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Course Question & Answer
Microbiology
Purpose of Course showclose
Course Information showclose
Course Designer: Amy L. Thompson, PhD, MLS (ASCP)
Primary Resources: This course is comprised of a range of different free, online materials. However, the course makes primary use of the following materials:
- University of South Carolina’s School of Medicine: Microbiology and Immunology Online
- Dr. Kenneth Todar’s Online Textbook of Bacteriology
- Dr. Gary E. Kaiser's BIOL 230 Microbiology Lab Manual
- Subunit 1.1.1: Assessment
- Subunit 1.2: Activity
- Subunit 1.6.2: Assessment
- Subunit 2.1: Assessment
- Subunit 2.2: Assessment
- Subunit 3.1: Assessment
- Subunit 3.3: Assessment
- Subunit 3.3.5: Assessment
- Subunit 3.4: Questions
- Subunit 4.2.2.2: 2 Quizzes
- Subunit 5.6: Assessment
- Subunit 6.5.2: Assessment
- Sub-subunit 9.2: Assessment
- The Final Exam
In order to “pass” this course, you will need to earn a 70% or higher on the Final Exam. Your score will be tabulated as soon as you complete it. If you do not pass the exam, you may take it again.
Time Commitment: This course should take you a total of 128.5 hours to complete. Each unit contains a “time advisory” that lists the amount of time that you are expected to spend on each subunit. These should help you plan your time accordingly. It may be useful to take a look at these time advisories and determine how much time you have over the next few weeks to complete each unit and then set goals for yourself. Use the time advisories to help you plot out your schedule of when you do each unit/subunit and on which days of the week. For example, Unit 1 will take 15.75 hours total. You may consider completing sub-subunit 1.1.1 (a total of 2.5 hours) on Monday; sub-subunit 1.1.2 (about 1.75 hours) on Tuesday; and subunit 1.2 (about 2 hours) on Wednesday; etc.
Tips/Suggestions: As noted in the “Course Requirements,” there are prerequisites for this course. It is essential to review BIO101: Introduction to Molecular and Cellular Biology, BIO102: Introduction to Evolutionary Biology and Ecology, and BIO301: Cell Biology before you begin this course. If you find the discussions on the host reactions fascinating in this course, you might consider taking BIO402: Pathobiology and BIO407: Immunology. It is important that you take notes for all readings, lectures, and learning tasks. When available, you may choose to print out articles and take notes directly on them. You may want to use the headings in the course units and subunits to create an outline for your notes. These notes will be a useful review as you study for your Final Exam.
Learning Outcomes showclose
- Explain what microbes are, and recognize microbes on micrographs.
- Compare and contrast cells, viruses, and microbes of the three domains of life.
- Discuss pathogenic microbes and their epidemiology, and employ Koch's postulates.
- Compare and contrast pathogenic protists and bacteria.
- Explain how opportunistic pathogens case illness.
- Describe the life cycle of protists and helminths that are human pathogens.
- Discuss different mechanisms of viral infections.
- Recognize microorganisms based on their shape, size, arrangement, staining, and culture characteristics.
- Design ways to control microbial growth.
- Discuss cellular metabolism in prokaryotes and eukaryotes.
- Outline antimicrobial methods including antibiotic use.
- Compare and contrast genetics and methods of reproduction in various microorganisms.
- Explain how the human body protects itself and how vaccines protect the body.
- Compare and contrast innate and adaptive immunity.
- Discuss uses for microbiology in the food industry and in bioremediation.
Course Requirements showclose
√ Have access to a computer.
√ Have continuous broadband Internet access.
√ Have the ability/permission to install plug-ins or software (e.g. Adobe Reader or Flash).
√ Have the ability to download and save files and documents to a computer.
√ Have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.).
√ Be competent in the English language.
√ Have completed the following courses: BIO101: Introduction to Molecular and Cellular Biology, BIO102: Introduction to Evolutionary Biology and Ecology, and BIO301: Cell Biology.
Unit Outline show close
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Unit 1: Microbes
Microbes are microscopic; thus, we cannot see them by the naked eye. Antoni van Leeuwenhoek crafted the first microscope lenses that magnified over 200 times, and he turned his lenses towards everything. He saw blood cells, sperm, hatching ants, and every cellular microbe groups that we know of today. About 150 years later, Louis Pasteur’s meticulously designed swan-necked flask experiments were instrumental in putting off the spontaneous generation hypothesis for microbes. Pasteur showed that microbes arise from microbes, and they are not generated spontaneously from non-living matter. Before any microbe has ever been linked to a disease, the independent death rate analyses of Semmelweis and Nightingale led to the introduction of procedures that we call antiseptic today. Koch was the first to photograph a pathogen in infected tissue; he also laid down guidelines on how to link a microorganism to a disease. These guidelines are Koch’s postulates. Only a few microbes cause disease; most microbes are harmless. Microbes are present in all three domains of life: Bacteria, Archaea, and Eukaryota.
Unit 1 Time Advisory show close
Unit 1 Learning Outcomes show close
- 1.1 Microscopic Life
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1.1.1 Magnification Is the Key: Leeuwenhoek Discovers Animalcules
- Reading: Dr. Brian J. Ford's “History of the Microscope”
Link: Dr. Brian J. Ford’s “History of the Microscope” (HTML)
Instructions: Please click on the link above, and read this page. At the end of the webpage, click on “Extract from a major lecture” to move to the next page. At the top of the new webpage, click on “Multimedia demonstrations” to access two video presentations: “1. Extract of Linnean Society talk” and “2. Leeuwenhoek studies sperm.” You may want to watch these videos a couple of times. Next, move back to the previous page where you clicked on “Multimedia demonstrations,” and click on “Leeuwenhoek as experimental biologist.” Study this entire article, “From Dilettante to Diligent Experimenter: a Reappraisal of Leewenhoek as Microscopist and Investigator.” Please note that Leeuwenhoek crafted superior lenses, which allowed him to observe live microbes, and he also well-documented his observations.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Microbe.org: Jeffrey Noel’s “Microbe Types”
Link: Microbe.org: Jeffrey Noel’s “Microbe Types” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Please note that Leeuwenhoek described representatives of all cellular microbes, including prokaryotes, protists, and fungi. The magnification and resolution of Leeuwenhoek’s lenses were not sufficient to describe infectious non-living particles, such viruses, viroids, and prions.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Dr. Brian J. Ford's “History of the Microscope”
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1.1.2 The Modern Microscopes
- Reading: Nobelprize.org’s “Microscopes”
Link: Nobelprize.org’s “Microscopes” (HTML)
Instructions: Please click on the link above, and study the “Microscopes – Help Scientists Explore Hidden Worlds” section. Then, click on the links to “From Thrilling Toy to Important Tool,” “Microscopy Time Line,” and “Resolving Power Line,” and study these pages as well. You can always return to the starter page by hitting the “Back” button on the top right corner of the window. From the main page, click on the links to “Phase Contrast Microscopes,” “Fluorescence Microscopes,” “Transmission Electron Microscopes,” and “Scanning Tunneling Microscopes,” and study these pages to learn about modern microscope techniques.
Studying this resource will take approximately 1 hour 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: Nobelprize.org’s “Microscope Quiz”
Link: Nobelprize.org’s “Microscope Quiz” (HTML)
Instructions: There are 20 multiple choice questions in this quiz, and you will have immediate feedback after you select a response. Please complete this quiz with at least 90% accuracy. If your result is lower than 90%, then return to the Nobelprize.org’s “Microscope” reading, study it thoroughly, and then re-take the quiz.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
- Reading: Nobelprize.org’s “Microscopes”
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1.2 Spontaneous Generation vs. Biogenesis
- Reading: The Microbial World: Through the Microscope: “1-9 Spontaneous generation was an attractive theory to many people, but was ultimately disproven.”
