURSINGTB.COM A. enriched media B. cell or tissue cultures C. media that contains sheep red blood cells D. differential media ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics. 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 Bloom's Level: 03: Apply Learning Outcome: 03.27 Describe live media and the circumstances that require it. Section: 03.05 Topic: Culturing Microorganisms

Chapter 03 Testbank Summary Category

# of Questions

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

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: 03.03 The survival and growth of any microorganism in a given environment depends on its metaboli c characteristics.

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biologic al means.

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 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 benefi cial, neutral or detrimental ways.

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

ASM Objective: 07.02 Ability to use quantitative reasoning: Use mathematical reasoning and graphing skills to solve problems in microbiology.

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

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 (mediabased, molecular and serological).

ASM Objective: 08.04 Estimate the number of microorganisms in a sample (using, for example, direct count, viable pl ate count, and spectrophotometric methods). UR ASM Objective: 08.05 Use appropriate microbiological aN nd mS oIleNcG ulT aB r l.aCbOeM quipment and methods.

2 35

ASM Topic: Module 02 Structure and Function

ASM Topic: Module 03 Metabolic Pathways

ASM Topic: Module 05 Systems

ASM Topic: Module 07 Scientific Thinking

ASM Topic: Module 08 Microbiology Skills

Bloom's Level: 01. Remember

Bloom's Level: 02. Understand

Bloom's Level: 03: Apply

Bloom's Level: 04. Analyze

Learning Outcome: 03.01 Explain what unique characteristics of microorganisms make them challenging subjects for study.

Learning Outcome: 03.02 Briefly outline the processes and purposes of the six types of procedures that are used in h andling, maintaining, and studying microorganisms.

Learning Outcome: 03.03 Describe the basic plan of an optical microscope, and differentiate between magnification a nd resolution.

Learning Outcome: 03.04 Explain how the images are formed, along with the role of light and the different powers of l enses.

Learning Outcome: 03.05 Indicate how the resolving power is determined and how resolution affects image visibility.

Learning Outcome: 03.06 Differentiate between the major types of optical microscopes, their illumination sources, im age appearance, and uses.

Learning Outcome: 03.07 Describe the operating features of electron microscopes and how they differ from optical mi croscopes in illumination source, magnification, resolution, and image appearance.

Learning Outcome: 03.08 Differentiate between transmission and scanning electron microscopes in image formation and appearance.

Learning Outcome: 03.09 Explain the basic differences between fresh and fixed preparations for microscopy and how they are used.

Learning Outcome: 03.10 Define dyes and describe the basic chemistry behind the process of staining. Learning Outcome: 03.11 Differentiate between negative and positive staining, giving examples.

3 2

Learning Outcome: 03.12 Distinguish between simple, differential, and structural stains, including their applications. Learning Outcome: 03.13 Describe the process of Gram staining and how its results can aid the identification proces s. Learning Outcome: 03.14 Define inoculation, media, and culture, and describe sampling methods and instruments, a nd what events must be controlled. Learning Outcome: 03.15 Describe three basic techniques for isolation, including tools, media, incubation, and outco me.

3 5

Learning Outcome: 03.16 Explain what an isolated colony is and indicate how it forms. Learning Outcome: 03.17 Differentiate between a pure culture, subculture, mixed culture, and contaminated culture. Define contaminant.

2 5

Learning Outcome: 03.18 What kinds of data are collected during information gathering?

Learning Outcome: 03.19 Describe some of the processes involved in identifying microbes from samples.

Learning Outcome: 03.20 Explain the importance of media for culturing microbes in the laboratory.

Learning Outcome: 03.21 Name the three general categories of media, based on their inherent properties and uses.

Learning Outcome: 03.22 Compare and contrast liquid, solid, and semisolid media, giving examples. Learning Outcome: 03.23 Analyze chemically defined and complex media, describing their basic differences and cont ent. Learning Outcome: 03.24 Describe functional media; list several different categories, and explain what characterizes each type of functional media. Learning Outcome: 03.25 Identify the qualities of enriched, selective, and differential media; use examples to explain their content and purposes.

7 3 13

Learning Outcome: 03.26 Explain what it means to say that microorganisms are not culturable.

Learning Outcome: 03.27 Describe live media and the circumstances that require it.

Section: 03.01

Section: 03.02

Section: 03.03 Section: 03.04

14 18

Section: 03.05 Topic: Culturing Microorganisms

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5 4

32 48

Topic: Identifying Microorganisms

Topic: Microscopy Topic: Preparing Microscopy Specimens

23 14

Chapter 04 Testbank Student:

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

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.

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.

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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.

All bacterial cells have A. a chromosome. B. fimbriae. C. endospores. D. capsules. E. flagella.

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.

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. 9.

10. A bacterial cell exhibiting chemotaxis probably has A. fimbriae. B. capsules. C. mesosomes. D. flagella. E. metachromatic granules. 11. If bacteria living in salty seawater were displaced to a freshwater environment, the cell structure that would prevent the cells from rupturing is A. endospore. B. cell wall. C. cell membrane. D. capsule. E. slime layer. 12. Which structure protects bacteria from being phagocytized? A. slime layer B. fimbriae C. cell membrane D. capsule E. All of these choices are correct.

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

14. All of the following structures contribute to the ability of pathogenic bacteria to cause disease, except A. inclusions. B. fimbriae. C. capsule. D. slime layer. E. outer membrane of gram-negative cell walls. 15. 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. archaea. D. a spheroplast. E. acid fast.

16. A bacterial genus that has waxy mycolic acid in the cell walls is

A. Mycobacterium. B. Mycoplasma. C. Streptococcus. D. Corynebacterium. E. Salmonella. 17. All of the following pertain to endotoxins, except they A. are specific bacterial cell wall lipids. B. can stimulate fever in the human body. C. can cause shock in the human body. D. are involved in typhoid fever and some meningitis cases. E. are found in acid-fast bacterial cell walls. 18. Lipopolysaccharide is an important cell wall component of A. gram-negative bacteria. B. gram-positive bacteria. C. acid-fast bacteria. D. mycoplasmas. E. protoplasts. 19. The periplasmic space is A. larger in gram-positive bacteria. B. made up of lipopolysaccharides and phospholipids. C. an important reaction site for substances entering and leaving the cell. D. just external to the LPS layer of the outer membrane. E. absent in gram-negative bacteria. 20. Which of the following, pertaining to prokaryotic cell membranes, is mismatched? NURSINGTB.COM A. internal folds - mesosomes B. sterols present - mycoplasmas C. form a bilayer - phospholipids D. unique hydrocarbon present - cyanobacteria E. function - regulates transport of nutrients and wastes 21. 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. 22. 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. E. All of these choices are correct. 23. Which is mismatched? A. ribosomes - protein synthesis B. inclusions - excess cell nutrients and materials C. plasmids - genes essential for growth and metabolism D. nucleoid - hereditary material E. cytoplasm - dense, gelatinous solution