Link: The Microbial World: Through the Microscope: “1-9 Spontaneous generation was an attractive theory to many people, but was ultimately disproven” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. The origin of life has always been fascinating, and the discovery of microbes was also followed by a debate on their origins. Prominent scientists of the time performed experiments to prove or disprove the spontaneous generation of microbes from non-living matter. The debate was going on for about 200 years, when finally Pasteur put off the spontaneous generation theory with a set of smartly designed and carefully performed experiments.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The National Health Museum Resource Center: Access Excellence: Seung Yon Rhee’s “Louis Pasteur (1822-1895)”
Link: The National Health Museum Resource Center: Access Excellence: Seung Yon Rhee’s “Louis Pasteur (1822-1895)” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Louis Pasteur was a meticulous experimenter, who believed that hard work should bring results. As Pasteur stated, “Chance favors only the prepared mind.”
Studying this resource will take approximately 45 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Activity: W. H. Freeman’s “Pasteur’s Experiment”
Link: W. H. Freeman’s “Pasteur’s Experiment” (Flash)
Instructions: Please read the “Introduction” as a review on Pasteur’s experimental design for testing spontaneous generation. Next, click on the “Animation” tab, choose “Step-through” or “Narrated,” and follow the instructions. You will be prompted to answer questions during the animation. Read the conclusion after completing the animation. Finally, complete the quiz.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Microbial World: Through the Microscope: “1-9 Spontaneous generation was an attractive theory to many people, but was ultimately disproven.”
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1.3 The Germ Theory
- Reading: Harvard University Library’s Contagion: “Robert Koch, 1843 – 1910”
Link: Harvard University Library’s Contagion: “Robert Koch, 1843 – 1910” (HTML)
Instruction: Please click on the link above, and study this page in its entirety. Please note the significance and limits of Koch’s postulates in the identification of the causative agent. Koch took the first photomicrograph of bacteria and the first photomicrograph of bacteria in diseased tissue.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Harvard University Library’s Contagion: “Robert Koch, 1843 – 1910”
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1.4 Antiseptic Procedures
- Reading: The Encyclopedia Britannica: Zoltán Imre’s “Ignaz Philipp Semmelweis”
Link: The Encyclopedia Britannica: Zoltán Imre’s “Ignaz Philipp Semmelweis” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Today, native Hungarians regard Semmelweis as “the savior of mothers”; however, during his life, many rejected his chlorine hand-wash antiseptic procedure. The childbed fever death rates dropped from 18% to 2% when he was in charge in the clinics and increased 10-fold when he was removed. The web media below connects you to a graph that was generated based on Semmelweis’ data on childbed fever mortality. The Semmelweis’ reflex term is used to describe the irrational rejection of the very obvious.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Web Media: Wikipedia’s “Yearly Mortality Rates”
Link: Wikipedia’s “Yearly Mortality Rates” (PNG)
Instructions: Please click on the link above, and study this graph, which was generated from the data published by Semmelweis in 1861. Note that in the Wien maternity clinic, pathological anatomy was permitted; thus, physicians and medical students could carry pathogens from cadavers to patients. The Dublin maternity hospital had no medical pathology. Note the death rate drop after the introduction of the chlorine handwash. Wikimedia Commons user Power.corrupts constructed this graph using Semmelweis’s data.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of Houston: John Lienhard’s “Nightingale’s Graph”
Link: University of Houston: John Lienhard’s “Nightingale’s Graph” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Note that Nightingale generated the polar-area diagram; she was very successful in communicating her findings with these graphs.
Studying this resource will take approximately 45 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Encyclopedia Britannica: Zoltán Imre’s “Ignaz Philipp Semmelweis”
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1.5 General Antimicrobial Methods
- Reading: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “Control of Microbial Growth”
Link: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “Control of Microbial Growth” (HTML)
Instructions: This chapter discusses the methods and techniques used to control the growth of microorganisms. Please read the entire section. Make sure to click on the “Chapter Continued” link at the bottom of each webpage to read all 6 pages of the chapter.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “Control of Microbial Growth”
- 1.6 Classification System
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1.6.1 Three Domains of Life
- Reading: University of California: Ben Waggoner & B.R. Speer’s “UCMP Phylogeny Wing: The Phylogeny of Life”
Link: University of California: Ben Waggoner & B.R. Speer’s “UCMP Phylogeny Wing: The Phylogeny of Life” (HTML)
Instructions: Please click on the link above, and study this page to review the three domains of life. You have learned about the classification system in BIO102: Introduction to Evolutionary Biology and Ecology. Microscopic forms of life can be found in all three domains.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Scitable: Dr. Eugene V. Koonin’s “The Two Empires and the Three Domains of Life in the Postgenomic Age”
Link: Scitable: Dr. Eugene V. Koonin’s “The Two Empires and the Three Domains of Life in the Postgenomic Age” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Note that genetic data indicate DNA transfer between species to some extent.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of California: Ben Waggoner & B.R. Speer’s “UCMP Phylogeny Wing: The Phylogeny of Life”
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1.6.2 Prokaryotes and Eukaryotes
- Reading: College of DuPage: Professor Lynn Fancher’s “Prokaryotic and Eukaryotic Cells”
Link: College of DuPage: Professor Lynn Fancher’s “Prokaryotic and Eukaryotic Cells” (HTML)
Instructions: Please click on the link above, and study this page to review the prokaryotic and eukaryotic cell structure.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: The Saylor Foundation’s “Eukaryotes and Prokaryotes”
Link: The Saylor Foundation’s “Eukaryotes and Prokaryotes” (HTML)
Instructions: Please click on the link above to access the “Eukaryotes and Prokaryotes” assessment. This is a multiple choice assessment with one correct answer. Clicking on an answer will bring you to another page. If your answer is correct, then it is acknowledged with a short explanation. Please read the explanation carefully. If you click on a wrong answer, then the click will bring you to a tutorial page. Please study the tutorial page carefully. You will be prompted to return to the assessment and complete it again. Remember that there are microbes among prokaryotes and eukaryotes as well.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: College of DuPage: Professor Lynn Fancher’s “Prokaryotic and Eukaryotic Cells”
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1.6.3 Archaea
- Reading: University of California: Ben Waggoner & B.R. Speer’s “Introduction to Archaea”
Link: University of California: Ben Waggoner & B.R. Speer’s “Introduction to Archaea” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Please note that archaea adapt to diverse environments. Many archaea are extremophile, meaning they live in an environment that seems very hostile to the human eye.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of California: Ben Waggoner & B.R. Speer’s “Archaea: Morphology”
Link: University of California: Ben Waggoner & B.R. Speer’s “Archaea: Morphology” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Please note the molecular differences between the bacterial and archaea cell membrane and cell wall.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: John W. Kimball’s “Archaea”
Link: John W. Kimball’s “Archaea” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Please note that some archaea traits are similar to eukaryotes, while other traits are similar to prokaryotes.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of California: Ben Waggoner & B.R. Speer’s “Introduction to Archaea”
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1.6.4 Bacteria
- Reading: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “Structure and Function of Bacterial Cells”
Link: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “Structure and Function of Bacterial Cells” (HTML)
Instructions: Read all ten pages of this chapter to learn about the structure and function of bacterial cells. Make sure to click on the “Chapter Continued” link at the bottom of each webpage to move on to subsequent pages. When you reach the last page of the chapter, you will see an “End of the Chapter” note.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “Structure and Function of Bacterial Cells”
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1.6.5 Eukaryotic Cell
- Web Media: Wisconsin College Technical System’s WISC-Online: Barbara Liang’s “Identifying Eukaryotic Animal Cell Organelles”
Link: Wisconsin College Technical System’s WISC-Online: Barbara Liang’s “Identifying Eukaryotic Animal Cell Organelles” (Flash)
Instructions: Please navigate your way through these slides on organelles by pressing “Next,” located at the bottom of the slide frame. There are a total of 13 slides. Please note that there are eukaryotic microorganisms among fungi and protists.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Web Media: Wisconsin College Technical System’s WISC-Online: Barbara Liang’s “Identifying Eukaryotic Animal Cell Organelles”
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1.7 Viruses
- Reading: Scitable: Dr. David R. Wessner’s “The Origins of Viruses”
Link: Scitable: Dr. David R. Wessner’s “The Origins of Viruses” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Please note that cell is the smallest unit of life, because it can support its own life including reproduction. Viruses cannot support their own life, but they can hijack the metabolism of specific host cells. Without a specific host cell, a virus cannot grow, change, develop, or multiply.
Studying this resource will take approximately 45 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Scitable: Dr. David R. Wessner’s “The Origins of Viruses”
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Unit 2: Microbial Metabolism
Cellular metabolism is the collection of all chemical reaction that takes place in the cell. You have already studied cellular metabolism in the BIO101: Introduction to Molecular and Cellular Biology and BIO301: Cell Biology courses. Please review the cellular metabolism units in these courses before you dive into this unit. In this unit, you will study specifics of microbial metabolism; the most detailed subunit belongs to bacteria. The metabolism in all domains is very divergent; Archaea and Protista are the most divergent. We know most about pathogenic bacteria, because they have medical significance.
Unit 2 Time Advisory show close
Unit 2 Learning Outcomes show close
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2.1 Cellular Metabolism
- Reading: John Kimball’s “Factors Affecting Enzyme Action”
Link: John Kimball’s “Factors Affecting Enzyme Action” (HTML)
Instructions: Please click on the link above, and read the entire webpage for a general overview of enzymes and enzyme activity.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Scitable: Concept: “Cell Metabolism”
Link: Scitable: Concept: “Cell Metabolism” (HTML)
Instructions: Please click on the link above, and read this page for a brief review on what you have learned in the BIO101: Introduction to Molecular and Cellular Biology and BIO301: Cell Biology courses.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: The University of Arizona: The Biology Project’s “Energy, Enzymes, and Catalysis Problem Set”
Link: The University of Arizona: The Biology Project’s “Energy, Enzymes, and Catalysis Problem Set” (HTML)
Instructions: Please click on the link above, and click on the links to and complete the following problem sets: “Features of Enzyme Catalyzed Reactions,” “An Energy Barrier Separating Reactions and Products in a Chemical Reaction,” “Enzyme Features,” and “Understanding Activation Energy.” These are multiple-choice assessments. Choosing an option will bring you to a page with an explanation. Read the explanation, if any, and then return to the multiple-choice assessment. Please complete all problems.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Reading: John Kimball’s “Factors Affecting Enzyme Action”
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2.2 Bacterial Metabolism
- Reading: National Center for Biotechnology Information’s Bookshelf: University of Texas Medical Branch at Galveston: Baron S. (ed.)’s Medical Microbiology. 4th edition: Peter Jurtsuk’s “Chapter 4 Bacterial Metabolism”
Link: National Center for Biotechnology Information’s Bookshelf: University of Texas Medical Branch at Galveston: Baron S. (ed.)’s Medical Microbiology. 4th edition: Peter Jurtsuk’s “Chapter 4 Bacterial Metabolism” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Recall what you have learned about cellular metabolism in the BIO101: Introduction to Molecular and Cellular Biology and BIO301: Cell Biology courses. Compare and contrast the general cellular metabolism to bacterial metabolism.
Studying this resource will take approximately 3 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: The Saylor Foundation’s “Aerobic Respiration”
Link: The Saylor Foundation’s “Aerobic Respiration” (HTML)
Instructions: Please click on the link above to access the “Aerobic Respiration” assessment. This is a multiple choice assessment with one correct answer for each question. Clicking on an answer will bring you to another page. If your answer is correct, then it is acknowledged with a short explanation. Please read the explanation carefully. If you click on a wrong answer, then you will go to a tutorial page. Please study the tutorial page carefully. You will be prompted to return to the assessment and complete it again. Please note that aerobic and anaerobic respiration has been observed within the Kingdom of Bacteria as well.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: National Center for Biotechnology Information’s Bookshelf: University of Texas Medical Branch at Galveston: Baron S. (ed.)’s Medical Microbiology. 4th edition: Peter Jurtsuk’s “Chapter 4 Bacterial Metabolism”
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2.3 Archaea Metabolism
- Reading: National Center for Biotechnology: Proceedings of Japan Academy Series B Physical & Biological Sciences: T. Imanaka’s “Molecular Bases of Thermophily in Hyperthermophiles”
Link: National Center for Biotechnology: Proceedings of Japan Academy Series B Physical & Biological Sciences: T. Imanaka’s “Molecular Bases of Thermophily in Hyperthermophiles” (HTML)
Instructions: Please click on the link above, and study this publication in its entirety as an example of characteristic archaeal metabolic adaptations. Note that thermophile species are present in all four Archaea taxa (Korarcheotes, Euryarcheotes, Crenarcheotes, and Nanoarcheotes). In general, Archaea shares characteristics both with Eukarya (e.g. the initiator tRNA and introns) and with Bacteria (e.g. 70S ribosomes), but Archaea have unique molecular features as well (e.g. cell wall structure and branched membrane lipid hydrocarbones).
Studying this resource will take approximately 1 hour 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: National Center for Biotechnology: Proceedings of Japan Academy Series B Physical & Biological Sciences: T. Imanaka’s “Molecular Bases of Thermophily in Hyperthermophiles”
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2.4 The Metabolism of Protists
- Reading: The Royal Society: Philosophical Transactions of the Royal Society: Michael L. Ginger et al.’s “The Evolution of Organellar Metabolism in Unicellular Eukaryotes”
Link: The Royal Society: Philosophical Transactions of the Royal Society: Michael L. Ginger et al.’s “The Evolution of Organellar Metabolism in Unicellular Eukaryotes” (HTML)
Instructions: Please click on the link above, and study this publication in its entirety. Recall from your studies in BIO102: Introduction to Evolutionary Biology and Ecology that most eukaryotes are protists. Protista is a diverse domain, reflected by organellar diversity.