24. 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. 25. The function of bacterial endospores is A. to convert gaseous nitrogen to a usable form for plants. B. for reproduction and growth. C. for protection of genetic material during harsh conditions. D. the storage of excess cell materials. E. to have sites for photosynthesis. 26. 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 27. Endospores are A. metabolically inactive. B. resistant to heat and chemical destruction. C. resistant to destruction by radiation. D. living structures. E. All of these choices are correct. 28. Bacterial endospores are not produced by

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A. Staphylococcus. B. Sporosarcina. C. Bacillus. D. Clostridium. E. All of these choices are correct. 29. Which term is not used to describe bacterial cell shapes? A. coccus B. tetrad C. vibrio D. rod E. spirochete 30. Which statement is not a characteristic of biofilms? A. They can be involved with human disease. B. They involve bacteria only. C. They evolve and adapt to their surroundings. D. They are very difficult to eliminate with antimicrobials. E. They can accumulate on living and nonliving surfaces. 31. An important indicator of evolutionary relatedness is 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.

32. Which phylum is mismatched? A. Gracilicutes - gram-negative cell walls B. Firmicutes - gram-positive cell walls C. Actinobacteria - waxy acid-fast cell walls D. Proteobacteria - archaea cell walls 33. Which is mismatched? A. Chlamydias - lack ability to independently complete growth and metabolism B. green sulfur bacteria - photosynthetic anaerobes that use sulfur in metabolism C. Cyanobacteria - filamentous, gliding thermophilic bacteria D. Myxobacteria - gliding, fruiting slime bacteria 34. The presence of thylakoids, phycocyanin, gas inclusions, and cysts would be associated with A. green sulfur bacteria. B. cyanobacteria. C. purple sulfur bacteria. D. archaea. E. spirochetes. 35. When a rod-shaped bacteria is short and plump, it is called a A. spirochete. B. pleomorphism. C. vibrio. D. coccobacillus. E. spirillum. 36. Sarcinae refers to A. cocci in pairs. B. a cuboidal packet of cells. C. groups of endopsores. D. coffee-bean-shaped rods in pairs. E. vibrios in threes.

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37. What is the correct sequence for a Gram stain? A. Gram's iodine, Crystal Violet, Alcohol, Safranin B. crystal Violet, Safranin, Alcohol, Gram's iodine C. crystal Violet, Gram's iodine, Alcohol, Safranin D. safranin, Crystal Violet, Gram's iodine, Alcohol E. alcohol, Crystal Violet, Safranin, Gram's iodine

38. All of the following are correct about biofilms, except A. they are cooperative associations among several microbial groups. B. they play an important role in recycling elements in the Earth. C. they can colonize medical devices. D. an example could be the scum that builds up in toilet bowls. E. they are harmless aggregations of microbes. 39. Bacteria with small bunches of flagella emerging from the same site are said to be A. lophotrichous. B. peritrichous. C. monotrichous. D. amphitrichous. E. spirilla.

40. All of the following are correct about a slime layer, except

016_QC_CS-54137 A. it is a type of glycocalyx. B. it can be easily washed off the cell. C. it protects the cell from loss of water and nutrients. D. it enables movement of cells. E. it allows cells to participate in biofilms. 41. Lysozyme, an enzyme found in tears, provides a natural defense against bacteria by A. hydrolyzing peptidoglycan in cell walls. B. inhibiting protein synthesis. C. removing flagella. D. dissolving the cell membrane. E. removing the capsule from outside the cell. 42. In the Gram stain, the mordant is A. crystal violet. B. safranin. C. alcohol. D. water. E. iodine. 43. Which cell structure is an important component in modern genetic engineering techniques? A. ribosomes B. capsules C. plasmids D. inclusions E. mesosomes 44. A microoganism has been described to you as living in hot acidic habitats in the waste piles of coal mines that ° regularly sustain a pH of 1 and a temperature of nearly 60 C. Which type of organism do you immediately assume it is? NURSINGTB.COM A. Gracillucates B. Firmicutes C. Actinobacteria D. Archaea E. Spirochaetes 45. Which of the following is mismatched? A. Rickettsia rickettsii: Rocky Mountain Spotted Fever B. Rickettsia typhi: endemic typhus C. Chlamydia trachomatis: blindness D. Coxiella burnetti: cowpox E. All of these choices are correct. 46. Which of the following characteristics is not a property of cells or living things? A. cell boundary B. ability to replicate C. nucleus D. responds to stimulus E. All of the choices are not fundamental characteristics of living things. 47. Archaea do not have the typical peptidoglycan structure found in bacterial cell walls. True False 48. Bacteria in the genus Mycoplasma and bacteria called L-forms lack cell walls. True False

49. Gram-negative bacteria do not have peptidoglycan in their cell walls. True False 50. Hot carbol fuchsin is the primary dye in the acid-fast stain. True False 51. The region between the bacterial cell membrane and the cell wall is called the outer membrane. True False 52. The prokaryotic cell membrane is a site for many enzymes and metabolic reactions. True False 53. 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. True False 54. Endospores of certain bacterial species can enter tissues in the human body, germinate, and cause an infectious disease. True False 55. Iodine is the decolorizer in the Gram stain. True False 56. If you observe rod-shaped, pink cells on a slide that had just been Gram stained, you can assume that their cell walls contain endotoxin. True False NURSINGTB.COM 57. The term diplococci refers to an irregular cluster of spherical bacterial cells. True False 58. Which of the following makes possible the differentiation of members of the genus Mycobacterium and the genus Nocardia from other bacteria? A. the Gram stain B. the presence of flagella C. the acid-fast stain D. an endospore stain E. the capsule stain 59. The prokaryotic flagellum has three parts: the

, the hook, and the basal body.

60. Movement of a cell toward a chemical stimulus is termed 61. The cell 62.

is composed of three layers: the glycocalyx, the cell wall, and the cell membrane.

is a macromolecule containing alternating N-acetylglucosamine and N-acetylmuramic acid cross-linked by short peptide fragments.