Studying this resource will take approximately 1 hour 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Royal Society: Philosophical Transactions of the Royal Society: Michael L. Ginger et al.’s “The Evolution of Organellar Metabolism in Unicellular Eukaryotes”
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2.5 Fungal Metabolism
- Reading: National Center for Biotechnology Information’s Bookshelf: University of Texas Medical Branch at Galveston: Baron S. (ed.)’s Medical Microbiology, 4th edition: Garry T. Cole’s “Chapter 73 Basic Biology of Fungi”
Link: National Center for Biotechnology Information’s Bookshelf: University of Texas Medical Branch at Galveston: Baron S. (ed.)’s Medical Microbiology, 4th edition: Garry T. Cole’s “Chapter 73 Basic Biology of Fungi” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. In BIO102: Introduction to Evolutionary Biology and Ecology, you learned that fungi are decomposers. Compare and contrast the general cellular metabolism to fungal metabolism.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: National Center for Biotechnology Information’s Bookshelf: University of Texas Medical Branch at Galveston: Baron S. (ed.)’s Medical Microbiology, 4th edition: Garry T. Cole’s “Chapter 73 Basic Biology of Fungi”
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Unit 3: Bacterial Growth, Reproduction, and Genetics
This course focuses on bacteria, the most studied type of microorganism. We will begin this unit by learning how bacteria cells obtain their energy and how they grow. Metabolism varies greatly among bacteria; not all share the same kinds of mechanisms. While most require oxygen to survive, for example, some will actually die in the presence of oxygen. As the microbiology field increasingly involves the artificial cultivation of bacteria, it is important to know the methods and concepts behind their growth and cultures as well.
Unit 3 Time Advisory show close
Bacteria divide and multiply at amazing rates. Under the right conditions, the fastest bacteria can divide every 20 minutes! That means that if you cultured just one single bacteria cell before you went to bed, you could wake up 8 hours later with a plate of more than 16 million bacteria! Much of bacterial reproduction is asexual, occurring through binary fission. In binary fission, one cell literally divides in two. We will conclude this unit by learning about horizontal gene transfer, a process by which one bacteria cell incorporates genetic changes from another cell without being its offspring. This unique feature has allowed bacteria to adapt and grow in conditions it would not otherwise be able survive. It has also led to the increase of drug-resistant bacterial infections.
Unit 3 Learning Outcomes show close
- 3.1 Bacterial Growth
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3.1.1 Growth and Nutrition Requirements
- Reading: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “Nutrition and Growth of Bacteria”
Link: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “Nutrition and Growth of Bacteria” (HTML)
Instructions: Read all six pages of this chapter (by clicking “Chapter Continued” at the bottom of each page) to learn about the requirements necessary for bacterial growth.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “Nutrition and Growth of Bacteria”
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3.1.2 Generation Time
- Reading: Community College of Baltimore County: Dr. Gary Kaiser’s “Bacterial Growth and Microbial Metabolism”
Link: Community College of Baltimore County: Dr. Gary Kaiser’s “Bacterial Growth and Microbial Metabolism” (HTML)
Instructions: Please click on the link above, and read this lecture to understand the concept of generation time. Test your knowledge with the short quiz at the bottom of the screen.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Community College of Baltimore County: Dr. Gary Kaiser’s “Bacterial Growth and Microbial Metabolism”
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3.1.3 Bacterial Growth
- Reading: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “The Growth of Bacterial Populations”
Link: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “The Growth of Bacterial Populations” (HTML)
Instructions: This four page chapter provides an overview of bacterial growth. Be sure to read the entire section by clicking “Chapter Continued” at the bottom of the page.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Dr. Kenneth Todar’s Online Textbook of Bacteriology: “The Growth of Bacterial Populations”
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3.1.4 Estimation Methods for Population
- Reading: Indiana Biolab: Dr. Harold Eddleman’s “How to Count Bacteria”
Link: Indiana Biolab: Dr. Harold Eddleman’s “How to Count Bacteria” (HTML)
Instructions: Read this article and review the different ways bacteria can be counted.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Indiana Biolab: Dr. Harold Eddleman’s “How to Count Bacteria”
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3.1.5 Growth Control
- Reading: Universitas Kirsten Duka Vacana: Kenneth Todar’s “The Control of Microbial Growth”
Link: Universitas Kirsten Duka Vacana: Kenneth Todar’s “The Control of Microbial Growth” (HTML)
Instructions: Please click on the link above, study this page, and click on “next” to study the following two pages in their entirety. These sections discuss general microbial growth techniques: sterilization and employing physical and chemical agents. In Unit 1, you learned about the history of antimicrobial techniques including the independent observations of Semmelweis and Nightingale.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Universitas Kirsten Duka Vacana: Kenneth Todar’s “The Control of Microbial Growth”
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3.1.6 Microbial Resistance
- Reading: Universitas Kirsten Duka Vacana: Kenneth Todar’s “Bacterial Resistance to Antibiotics”
Link: Universitas Kirsten Duka Vacana: Kenneth Todar’s “Bacterial Resistance to Antibiotics” (HTML)
Instructions: Please click on the link above, and study this page in its entirety.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 4: Enumeration of Microorganisms”
Link: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 4: Enumeration of Microorganisms” (PDF)
Instructions: Please click on the link above, select the “Self-Quiz” link to download the assessment PDF file, complete the quiz, and click on “Answers” to see the correct answers. There is a detailed introduction to this assessment above the “Self-Quiz.” Please visit the “Results” section, and click on the links to study the figures.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Reading: Universitas Kirsten Duka Vacana: Kenneth Todar’s “Bacterial Resistance to Antibiotics”
- 3.2 Bacterial Reproduction
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3.2.1 Asexual vs. Sexual Reproduction
- Reading: Clinton Community College: Dr. Michael J. Gregory’s “Mitosis and Meiosis”
Link: Clinton Community College: Dr. Michael J. Gregory’s “Mitosis and Meiosis” (HTML)
Instructions: Read this article to compare and contrast the differences between these two reproductive strategies. This is a review, because you have studied mitosis and meiosis in BIO101: Introduction to Molecular and Cellular Biology, BIO102: Introduction to Evolutionary Biology and Ecology, and BIO301: Cell Biology. Please note that only eukaryotes can reproduce with meiosis.
Studying this resource will take approximately 30 minutes to complete.
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- Reading: Clinton Community College: Dr. Michael J. Gregory’s “Mitosis and Meiosis”
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3.2.2 Binary Fission and Budding
- Reading: Cornell University: Angert Lab’s “Binary Fission and Other Forms of Reproduction in Bacteria”
Link: Cornell University: Angert Lab’s “Binary Fission and Other Forms of Reproduction in Bacteria” (HTML)
Instructions: Please click on the link above, and study the first webpage. After you finish the first page, then navigate to the second page by clicking on “Page 2”; make sure to study all three pages. Please note that only prokaryotes go through binary fission.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Web Media: YouTube: TutorVista’s “Budding in Yeast and Hydra”
Link: YouTube TutorVista’s “Budding in Yeast and Hydra” (YouTube)
Instructions: View the first portion of this short video (up until 1:23 minutes) for a discussion of budding yeasts.
Studying this resource will take approximately 5 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Cornell University: Angert Lab’s “Binary Fission and Other Forms of Reproduction in Bacteria”
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3.2.3 Endospore Formation
- Reading: Cornell University: Department of Microbiology’s “Bacterial Endospores”
Link: Cornell University: Department of Microbiology’s “Bacterial Endospores” (HTML)
Instructions: Please click on the link above, and study this webpage to learn about the special circumstances under which endospores form in certain types of bacteria. Click through the three pages using the buttons at the bottom of each page (“Page 1” through “Page 3”).