63. During the Gram stain, gram

cells decolorize when the alcohol is applied.

64. The enzyme , that is found in tears and saliva, can hydrolyze the bonds in the glycan chains of certain bacterial cell walls. 65. The chemical components of ribosomes are proteins and

66. A prokaryotic ribosome has a 70 S size composed of two smaller subunits of which the smaller subunit is S size and the larger one is S size.-

67. Cells form a side by side. 68.

arrangement when cells in a chain snap back upon each other forming a row of cells oriented

Manual of Systematic Bacteriology is a manual of bacterial descriptions and classifications.

69. Compare and contrast the cyanobacteria to the green and purple sulfur bacteria with regard to: a) habitat, b) photosynthesis properties, c) cell properties, and d) impact and importance to the environment. 70. Discuss biofilms with regard to their formation, unique properties, and significance to the environment and the human body. Explain how a biofilm differs from a typical bacterial colony growing on a nutrient agar medium. 71. Discuss the difference between Bacillus and bacilli, and the difference between Streptococcus and streptococci. 72. Compare the following: bacterial species, bacterial strain, and bacterial type. Explain the relationship and development of strains and types to a species. 73. Which of the following characteristics of living things is/are not found among viruses? NURSINGTB.COM A. heredity B. cellular structure C. ability to evolve D. presence of nucleic acid E. All of these characteristics are lacking in viruses. 74. The process of endospore formation is vegetative cell is .

, while the process of an endospore growing into a

A. germination; sporulation B. reproduction; sporulation C. germination; reproduction D. sporulation; germination 75. In bacteria such as members of the Bacillus and Clostridium genera, nutrient depletion is likely to result in A. germination. B. sporulation. C. binary fission. D. plasmolysis. E. starvation. 76. Which of the following represents size relationships from smallest to largest? A. rhinovirus, Ebola virus, Staphylococcus cell, yeast cell, red blood cell, squamous epithelial cell B. Ebola virus, Rhinovirus, yeast cell, Staphylococcus cell, red blood cell, squamous epithelial cell C. Ebola virus, yeast cell, Rhinovirus, red blood cell, Staphylococcus cell, squamous epithelial cell D. rhinovirus, Ebola virus, Staphylococcus cell, red blood cell, yeast cell, squamous epithelial cell 77. What unit of measure is most appropriate for expressing the size of bacteria?

A. micrometer B. nanometer C. milimeter D. picometer 78. According to current thought regarding the domains of life, which two domains are believed to be the most closely related? A. Bacteria and Eukarya B. Archaea and Bacteria C. Archaea and Eukarya

79. Classification and taxonomy provide information and contribute to each of the following endeavors, except A. identification of unknown species. B. the study of evolutionary relationships. C. tracing the origins of bacteria. D. selection of appropriate antibiotics. E. enabling communication among scientists regarding the same and different species of microbes. 80. Which of the three domains includes organisms that would be most likely to survive the environmental conditions that existed on Earth nearly 4 billion years ago? A. Eukarya B. Archaea C. Bacteria 81. Bacteria and Archaea can be differentiated from one another by the A. presence or absence of membranous organelles. B. size of individual cells. C. presence of a novel nucleic acid in the Archaea D. chemical makeup of the cell wall. E. All of these can be used to differentiate theNtw dIoNmGaTinBs..COM UoRS 82. A newly described unicellular organism was isolated from a salt mine. This organism has no membranous organelles and its cell wall lacks peptidoglycan. Attempts to culture it in a medium with less than 25% salt were unsuccessful, but it was able to grow well on 25% salt supplemented agar. This organism would best be described as a and is most likely in the domain . A. halophile; Bacteria. B. thermophile; Bacteria. C. thermophile; Eukarya. D. halophile; Archaea. E. thermophile; Archaea. 83. All of the following terms describe environmental adaptations found among the members of the domain Archaea, except A. thermophilic. B. psychrophilic. C. acidophilic. D. halophilic. E. barophilic. F. There are no exceptions here. Each of these adaptations is seen among different members of the domain Archaea. 84. A halophile would A. undergo plasmolysis B. undergo osmotic lysis C. become crenated D. thrive E. form endospores

in a high salt environment.

Chapter 04 Testbank Key 1.

The difference in cell wall structure of Mycobacterium and Nocardia compared to the typical gram-positive bacterial cell wall structure is A. the presence of more peptidoglycan. B. the predominance of unique, waxy lipids. C. the rapid decolorization during staining. D. the presence of lipopolysaccharide. E. All of these 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 Bloom's: Level: 02. Understand Learning Outcome: 04.13 Relate the characteristics of other types of cell walls and wall-free cells. Section: 04.03

Bacterial cells could have any of the following appendages, except

Topic: External Bacterial Structures

A. flagella. B. cilia. C. fimbriae. D. periplasmic flagella (axial filaments). E. sex pili. 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 Bloom's: Level: 02. Understand Learning Outcome: 04.04 Distinguish among the types of external cell appendages. Section: 04.02 Topic: Bacterial Cellular Morphology Topic: External Bacterial Structures

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.

NURSINGTB.COM

Learning Outcome: 04.06 Explain how flagella influence motility and motile behavior. Section: 04.02

Topic: Bacterial Cellular Morphology Topic: External Bacterial Structures

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: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities. ASM Topic: Module 02 Structure and Function Bloom's: Level: 02. Understand Learning Outcome: 04.07 Discuss the structure and functions of pili and fimbriae. Section: 04.02

Topic: Bacterial Cellular Morphology Topic: External Bacterial Structures

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 Bloom's: Level: 02. Understand Learning Outcome: 04.07 Discuss the structure and functions of pili and fimbriae. Section: 04.02

Topic: Bacterial Cellular Morphology Topic: External Bacterial Structures

All bacterial cells have A. a chromosome. B. fimbriae. C. endospores. D. capsules. E. flagella. 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 Bloom's: Level: 02. Understand Learning Outcome: 04.01 Describe the fundamental characteristics of cells.

Learning Outcome: 04.03 Describe the generalized anatomy of bacterial cells. Learning Outcome: 04.15 List the contents of the cell cytoplasm. Section: 04.01 Section: 04.04

Topic: Bacterial Cellular Morphology Topic: Internal Bacterial Structure

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.

NURSINGTB.COM

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities. ASM Topic: Module 02 Structure and Function Bloom's: Level: 01. Remember Learning Outcome: 04.05 Describe the structure and position of bacterial flagella and axial filaments, and their attachment patterns. Section: 04.02

Topic: Bacterial Cellular Morphology Topic: External Bacterial Structures

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: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity, and phage infection. ASM Topic: Module 02 Structure and Function Bloom's: Level: 02. Understand Learning Outcome: 04.11 Contrast the major structure of gram-positive and gram-negative cell walls. Learning Outcome: 04.12 Summarize how gram-positive and gram-negative cells differ in their reactions. Section: 04.03

Topic: External Bacterial Structures

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: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes. ASM Topic: Module 02 Structure and Function ASM Topic: Module 04 Information Flow Bloom's: Level: 03. Apply Learning Outcome: 04.17 Characterize the bacterial ribosomes and cytoskeleton. Section: 04.04

Topic: Internal Bacterial Structure

10.

A bacterial cell exhibiting chemotaxis probably has A. fimbriae. B. capsules. C. mesosomes. D. flagella. E. metachromatic granules. 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 Bloom's: Level: 03. Apply Learning Outcome: 04.05 Describe the structure and position of bacterial flagella and axial filaments, and their attachment patterns.

Learning Outcome: 04.06 Explain how flagella influence motility and motile behavior. Section: 04.02

Topic: External Bacterial Structures

11.

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

NURSINGTB.COM

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 Bloom's: Level: 03. Apply Learning Outcome: 04.10 Outline the structure and functions of cell walls, and explain the role of peptidoglycan. Section: 04.03

Topic: External Bacterial Structures

12.

Which structure protects bacteria from being phagocytized? A. slime layer B. fimbriae C. cell membrane D. capsule E. All of these 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 Bloom's: Level: 02. Understand Learning Outcome: 04.08 Define glycocalyx, and describe its different forms and functions. Learning Outcome: 04.09 Explain the concept of the cell envelope, and describe its structure. Section: 04.02

Topic: External Bacterial Structures

13.

Peptidoglycan is a unique macromolecule found in bacterial A. cell walls. B. cell membranes. C. capsules. D. slime layers. E. inclusions. 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 Bloom's: Level: 01. Remember Learning Outcome: 04.10 Outline the structure and functions of cell walls, and explain the role of peptidoglycan. Section: 04.03

Topic: External Bacterial Structures

14.

All of the following structures contribute to the ability of pathogenic bacteria to cause disease, except A. inclusions. B. fimbriae. C. capsule. D. slime layer. E. outer membrane of gram-negative 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 Bloom's: Level: 03. Apply Learning Outcome: 04.07 Discuss the structure and functions of pili and fimbriae.

Learning Outcome: 04.08 Define glycocalyx, and describe its different forms and functions. Learning Outcome: 04.09 Explain the concept of the cell envelope, and describe its structure. Learning Outcome: 04.15 List the contents of the cell cytoplasm. Section: 04.02 Section: 04.03 Section: 04.04 Topic: External Bacterial Structures

15.

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. archaea. 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 Bloom's: Level: 03. Apply LearningNOU utR coSm e: G 04T.1B1.C CoO nM trast the major structure of gram-positive and gram-negative cell walls. IN Section: 04.03

Topic: External Bacterial Structures

16.

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 Bloom's: Level: 01. Remember Learning Outcome: 04.13 Relate the characteristics of other types of cell walls and wall-free cells. Section: 04.03

Topic: External Bacterial Structures

17.

All of the following pertain to endotoxins, except they A. are specific bacterial cell wall lipids. B. can stimulate fever in the human body. C. can cause shock in the human body. D. are involved in typhoid fever and some meningitis cases. E. are 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 Bloom's: Level: 03. Apply Learning Outcome: 04.11 Contrast the major structure of gram-positive and gram-negative cell walls.

Learning Outcome: 04.13 Relate the characteristics of other types of cell walls and wall-free cells. Section: 04.03

Topic: External Bacterial Structures

18.

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 Bloom's: Level: 01. Remember Learning Outcome: 04.10 Outline the structure and functions of cell walls, and explain the role of peptidoglycan. Learning Outcome: 04.11 Contrast the major structure of gram-positive and gram-negative cell walls. Section: 04.03

Topic: External Bacterial Structures

19.

The periplasmic space is A. larger in gram-positive bacteria. B. made up of lipopolysaccharides and phospholipids. C. an important reaction site for substances entering and leaving the cell. D. just external to the LPS layer of the outer membrane. E. absent in gram-negative 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 Bloom's: Level: 02. Understand Learning Outcome: 04.11 Contrast the major structure of gram-positive and gram-negative cell walls. Section: 04.03

Topic: External Bacterial Structures

20.

Which of the following, pertaining to prokaryotic cell membranes, is mismatched? A. internal folds - mesosomes B. sterols present - mycoplasmas C. form a bilayer - phospholipids D. unique hydrocarbon present - cyanobacteria E. function - regulates transport of nutrients and wastes 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 Bloom's: Level: 03. Apply NURSINGTB.COM Learning Outcome: 04.14 Describe the structure of the cell membrane, and explain several of its major roles in bacterial cells. Section: 04.03

Topic: Cellular Organization Topic: External Bacterial Structures

21.

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 Bloom's: Level: 02. Understand Learning Outcome: 04.14 Describe the structure of the cell membrane, and explain several of its major roles in bacterial cells. Section: 04.03

Topic: Cellular Organization Topic: External Bacterial Structures

22.

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. E. All of these 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 Bloom's: Level: 02. Understand Learning Outcome: 04.16 Describe features of the bacterial chromosome and plasmids. Section: 04.04

Topic: Cellular Organization Topic: Internal Bacterial Structure

23.

Which is mismatched? A. ribosomes - protein synthesis B. inclusions - excess cell nutrients and materials C. plasmids - 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 Topic: Module 02 Structure and Function Bloom's: Level: 02. Understand Learning Outcome: 04.15 List the contents of the cell cytoplasm. Learning Outcome: 04.16 Describe features of the bacterial chromosome and plasmids. Learning Outcome: 04.17 Characterize the bacterial ribosomes and cytoskeleton.

Learning Outcome: 04.18 Describe inclusion bodies and granules, and explain their importance to cells. Section: 04.04 Topic: Cellular Organization Topic: Internal Bacterial Structure

24.

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 Bloom's: Level: 02. Understand Learning Outcome: 04.18 Describe inclusion bodies and granules, and explain their importance to cells. Section: 04.04

Topic: Internal Bacterial Structure

25.