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Cornell University: Department of Microbiology’s “Bacterial Endospores”
- 3.3 Bacterial Genetics
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3.3.1 Bacterial Chromosome
- Reading: South Dakota State University: Dr. Stanley Malloy’s “Bacterial Chromosome”
Link: South Dakota State University: Dr. Stanley Malloy’s “Bacterial Chromosome” (HTML)
Instructions: Please click on the link above, and study this lecture to learn how bacterial chromosomes differ from eukaryotes.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: South Dakota State University: Dr. Stanley Malloy’s “Bacterial Chromosome”
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3.3.2 Processing Genetic Information
- Web Media: McGraw Hill Higher Education’s “Processing of Gene Information: Prokaryotes vs. Eukaryotes”
Link: McGraw Hill Higher Education’s “Processing of Gene Information: Prokaryotes vs. Eukaryotes” (Flash)
Instructions: Watch the animation, which shows how transcription and translation occur in bacteria. If needed, please review gene transcription and gene expression in prokaryotes and eukaryotes in the BIO101: Introduction to Molecular and Cellular Biology and BIO301: Cell Biology courses that you have completed previously.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.See a broken link? Please let us know!
- Web Media: McGraw Hill Higher Education’s “Processing of Gene Information: Prokaryotes vs. Eukaryotes”
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3.3.3 Genetic Regulatory Mechanisms
- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Genetic Regulatory Mechanisms”
Link: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Genetic Regulatory Mechanisms” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel. There are very helpful diagrams further down in the left panel. Click on the icons of Figure 1 to 10 for a graphical explanation of operon mediated bacterial gene expression.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Genetic Regulatory Mechanisms”
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3.3.4 Genetic Information Exchange
- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Exchange of Genetic Information”
Link: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Exchange of Genetic Information” (HTML)
Instructions: Please click on the link above, and study this page in its entirety. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel. Click on the icons of Figure 1 to 4 for a graphical explanation of DNA exchange mechanisms in bacteria.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Exchange of Genetic Information”
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3.3.5 Mutations
- Reading: National Center for Biotechnology Information’s Bookshelf: Griffiths et al.’s An Introduction to Genetic Analysis: “Spontaneous Mutations”
Link: National Center for Biotechnology Information’s Bookshelf: Griffiths et al.’s An Introduction to Genetic Analysis: “Spontaneous Mutations” (HTML)
Instructions: Please click on the link above, and study the entire page. This textbook chapter summarizes mutations that occur in the cell.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: The Saylor Foundation’s “Antibiotic Resistance”
Link: The Saylor Foundation’s “Antibiotic Resistance” (HTML)
Instructions: Please click on the link above to complete the “Antibiotic Resistance” assessment. This is a multiple choice assessment with one correct answer. Clicking on an answer will bring you to another page. If your answer is correct, then it is acknowledged with a short explanation. Please read the explanation carefully. If you click on a wrong answer, then the click will bring you to a tutorial page. Please study the tutorial page carefully. You will be prompted to return to the assessment and complete it again. Please note that antibiotic drugs attack both pathogenic and normal flora bacteria.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: National Center for Biotechnology Information’s Bookshelf: Griffiths et al.’s An Introduction to Genetic Analysis: “Spontaneous Mutations”
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3.4 Reproduction and Genetics in other Microorganisms
- Reading: University of Sidney: “Microbial Concepts: Reproduction”
Link: University of Sidney: “Microbial Concepts: Reproduction” (HTML)
Instructions: Please note that this website has multiple pages on microbial reproduction. Please click on the link above, and study all pages in their entirety. First, read the introduction, click on “Question 1” to move to the next page (Reproduction: Bacteria), and answer the question (you can check the correct answer if you click on the “Answer” button). Return to the introduction page, and click on “Next.” Explore all animations and answer “Question 2.” Return to “Reproduction: Bacteria” and click on “Next” to move to “Reproduction: Fungi.” Explore all animations, and answer “Question 3.”
Studying this resource will take approximately 1 hour 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of Sidney: “Microbial Concepts: Reproduction”
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Unit 4: Microbial Characteristics and Identification
In this unit, we will examine the different shapes and arrangements of bacteria and compare and contrast bacteria with other microorganisms. We will also survey some of the methods (such as plating and staining) used to distinguish between organisms in order to diagnose the causes of infection. When a sample reaches the clinical lab, differential staining enables technicians to identify the shape, arrangement, and gram stain of the organism that the sample contains. This preliminary information, along with cultures, can be used to identify pathogenic microorganisms and isolate them from normal flora.
Unit 4 Time Advisory show close
Unit 4 Learning Outcomes show close
- 4.1 Characteristics of Microorganisms
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4.1.1 Prokaryote Shapes
- Reading: The Community College of Baltimore County: Dr. Gary E. Kaiser’s “II The Prokaryotic Cell: Bacteria, A. Sizes, Shapes, and Arrangements of Bacteria”
Link: The Community College of Baltimore County: Dr. Gary E. Kaiser’s “II The Prokaryotic Cell: Bacteria, A. Sizes, Shapes, and Arrangements of Bacteria” (HTML)
Instructions: Please study this webpage in its entirety. Click on every embedded hyperlink, and explore the linked contents. Finally, click on “Quiz Yourself on This Section” to test your knowledge. The correct answer becomes visible if you click on “ans” following the problem.
Studying this resource will take approximately 1 hour 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Lecture: Ohio State University: Dr. Stephen T. Abedon’s “Bacterial Cell Shapes and Arrangements”
Link: Ohio State University: Dr. Stephen T. Abedon’s “Bacterial Cell Shapes and Arrangements” (HTML)
Instructions: Optional reference: This article discusses the various shapes and arrangements of bacteria. Please read it from the start through the section titled “Practice Question Answers.” Test your knowledge at the bottom of the page (in the section titled “Practice Questions”).
Studying this resource will take approximately 3 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: The Community College of Baltimore County: Dr. Gary E. Kaiser’s “II The Prokaryotic Cell: Bacteria, A. Sizes, Shapes, and Arrangements of Bacteria”
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4.1.2 Size of Microorganisms
- Reading: Evergreen Exhibitions: Mike Kempf’s “Microbes Defined by Size”
Link: Evergreen Exhibitions: Mike Kempf’s “Microbes Defined by Size” (HTML)
Instructions: Read this article, which will provide you with some generalized information on the sizes of various microbes.
Studying this resource will take approximately 15 minutes to complete.
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- Reading: Evergreen Exhibitions: Mike Kempf’s “Microbes Defined by Size”
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4.1.3 Morphological Characteristics
- Reading: Science Buddies: Beatrice Leung and Shijun Liu’s “Interpreting Plates”
Link: Science Buddies: Beatrice Leung and Shijun Liu’s “Interpreting Plates” (HTML)
Instructions: Read this article on distinguishing between the different patterns of bacterial growth for cultures grown on plates.
Studying this resource will take approximately 15 minutes to complete.
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- Reading: Science Buddies: Beatrice Leung and Shijun Liu’s “Interpreting Plates”
- 4.2 Identifying Microorganisms
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4.2.1 Plating and Culturing
- Reading: Sigma-Aldrich’s “Media Preparation”
Link: Sigma-Aldrich’s “Media Preparation” (HTML)
Instructions: Please note that upon visiting this site, you may be prompted to enter your location. Please do so in order to access this article. Read the entire article, which describes how media can be used to grow microorganisms, such as bacteria and fungi. Media is prepared using various agents that will either enhance or inhibit the growth of certain organisms.
Studying this resource will take approximately 30 minutes to complete.
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- Reading: Sigma-Aldrich’s “Media Preparation”
- 4.2.2 Differential Staining
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4.2.2.1 Gram Staining
- Web Media: Wisconsin Technical College’s WISC-Online: Kristine Snow’s “Gram Stain Procedure”
Link: Wisconsin Technical College’s WISC-Online: Kristine Snow’s “Gram Stain Procedure” (Flash)
Instructions: Click through this demonstration of the gram staining procedure. There are a total of 18 slides in this presentation.