The function of bacterial endospores is A. to convert gaseous nitrogen to a usable form for plants. B. for reproduction and growth. C. for protection of genetic material during harsh conditions. D. the storage of excess cell materials. NURSINGTB.COM E. to have 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 Bloom's: Level: 02. Understand Learning Outcome: 04.20 Discuss the resistance and significance of endospores. Section: 04.04

Topic: Internal Bacterial Structure

26.

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 Bloom's: Level: 03. Apply Learning Outcome: 04.20 Discuss the resistance and significance of endospores. Section: 04.04

Topic: Internal Bacterial Structure

27.

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

Bloom's: Level: 02. Understand Learning Outcome: 04.20 Discuss the resistance and significance of endospores. Section: 04.04

Topic: Internal Bacterial Structure

28.

Bacterial endospores are not produced by A. Staphylococcus. B. Sporosarcina. C. Bacillus. D. Clostridium. E. All of these 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 Bloom's: Level: 01. Remember Learning Outcome: 04.20 Discuss the resistance and significance of endospores. Section: 04.04

Topic: Internal Bacterial Structure

29.

Which term is not used to describe bacterial cell shapes? A. coccus B. tetrad C. vibrio D. rod 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 Bloom's: Level: 01. Remember Learning Outcome: 04.21 Describe the shapes of bacteria and their possible variants.

Learning Outcome: 04.22 Identify several arrangements of bacteria and how they are formed. Section: 04.05

Topic: Cellular Organization

30.

Which statement is not a characteristic of biofilms? A. They can be involved with human disease. NURSINGTB.COM B. They involve bacteria only. C. They evolve and adapt to their surroundings. D. They are very difficult to eliminate with antimicrobials. E. They can accumulate on living and nonliving surfaces. ASM Objective: 05.02 Most bacteria in nature live in biofilm communities.

ASM Topic: Module 05 Systems Bloom's: Level: 02. Understand Learning Outcome: 04.08 Define glycocalyx, and describe its different forms and functions. Section: 04.02 Topic: Cellular Organization Topic: External Bacterial Structures

31.

An important indicator of evolutionary relatedness is 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: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's: Level: 02. Understand Learning Outcome: 04.25 Overview characteristics used to classify bacteria.

Learning Outcome: 04.26 Outline a basic system of bacterial taxonomy. Section: 04.06 Topic: Taxonomy of Microorganisms

32.

Which phylum is mismatched? A. Gracilicutes - gram-negative cell walls B. Firmicutes - gram-positive cell walls C. Actinobacteria - waxy acid-fast cell walls D. Proteobacteria - archaea cell walls

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 Bloom's: Level: 01. Remember Learning Outcome: 04.25 Overview characteristics used to classify bacteria. Learning Outcome: 04.26 Outline a basic system of bacterial taxonomy. Section: 04.06

33.

Topic: External Bacterial Structures

Which is mismatched? A. Chlamydias - lack ability to independently complete growth and metabolism B. green sulfur bacteria - photosynthetic anaerobes that use sulfur in metabolism C. Cyanobacteria - filamentous, gliding thermophilic bacteria D. Myxobacteria - gliding, fruiting slime bacteria

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 Topic: Module 03 Metabolic Pathways ASM Topic: Module 05 Systems Bloom's: Level: 01. Remember Learning Outcome: 04.25 Overview characteristics used to classify bacteria.

Learning Outcome: 04.28 Differentiate various groups of photosynthetic bacteria. Learning Outcome: 04.29 Characterize the types of obligate intracellular bacteria. Section: 04.07

Topic: Bacterial Cellular Morphology Topic: Taxonomy of Microorganisms

34.

The presence of thylakoids, phycocyanin, gas inclusions, and cysts would be associated with A. green sulfur bacteria. B. cyanobacteria. C. purple sulfur bacteria. D. archaea. E. spirochetes. ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Objective: 02.03 Bacteria and Archaea have specialiN zeU dR stS ruIcNtuG reTsB(e.C .gO ., M flagella, endospores, and pili) that often confer critical capabilities. ASM Topic: Module 02 Structure and Function Bloom's: Level: 02. Understand Learning Outcome: 04.15 List the contents of the cell cytoplasm. Learning Outcome: 04.28 Differentiate various groups of photosynthetic bacteria. Section: 04.07 Topic: Internal Bacterial Structure Topic: Taxonomy of Microorganisms

35.

When a rod-shaped bacteria is short and plump, it is called a A. spirochete. B. pleomorphism. C. vibrio. D. coccobacillus. E. spirillum.

36.

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 Bloom's: Level: 01. Remember Learning Outcome: 04.21 Describe the shapes of bacteria and their possible variants. Section: 04.05 Topic: Bacterial Cellular Morphology

Sarcinae refers to

A. cocci in pairs. B. a cuboidal packet of cells. C. groups of endopsores. D. coffee-bean-shaped rods in pairs. E. vibrios in threes. 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

Bloom's: Level: 01. Remember Learning Outcome: 04.22 Identify several arrangements of bacteria and how they are formed. Section: 04.05 Topic: Bacterial Cellular Morphology

37.

What is the correct sequence for a Gram stain? A. Gram's iodine, Crystal Violet, Alcohol, Safranin B. crystal Violet, Safranin, Alcohol, Gram's iodine C. crystal Violet, Gram's iodine, Alcohol, Safranin D. safranin, Crystal Violet, Gram's iodine, Alcohol E. alcohol, Crystal Violet, Safranin, Gram's iodine 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 Bloom's: Level: 01. Remember Learning Outcome: 04.12 Summarize how gram-positive and gram-negative cells differ in their reactions. Section: 04.03

38.

Topic: External Bacterial Structures

All of the following are correct about biofilms, except A. they are cooperative associations among several microbial groups. B. they play an important role in recycling elements in the Earth. C. they can colonize medical devices. D. an example could be the scum that builds up in toilet bowls. E. they are harmless aggregations of microbes. ASM Objective: 05.02 Most bacteria in nature live in biofilm communities.

ASM Topic: Module 05 Systems Bloom's: Level: 02. Understand Learning Outcome: 04.07 Discuss the structure and functions of pili and fimbriae.

Learning Outcome: 04.08 Define glycocalyx, and describe its different forms and functions. Section: 04.02 Topic: External Bacterial Structures

39.

Bacteria with small bunches of flagella emerging from the same site are said to be A. lophotrichous. B. peritrichous. C. monotrichous. D. amphitrichous. E. spirilla.

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ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities. ASM Topic: Module 02 Structure and Function Bloom's: Level: 01. Remember Learning Outcome: 04.05 Describe the structure and position of bacterial flagella and axial filaments, and their attachment patterns. Section: 04.02

Topic: External Bacterial Structures

40.

All of the following are correct about a slime layer, except6_21_2016_QC_CS-54137 A. it is a type of glycocalyx. B. it can be easily washed off the cell. C. it protects the cell from loss of water and nutrients. D. it enables movement of cells. E. it allows cells to participate in biofilms. 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 Bloom's: Level: 02. Understand Learning Outcome: 04.08 Define glycocalyx, and describe its different forms and functions. Section: 04.02

Topic: External Bacterial Structures

41.

Lysozyme, an enzyme found in tears, provides a natural defense against bacteria by A. hydrolyzing peptidoglycan in cell walls. B. inhibiting protein synthesis. C. removing flagella. D. dissolving the cell membrane. E. removing the capsule from outside the cell.

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

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means. ASM Topic: Module 02 Structure and Function ASM Topic: Module 03 Metabolic Pathways Bloom's: Level: 02. Understand Learning Outcome: 04.10 Outline the structure and functions of cell walls, and explain the role of peptidoglycan. Section: 04.03

Topic: External Bacterial Structures

42.

In the Gram stain, the mordant is A. crystal violet. B. safranin. C. alcohol. D. water. E. iodine. 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 Bloom's: Level: 01. Remember Learning Outcome: 04.12 Summarize how gram-positive and gram-negative cells differ in their reactions. Section: 04.03

Topic: External Bacterial Structures

43.

Which cell structure is an important component in modern genetic engineering techniques? A. ribosomes B. capsules C. plasmids D. inclusions E. mesosomes

44.

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products. ASM Topic: Module 06 Impact of Microorganisms Bloom's: Level: 02. Understand Learning Outcome: 04.16 Describe features of the bacterial chromosome and plasmids. Section: 04.04 Topic: Internal Bacterial Structure

A microoganism has been described to youNU asRlSivIN inG g TinBh ta cidic habitats in the waste piles of coal mines that .CoO °M regularly sustain a pH of 1 and a temperature of nearly 60 C. Which type of organism do you immediately assume it is? A. Gracillucates B. Firmicutes C. Actinobacteria D. Archaea E. Spirochaetes

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

ASM Topic: Module 05 Systems Bloom's: Level: 03. Apply Learning Outcome: 04.30 Summarize the basic characteristics of archaea. Learning Outcome: 04.32 Explain archaeal adaptations that place them in the category of extremophiles.

Section: 04.07 Topic: Archaea

45.

Which of the following is mismatched? A. Rickettsia rickettsii: Rocky Mountain Spotted Fever B. Rickettsia typhi: endemic typhus C. Chlamydia trachomatis: blindness D. Coxiella burnetti: cowpox E. All of these choices are correct.

Topic: Taxonomy of Microorganisms

46.

Which of the following characteristics is not a property of cells or living things? A. cell boundary

B. ability to replicate C. nucleus D. responds to stimulus E. All of the choices are not fundamental characteristics of living things. 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 Bloom's: Level: 02. Understand Learning Outcome: 04.01 Describe the fundamental characteristics of cells. Learning Outcome: 04.02 Identify the primary properties that define life and living things.

47.

Section: 04.01 Topic: Bacterial Cellular Morphology Topic: External Bacterial Structures Topic: Internal Bacterial Structure

Archaea do not have the typical peptidoglycan structure found in bacterial cell walls. 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 Bloom's: Level: 01. Remember Learning Outcome: 04.13 Relate the characteristics of other types of cell walls and wall-free cells. Learning Outcome: 04.30 Summarize the basic characteristics of archaea. Section: 04.07

48.

Topic: Archaea

Bacteria in the genus Mycoplasma and bacteria called L-forms lack cell walls. 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 Bloom's: Level: 01. Remember Learning Outcome: 04.13 Relate the characteristics of other types of cell walls and wall-free cells. Section: 04.03

Topic: External Bacterial Structures

49.

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

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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 Bloom's: Level: 02. Understand Learning Outcome: 04.11 Contrast the major structure of gram-positive and gram-negative cell walls. Section: 04.03

Topic: External Bacterial Structures

50.

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 Topic: Module 08 Microbiology Skills Bloom's: Level: 01. Remember Learning Outcome: 04.13 Relate the characteristics of other types of cell walls and wall-free cells. Section: 04.03

Topic: External Bacterial Structures

51.

The region between the bacterial cell membrane and the cell wall is called the outer membrane. 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 Bloom's: Level: 02. Understand Learning Outcome: 04.03 Describe the generalized anatomy of bacterial cells. Learning Outcome: 04.09 Explain the concept of the cell envelope, and describe its structure. Section: 04.03

Topic: External Bacterial Structures

52.

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

Bloom's: Level: 02. Understand Learning Outcome: 04.03 Describe the generalized anatomy of bacterial cells. Learning Outcome: 04.14 Describe the structure of the cell membrane, and explain several of its major roles in bacterial cells. Section: 04.03

Topic: External Bacterial Structures

53.

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 Topic: Module 08 Microbiology Skills Bloom's: Level: 04. Analyze Learning Outcome: 04.12 Summarize how gram-positive and gram-negative cells differ in their reactions. Section: 04.03

Topic: External Bacterial Structures

54.

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 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 Bloom's: Level: 02. Understand Learning Outcome: 04.19 Describe the life cycle of endospore-forming bacteria, including the formation and germination of endospores. Learning Outcome: 04.20 Discuss the resistance and significance of endospores. Section: 04.04

Topic: Internal Bacterial Structure

55.

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 Topic: Module 08 Microbiology Skills Bloom's: Level: 01. Remember Learning Outcome: 04.12 Summarize how gram-positive and gram-negative cells differ in their reactions. Section: 04.03

56.

Topic: External Bacterial Structures NURSINGTB.COM If you observe rod-shaped, pink cells on a slide that had just been Gram stained, you can assume that their cell walls contain endotoxin.

TRUE 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 Objective: 08.01 Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 07 Scientific Thinking ASM Topic: Module 08 Microbiology Skills Bloom's: Level: 03. Apply Learning Outcome: 04.12 Summarize how gram-positive and gram-negative cells differ in their reactions. Section: 04.03

Topic: External Bacterial Structures

57.