Studying this resource will take approximately 30 minutes to complete.
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- Web Media: Wisconsin Technical College’s WISC-Online: Kristine Snow’s “Gram Stain Procedure”
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4.2.2.2 Acid Fast Staining
- Web Media: Wisconsin Technical College’s WISC-Online: Kristine Snow’s “Acid-Fast Stain”
Link: Wisconsin Technical College’s WISC-Online: Kristine Snow’s “Acid-Fast Stain” (Flash)
Instructions: View this short demonstration of the acid-fast staining procedure. Make sure to click on the “next” button at the bottom of each slide to continue your reading. Acid-fast staining is used to differentiate between organisms like the acid-fast positive “Mycobacterium tuberculosis” and other acid-fast negative organisms. Please complete the two short review activities to evaluate how much you have learned. Note that you will only be able to access the second activity after completing the first matching activity on the last slide of the presentation.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 5: Direct Stain and Indirect Stain”
Link: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 5: Direct Stain and Indirect Stain” (PDF)
Instructions: Please click on the link above, select the “Self-Quiz” link to download the assessment PDF file, complete the quiz, and click on “Answers” to see the correct answers. There is a detailed introduction to this assessment above the “Self-Quiz.” Please visit the “Results” section, and note that clicking on the links under the empty frames brings you to annotated micrographs.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Assessment: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 6: Gram Stain and Capsule Stain”
Link: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 6: Gram Stain and Capsule Stain” (PDF)
Instructions: Please click on the link above, select the link to “Self-Quiz” to download the assessment PDF file, complete the entire quiz, and click on “Answers” to see the correct answers. There is a detailed introduction to this assessment above the “Self-Quiz.” Please visit the “Results” section, and note that clicking on the links under the empty frames brings you to annotated micrographs.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Web Media: Wisconsin Technical College’s WISC-Online: Kristine Snow’s “Acid-Fast Stain”
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Unit 5: Bacteria and Human Disease
Ever since Louis Pasteur first theorized that microorganisms were the source of infectious diseases, scientists have labored to learn more about the causes of disease and, more generally, the field of microbiology as a whole. As a result, the majority of microbiology research has focused on human disease and immunology (the study of the immune system). The following unit will discuss microorganisms and the diseases that they cause.
Unit 5 Time Advisory show close
We will begin with bacteria, learning that they are mainly classified as cocci, bacilli, or spiral shaped. They are also differentiated via gram staining procedures, which indicate the amount of peptidoglycan present in a cell wall. If a bacterium contains a lot of peptidoglycan in its cell wall, it will take up the primary gram stain (crystal violet) and will appear purple (gram positive). However, if the bacterium contains a small amount of peptidoglycan and an outer membrane, it will not take up the primary stain. It will instead take up the secondary stain (safranin) and will appear red (gram negative). Each of the classes listed below has been selected for its importance to modern microbiology; take the time to learn all of their names!
Unit 5 Learning Outcomes show close
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5.1 Pathogenesis
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “General Aspects of Pathogenesis”
Link: University of South Carolina School of Medicine: Dr. Alvin Fox’s “General Aspects of Pathogenesis” (HTML)
Instructions: Please study Chapter 10 in its entirety. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “General Aspects of Pathogenesis”
- 5.2 Gram Positive and Negative Cocci
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5.2.1 Staphylococcus
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Streptococcus Pneumoniae and Staphylococci”
Link: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Streptococcus Pneumoniae and Staphylococci” (HTML)
Instructions: Read the section titled “Staphylococci.” Watch the “Catalase Test Movie” under Fig.8. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel. There are images further down in the left panel; click on the icons of Figures 3 to 5 and 8 for micrographs.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 15: Isolation and Identification of Staphylococci”
Link: Community College of Baltimore County: Gary E. Kaiser’s “Lab 15: Isolation and Identification of Staphylococci” (PDF)
Instructions: Please click on the link above, select the “Self-Quiz” link to download the assessment PDF file, complete the quiz, and click on “Answers” to see the correct answers. There is a detailed introduction to this assessment above the “Self-Quiz.” Please visit the “Results” section, and note that clicking on the link under the empty frame brings you to an annotated micrograph.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Streptococcus Pneumoniae and Staphylococci”
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5.2.2 Streptococcus
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Streptococci”
Link: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Streptococci” (HTML)
Instructions: Read this chapter on Streptococci. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel. Make sure to access the last image in the left panel for Streptococcus identification.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Streptococci”
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5.2.3 Enterococcus
- Reading: The Community College of Baltimore County: Dr. Gary E. Kaiser’s “Enterococcus Species”
Link: The Community College of Baltimore County: Dr. Gary E. Kaiser’s “Enterococcus Species” (HTML)
Instructions: Read this article to learn about this microorganism, which is commonly found in fecal matter. Click on every link that is embedded in the text to explore its content.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 14: Isolation and Identification of Streptococci and Enterococci”
Link: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 14: Isolation and Identification of Streptococci and Enterococci” (PDF)
Instructions: Please click on the link above, select the “Self-Quiz” link to download the assessment PDF file, complete the quiz, and click on “Answers” to see the correct answers. There is a detailed introduction to this assessment above the “Self-Quiz.” Please visit the “Results” section, and note that clicking on the links under the empty frames brings you to annotated micrographs.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Reading: The Community College of Baltimore County: Dr. Gary E. Kaiser’s “Enterococcus Species”
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5.2.4 Neisseria
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Spirochetes and Neisseria”
Link: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Spirochetes and Neisseria” (HTML)
Instructions: Read the section titled “Neisseria,” located near the bottom of the page. Note that the Neisseria genus includes two major classes, N. gonorrhoeae and N. meningitidis. The former causes gonorrhea, while the latter is one major cause of bacterial meningitis. The term “diplococcic” means “two cocci” or “a pair of cocci.” Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Spirochetes and Neisseria”
- 5.3 Gram-Positive Bacilli
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5.3.1 Bacillus
- Reading: Dr. Kenneth Todar’s Online Textbook on Bacteriology: “The Genus Bacillus”
Link: Dr. Kenneth Todar’s Online Textbook on Bacteriology: “The Genus Bacillus” (HTML)
Instructions: Read this article on Bacillus. Make sure you understand the relationship between Bacillus and other spore forming bacteria. Be sure to read the entire section by clicking on “Chapter Continued” at the bottom of the page. There are 6 pages. Note that Bacillus anthracis causes anthrax, a disease commonly associated with bioterrorism.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
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- Reading: Dr. Kenneth Todar’s Online Textbook on Bacteriology: “The Genus Bacillus”
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5.3.2 Clostridium
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Anaerobes and Pseudomonas-Opportunistic Infections”
Link: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Anaerobes and Pseudomonas-Opportunistic Infections” (HTML)
Instructions: Read the section titled “Anaerobic Spore-Formers (Clostridia).” Note that the clostridium genus produces the botulinum toxin that causes botulism. The toxin is a major cause of human food poisoning throughout the world. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Anaerobes and Pseudomonas-Opportunistic Infections”
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5.3.3 Listeria
- Reading: Dr. Kenneth Todar’s Online Textbook on Bacteriology: “Listeria Monocytogenes”
Link: Dr. Kenneth Todar’s Online Textbook on Bacteriology: “Listeria Monocytogenes” (HTML)