The term diplococci 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 Bloom's: Level: 01. Remember Learning Outcome: 04.21 Describe the shapes of bacteria and their possible variants.

Learning Outcome: 04.22 Identify several arrangements of bacteria and how they are formed. Section: 04.05

Topic: Bacterial Cellular Morphology

58.

Which of the following makes possible the differentiation of members of the genus Mycobacterium and the genus Nocardia from other bacteria? A. the Gram stain B. the presence of flagella C. the acid-fast stain D. an endospore stain

E. the capsule stain 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 Bloom's: Level: 03. Apply Learning Outcome: 04.10 Outline the structure and functions of cell walls, and explain the role of peptidoglycan. Learning Outcome: 04.13 Relate the characteristics of other types of cell walls and wall-free cells. Learning Outcome: 04.25 Overview characteristics used to classify bacteria. Section: 04.03 Topic: Bacterial Cellular Morphology Topic: External Bacterial Structures

59.

The prokaryotic flagellum has three parts: the

, the hook, and the basal body.

filament 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 Bloom's: Level: 01. Remember Learning Outcome: 04.05 Describe the structure and position of bacterial flagella and axial filaments, and their attachment patterns.

Learning Outcome: 04.06 Explain how flagella influence motility and motile behavior. Section: 04.02

Topic: External Bacterial Structures

60.

Movement of a cell toward a chemical stimulus is termed

chemotaxis 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 Bloom's: Level: 01. Remember Learning Outcome: 04.06 Explain how flagella influence motility and motile behavior. Section: 04.02

Topic: External Bacterial Structures

61.

The cell

is composed of three layers: the glycocalyx, the cell wall, and the cell membrane.

envelope NURSINGTB.COM 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 Bloom's: Level: 02. Understand Learning Outcome: 04.09 Explain the concept of the cell envelope, and describe its structure. Section: 04.03

Topic: External Bacterial Structures

62.

is a macromolecule containing alternating N-acetylglucosamine and N-acetylmuramic acid cross-linked by short peptide fragments. Peptidoglycan 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 Bloom's: Level: 01. Remember Learning Outcome: 04.10 Outline the structure and functions of cell walls, and explain the role of peptidoglycan. Section: 04.03

Topic: External Bacterial Structures

63.

During the Gram stain, gram

cells decolorize when the alcohol is applied.

-negative 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 Bloom's: Level: 02. Understand Learning Outcome: 04.12 Summarize how gram-positive and gram-negative cells differ in their reactions. Section: 04.03

Topic: External Bacterial Structures

64.

The enzyme , that is found in tears and saliva, can hydrolyze the bonds in the glycan chains of certain bacterial cell walls. lysozyme 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

Bloom's: Level: 01. Remember Learning Outcome: 04.10 Outline the structure and functions of cell walls, and explain the role of peptidoglycan. Section: 04.03

Topic: External Bacterial Structures

65.

The chemical components of ribosomes are proteins and

ribosomal RNA; rRNA; r RNA 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 Bloom's: Level: 01. Remember Learning Outcome: 04.17 Characterize the bacterial ribosomes and cytoskeleton. Section: 04.04

Topic: Internal Bacterial Structure

66.

A prokaryotic ribosome has a 70 S size composed of two smaller subunits of which the smaller subunit is 30 S size and the larger one is 50 S size.-16-2013

Topic: Internal Bacterial Structure

67.

Cells form a arrangement when cells in a chain snap back upon each other forming a row of cells oriented side by side. palisade; palisading 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 08 Microbiology Skills Bloom's: Level: 02. Understand Learning Outcome: 04.21 Describe the shapes of bacteria and their possible variants.

Learning Outcome: 04.22 Identify several arrangements of bacteria and how they are formed. Section: 04.05

68.

Topic: Bacterial Cellular Morphology

Manual of Systematic Bacteriology is a manual of bacterial descriptions and classifications. NURSINGTB.COM Bergey's

ASM Objective: 01.04 The traditional concept of species is not readily applicable to microbes due to asexual reproduction and the frequent occurrence of horizontal gene transfer. ASM Topic: Module 01 Evolution Bloom's: Level: 01. Remember Learning Outcome: 04.25 Overview characteristics used to classify bacteria. Learning Outcome: 04.26 Outline a basic system of bacterial taxonomy. Learning Outcome: 04.27 Explain the species and subspecies levels for bacteria. Section: 04.06 Topic: Taxonomy of Microorganisms

69.

Compare and contrast the cyanobacteria to the green and purple sulfur bacteria with regard to: a) habitat, b) photosynthesis properties, c) cell properties, and d) impact and importance to the environment. 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 Topic: Module 03 Metabolic Pathways Bloom's: Level: 03. Apply Learning Outcome: 04.28 Differentiate various groups of photosynthetic bacteria. Section: 04.07 Topic: Taxonomy of Microorganisms

70.

Discuss biofilms with regard to their formation, unique properties, and significance to the environment and the human body. Explain how a biofilm differs from a typical bacterial colony growing on a nutrient agar medium.

ASM Objective: 05.02 Most bacteria in nature live in biofilm communities. ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Bloom's: Level: 03. Apply Learning Outcome: 04.07 Discuss the structure and functions of pili and fimbriae.

Learning Outcome: 04.08 Define glycocalyx, and describe its different forms and functions. Section: 04.02

Topic: External Bacterial Structures

71.

Discuss the difference between Bacillus and bacilli, and the difference between Streptococcus and streptococci. ASM Objective: 07.03a Ability to communicate and collaborate with other disciplines: Effectively communicate fundamental concepts of microbiology in written and oral format. ASM Topic: Module 02 Structure and Function ASM Topic: Module 07 Scientific Thinking Bloom's: Level: 03. Apply Learning Outcome: 04.21 Describe the shapes of bacteria and their possible variants.

Learning Outcome: 04.22 Identify several arrangements of bacteria and how they are formed. Learning Outcome: 04.26 Outline a basic system of bacterial taxonomy. Section: 04.05 Section: 04.06

Topic: Bacterial Cellular Morphology

72.

Compare the following: bacterial species, bacterial strain, and bacterial type. Explain the relationship and development of strains and types to a species. ASM Objective: 01.04 The traditional concept of species is not readily applicable to microbes due to asexual reproduction and the frequent occurrence of horizontal gene transfer. ASM Topic: Module 01 Evolution Bloom's: Level: 03. Apply Learning Outcome: 04.24 Describe the purposes of classification and taxonomy in the study of prokaryotes. Learning Outcome: 04.26 Outline a basic system of bacterial taxonomy. Learning Outcome: 04.27 Explain the species and subspecies levels for bacteria. Section: 04.06 Topic: Bacterial Cellular Morphology

73.