Instructions: Read this chapter on Listeria, clicking on “Chapter Continued” (located at the bottom of each page) until the section is complete. There are 3 pages in this chapter.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Dr. Kenneth Todar’s Online Textbook on Bacteriology: “Listeria Monocytogenes”
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5.3.4 Mycobacterium and Corynebacterium
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Mycobacteria and Corynebacteria”
Link: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Mycobacteria and Corynebacteria” (HTML)
Instructions: Read this chapter about Mycobacterium and Corynebacteria. Keep in mind that the Mycobacterium genus of bacteria causes many serious diseases, including tuberculosis and leprosy. By the end of this reading, you should be able to identify which species causes which disease. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Mycobacteria and Corynebacteria”
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5.3.5 Actinomyces and Nocardia
- Reading: University of South Carolina School of Medicine: Dr. A. DiSalvo’s “Actinomycetes”
Link: University of South Carolina School of Medicine: Dr. A. DiSalvo’s “Actinomycetes” (HTML)
Instructions: Read this article. Focus on learning the differences between Actinomyces, Nocardia, and Streptomyces. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. A. DiSalvo’s “Actinomycetes”
- 5.4 Gram-Negative Bacilli
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5.4.1 Pseudomonas
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Anaerobes and Pseudomonas-Opportunistic Infections”
Link: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Anaerobes and Pseudomonas-Opportunistic Infections” (HTML)
Instructions: Read the section titled “Pseudomonas aeruginosa,” which can be found near the bottom of the page.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Anaerobes and Pseudomonas-Opportunistic Infections”
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5.4.2 Brucella
- Reading: Centers for Disease Control and Prevention: “General Information: Brucellosis”
Link: Centers for Disease Control and Prevention: “General Information: Brucellosis” (HTML)
Instructions: Read this article from the CDC to learn about Brucella, which typically infects only animals, but which can also infect humans with as little as 10 to 100 Brucella cells.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Centers for Disease Control and Prevention: “General Information: Brucellosis”
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5.4.3 Bordetella and Legionella
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Bordetella, Haemophilus, and Legionella”
Link: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Bordetella, Haemophilus, and Legionella” (HTML)
Instructions: Read this chapter covering Bordetella, Haemophilus, and Legionella. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel. There is a very helpful diagram on the binding of pertussis toxin to the cell membrane. To access the diagram, click on the link to the diagram about half way down the left side panel.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Bordetella, Haemophilus, and Legionella”
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5.4.4 Escherichia, Salmonella, Shigella, and Yersinia
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Enterobacteriaceae, Vibrio, Campylobacter, and Helicobacter”
Link: University of South Carolina School of Medicine:Dr. Alvin Fox’s “Enterobacteriaceae, Vibrio, Campylobacter, and Helicobacter” (HTML)
Instructions: Read the sections “Escherichia coli,” “Shigella,” “Salmonella,” and “Yersinia.” Some of these names might be familiar to you. For example, you might have heard of Escherichia before; it is the “E” in E. coli, one of the most commonly studied organisms in microbiology. Meanwhile, Salmonella is most commonly found on uncooked meats and raw vegetables and is one of the most common agents of food poisoning. Salmonella has nothing to do with the fish, salmon; it was named after Dr. Daniel Salmon, the first individual to hold a doctorate in veterinary medicine in America. Lastly, Yersinia is the cause of the bubonic plague, one of the deadliest diseases in human history. Also known as the “Black Death,” it wiped out entire cities and killed hundreds of millions of people. It was so devastating that the total population of Europe was not able to recoup its numbers until more than a century later, permanently altering the course of European history.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Enterobacteriaceae, Vibrio, Campylobacter, and Helicobacter”
- 5.5 Other Bacteria
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5.5.1 Treponema and Leptospira
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Spirochetes and Neisseria”
Link: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Spirochetes and Neisseria” (HTML)
Instructions: You have read items on this webpage before, in sub-subunit 5.2.4. This time, please read the sections titled “Treponema pallidum” and “Leptospirosis.” Note that the Treponema genus causes syphilis, a common sexually transmitted disease. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Spirochetes and Neisseria”
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5.5.2 Vibrio and Campylobacter
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Enterobacteriaceae, Vibrio, Campylobacter, and Helicobacter”
Link: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Enterobacteriaceae, Vibrio, Campylobacter, and Helicobacter” (HTML)
Instructions: You already encountered this webpage in sub-subunit 5.4.4. This time, please read the sections titled “Vibrio Species” and “Campylobacter and Helicobacter.” Note that Vibrio cholerae causes cholera. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Alvin Fox’s “Enterobacteriaceae, Vibrio, Campylobacter, and Helicobacter”
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5.5.3 Chlamydia
- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Chlamydia and Chlamydophila”
Link: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Chlamydia and Chlamydophila” (HTML)
Instructions: Read this article on Chlamydia. Chlamydia, a common sexually transmitted disease, is caused by Chlamydia trachomatis. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Chlamydia and Chlamydophila”
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5.5.4 Mycoplasma
- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Mycoplasma and Ureaplasma”
Link: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Mycoplasma and Ureaplasma” (HTML)
Instructions: Read this chapter, which covers Mycoplasma and Ureaplasma. Note that all Mycoplasma species lack a cell wall. Because they lack a cell wall, they are unaffected by many antibiotics (such as penicillin) that destroy bacteria by targeting cell walls. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 45 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 16: Isolation and Identification of Neisseriae, Mycobacteria and Obligate Anaerobes”
Link: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 16: Isolation and Identification of Neisseriae, Mycobacteria and Obligate Anaerobes” (PDF)
Instructions: Please click on the link above, select the “Self-Quiz” link to download the assessment PDF file, complete the quiz, and click on “Answers” to see the correct answers. There is a detailed introduction to this assessment above the “Self-Quiz.” Please visit the “Results” section, and note that clicking on the links under the empty frames brings you to annotated micrographs.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Mycoplasma and Ureaplasma”
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5.6 Antibiotics
- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Antibiotics: Protein Synthesis, Nucleic Acid Synthesis and Metabolism”
Link: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Antibiotics: Protein Synthesis, Nucleic Acid Synthesis and Metabolism” (HTML)
Instructions: Read this chapter on the antibiotic medication used to kill microorganisms in humans and animals.
Studying this resource will take approximately 45 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 17: Serology, Part 1 – Direct Serologic Testing”
Link: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 17: Serology, Part 1 – Direct Serologic Testing” (PDF)
Instructions: Please click on the link above, select the “Self-Quiz” link to download the assessment PDF file, complete the quiz, and click on “Answers” to see the correct answers. There is a detailed introduction to this assessment above the “Self-Quiz.” Please visit the “Results” section, and click on the links to study annotated figures.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Assessment: The Saylor Foundation’s “Phage Therapy”
Link: The Saylor Foundation’s “Phage Therapy” (HTML)
Instructions: Please click on the link above to access the “Phage Therapy” assessment. This is a multiple choice assessment with one correct answer. Clicking on an answer will bring you to another page. If your answer is correct, then it is acknowledged with a short explanation. Please read the explanation carefully. If you click on a wrong answer, then the click will bring you to a tutorial page. Please study the tutorial page carefully. You will be prompted to return to the assessment and complete it again. Please compare and contrast phage therapy and antibiotic drug therapy.