Which of the following characteristics of living things is/are not found among viruses? A. heredity B. cellular structure C. ability to evolve D. presence of nucleic acid E. All of these characteristics are lacking in 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 Objective: 04.04 The synthesis of viral genetic material and proteins is dependent on host cells. ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes. ASM Topic: Module 02 Structure and Function NURSINGTB.COM ASM Topic: Module 04 Information Flow ASM Topic: Module 06 Impact of Microorganisms Bloom's: Level: 02. Understand Learning Outcome: 04.02 Identify the primary properties that define life and living things. Section: 04.01

Topic: Cellular Organization

74.

The process of endospore formation is vegetative cell is .

, while the process of an endospore growing into a

A. germination; sporulation B. reproduction; sporulation C. germination; reproduction D. sporulation; germination 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 Bloom's: Level: 03. Apply Learning Outcome: 04.19 Describe the life cycle of endospore-forming bacteria, including the formation and germination of endospores. Section: 04.04

Topic: Internal Bacterial Structure

75.

In bacteria such as members of the Bacillus and Clostridium genera, nutrient depletion is likely to result in A. germination. B. sporulation. C. binary fission. D. plasmolysis. E. starvation. 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 Bloom's: Level: 03. Apply Learning Outcome: 04.19 Describe the life cycle of endospore-forming bacteria, including the formation and germination of endospores. Learning Outcome: 04.20 Discuss the resistance and significance of endospores.

Section: 04.04

Topic: Internal Bacterial Structure

76.

Which of the following represents size relationships from smallest to largest? A. rhinovirus, Ebola virus, Staphylococcus cell, yeast cell, red blood cell, squamous epithelial cell B. Ebola virus, Rhinovirus, yeast cell, Staphylococcus cell, red blood cell, squamous epithelial cell C. Ebola virus, yeast cell, Rhinovirus, red blood cell, Staphylococcus cell, squamous epithelial cell D. rhinovirus, Ebola virus, Staphylococcus cell, red blood cell, yeast cell, squamous epithelial cell 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 Bloom's: Level: 03. Apply Learning Outcome: 04.23 Outline the size ranges among bacteria and in comparison to other organisms. Section: 04.05 Topic: Bacterial Cellular Morphology

77.

What unit of measure is most appropriate for expressing the size of bacteria? A. micrometer B. nanometer C. milimeter D. picometer 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 Bloom's: Level: 02. Understand Learning Outcome: 04.23 Outline the size ranges among bacteria and in comparison to other organisms. Section: 04.05 Topic: Bacterial Cellular Morphology

78.

According to current thought regarding the domains of life, which two domains are believed to be the most closely related? A. Bacteria and Eukarya B. Archaea and Bacteria C. Archaea and Eukarya NURSINGTB.COM

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. ASM Topic: Module 01 Evolution Bloom's: Level: 02. Understand Learning Outcome: 04.31 Compare Domain Archaea with Domains Bacteria and Eukarya.

79.

Section: 04.07 Topic: Archaea Topic: Taxonomy of Microorganisms

Classification and taxonomy provide information and contribute to each of the following endeavors, except A. identification of unknown species. B. the study of evolutionary relationships. C. tracing the origins of bacteria. D. selection of appropriate antibiotics. E. enabling communication among scientists regarding the same and different species of microbes. 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 Bloom's: Level: 02. Understand Learning Outcome: 04.24 Describe the purposes of classification and taxonomy in the study of prokaryotes. Section: 04.06

Topic: Taxonomy of Microorganisms

80.

Which of the three domains includes organisms that would be most likely to survive the environmental conditions that existed on Earth nearly 4 billion years ago? A. Eukarya B. Archaea C. Bacteria 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. Bloom's: Level: 03. Apply Learning Outcome: 04.31 Compare Domain Archaea with Domains Bacteria and Eukarya. Section: 04.07

Topic: Archaea Topic: Taxonomy of Microorganisms

81.

Bacteria and Archaea can be differentiated from one another by the A. presence or absence of membranous organelles. B. size of individual cells. C. presence of a novel nucleic acid in the Archaea D. chemical makeup of the cell wall. E. All of these can be used to differentiate the two domains. ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees. 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 01 Evolution ASM Topic: Module 02 Structure and Function Bloom's: Level: 02. Understand Learning Outcome: 04.31 Compare Domain Archaea with Domains Bacteria and Eukarya. Section: 04.07

Topic: Archaea Topic: Taxonomy of Microorganisms

82.

A newly described unicellular organism was isolated from a salt mine. This organism has no membranous organelles and its cell wall lacks peptidoglycan. Attempts to culture it in a medium with less than 25% salt were unsuccessful, but it was able to grow well on 25% salt supplemented agar. This organism would best be described as a and is most likely in the domain . A. halophile; Bacteria. B. thermophile; Bacteria. C. thermophile; Eukarya. D. halophile; Archaea. E. thermophile; Archaea. ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g., nitrogen fixation, methane production, anoxygenic photosynthesis). NURSINGTB.COM ASM Topic: Module 03 Metabolic Pathways Bloom's: Level: 03. Apply Learning Outcome: 04.31 Compare Domain Archaea with Domains Bacteria and Eukarya. Learning Outcome: 04.32 Explain archaeal adaptations that place them in the category of extremophiles. Section: 04.07

83.

Topic: Archaea

All of the following terms describe environmental adaptations found among the members of the domain Archaea, except A. thermophilic. B. psychrophilic. C. acidophilic. D. halophilic. E. barophilic. F. There are no exceptions here. Each of these adaptations is seen among different members of the domain Archaea. 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 Bloom's: Level: 02. Understand Learning Outcome: 04.32 Explain archaeal adaptations that place them in the category of extremophiles. Section: 04.07 Topic: Archaea

84.

A halophile would A. undergo plasmolysis B. undergo osmotic lysis C. become crenated D. thrive E. form endospores

in a high salt environment.

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 ASM Topic: Module 03 Metabolic Pathways Bloom's: Level: 04. Analyze Learning Outcome: 04.32 Explain archaeal adaptations that place them in the category of extremophiles. Section: 04.07

Topic: Archaea

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Chapter 04 Testbank Summary Category