This assessment will take approximately 15 minutes to complete.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Antibiotics: Protein Synthesis, Nucleic Acid Synthesis and Metabolism”
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Unit 6: Fungi
Mycology, or the study of fungi, focuses on a diverse set of eukaryotic organisms that range from microscopic single-cells to large mushrooms. Fungi include yeasts, molds, and mushrooms. They are decomposers that have chitin in their cell walls. Fungi range from harmless, tasty mushrooms to fatally poisonous toxins. Humans have cultivated fungi not only for food but also for pest control and bioremediation. Penicillin, the first common antibiotic, was derived from the Penicillium mold. Even today, many newly discovered antibiotics have ties to fungi. In this unit, we will look at both those fungi commonly associated with disease as well those that have been cultivated for specialized purposes.
Unit 6 Time Advisory show close
Unit 6 Learning Outcomes show close
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6.1 Fungi and Human Disease
- Reading: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Introduction to Mycology”
Link: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Introduction to Mycology” (HTML)
Instructions: Read this article to learn about pathogenic and non-pathogenic fungi.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Ohio State University: Dr. Stephen T. Abedon’s “Fungi”
Link: Ohio State University: Dr. Stephen T. Abedon’s “Fungi” (HTML)
Instructions: Please read the entirety of this article for a good introduction to fungi, their growth requirements, and their reproductive properties.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Introduction to Mycology”
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6.2 True Pathogenic Fungi
- Reading: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Dimorphic Fungi”
Link: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Dimorphic Fungi” (HTML)
Instructions: Please read through this article. It does a great job discussing pathogenic (disease-causing) fungi. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Dimorphic Fungi”
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6.3 Mycotoxins
- Web Media: YouTube: MycotoxinChannel: Dr. Rudolf Krska’s “What Are Mycotoxins?”
Link: YouTube: MycotoxinChannel: Dr. Rudolf Krska’s “What Are Mycotoxins?” (YouTube)
Instructions: Watch this short video on mycotoxins.
Studying this resource will take less than 10 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: YouTube: TheSickHouseDoctor’s “Mold and Mycotoxins”
Link: YouTube: TheSickHouseDoctor’s “Mold and Mycotoxins” (YouTube)
Instructions: Watch this short video, which discusses how mycotoxins can contaminate a home and spread to humans.
Studying this resource will take less than 10 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Web Media: YouTube: MycotoxinChannel: Dr. Rudolf Krska’s “What Are Mycotoxins?”
- 6.4 Opportunistic Fungi
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6.4.1 Yeasts
- Reading: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Yeasts”
Link: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Yeasts” (HTML)
Instructions: Candida is one of the most common causes of yeast infections in humans. Other yeasts, such as Cryptococcus, also cause opportunistic infections. Note that Candida includes many species that cause infections, such as thrush and common yeast infections in women.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Yeasts”
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6.4.2 Pneumocystis
- Reading: Centers for Disease Control: Alison Morris, Jens D. Lundgren, et al.’s “Current Epidemiology of Pneumocystis Pneumonia”
Link: Centers for Disease Control: Alison Morris, Jens D. Lundgren, et al.’s “Current Epidemiology of Pneumocystis Pneumonia” (HTML or PDF)
Instructions: Read this article about pneumocystis. You can also download a PDF version from the top left corner of the page.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Centers for Disease Control: Alison Morris, Jens D. Lundgren, et al.’s “Current Epidemiology of Pneumocystis Pneumonia”
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6.4.3 Aspergillus
- Reading: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Filamentous Fungi”
Link: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Filamentous Fungi” (HTML)
Instructions: Read the section titled “Aspergillus.” Aspergillus is commonly found in the environment and can act as on opportunistic pathogen.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Arthur DiSalvo’s “Filamentous Fungi”
- 6.5 Specialized Fungi
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6.5.1 Penicillium
- Reading: University of Wisconsin: Dr. Tom Volk’s “Fungus of the Month: Penicillium Chrysogenum”
Link: University of Wisconsin: Dr. Tom Volk’s “Fungus of the Month: Penicillium Chrysogenum” (HTML)
Instructions: Read this article on the fungus from which the antibiotic penicillin is derived.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of Wisconsin: Dr. Tom Volk’s “Fungus of the Month: Penicillium Chrysogenum”
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6.5.2 Saccharomyces
- Reading: University of Wisconsin: Dr. Tom Volk’s “Fungus of the Month: Saccharomyces Cerevisiae”
Link: University of Wisconsin: Dr. Tom Volk’s “Fungus of the Month Saccharomyces Cerevisiae” (HTML)
Instructions: Read this article about Saccharomyces Cerevisiae, which makes baker’s and brewer’s yeast, which is then used to bake bread, brew beer, and ferment wine.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 9: The Fungi, Part 1 – The Yeasts”
Link: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 9: The Fungi, Part 1 – The Yeasts” (PDF)
Instructions: Please click on the link above, select the “Self-Quiz” link to download the assessment PDF file, complete the quiz, and click on “Answers” to see the correct answers. There is a detailed introduction to this assessment above the “Self-Quiz.” Please visit the “Results” section, and note that clicking on the empty frames and/or their corresponding links brings you to annotated micrographs.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Assessment: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 10: The Fungi, Part 2 – The Yeasts”
Link: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 10: The Fungi, Part 2 – The Yeasts” (PDF)
Instructions: Please click on the link above, select the “Self-Quiz” link to download the assessment PDF file, complete the assessment, and click on “Answers” to see the correct answers. There is a detailed introduction to this assessment above the “Self-Quiz.” Please visit the “Results” section, and note that clicking on the links under the empty frames brings you to annotated micrographs.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Reading: University of Wisconsin: Dr. Tom Volk’s “Fungus of the Month: Saccharomyces Cerevisiae”
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6.6 Antifungals
- Reading: National Center for Biotechnology Information: Dr. Dennis M. Dixon and Dr. Thomas J. Walsh’s Medical Microbiology, 4th edition: “Antifungal Agents”
Link: National Center for Biotechnology Information: Dr. Dennis M. Dixon and Dr. Thomas J. Walsh’s Medical Microbiology, 4th edition: “Antifungal Agents” (HTML)
Instructions: Read this article on the antifungal drugs used to treat a variety of fungal infections.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: National Center for Biotechnology Information: Dr. Dennis M. Dixon and Dr. Thomas J. Walsh’s Medical Microbiology, 4th edition: “Antifungal Agents”
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Unit 7: Protozoa and Helminths
ProEukaryotes include Fungi, Algae, Protozoa, and Helminths. This unit discusses protozoa and helminths, which are parasites. Parasites are, by definition, organisms that benefit only at the expense of their living hosts. Protozoa are usually single-celled organisms that have highly complex life cycles. Helminths (also known as parasitic worms) live inside their hosts, often in intestinal tracts, where they hijack their host’s nutrient absorption pathway. An astounding number of people are believed to be infected with helminths; most estimates claim that at least 1 billion individuals have been affected!
Unit 7 Time Advisory show close
Unit 7 Learning Outcomes show close
- 7.1 Protozoa
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7.1.1 Protozoa Characteristics
- Reading: Mountain Empire Community College: Rosa-lee Cook’s “Lesson 6: Protozoa”
Link: Mountain Empire Community College: Rosa-less Cook’s “Lesson 6: Protozoa” (HTML)
Instructions: This chapter focuses on protozoa and their unique features. Please study the chapter in its entirety.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Mountain Empire Community College: Rosa-lee Cook’s “Lesson 6: Protozoa”
- 7.1.2 Types of Protozoa
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7.1.2.1 Intestinal and Luminal Protozoa
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Intestinal and Luminal Protozoa”
Link: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Intestinal and Luminal Protozoa” (HTML)
Instructions: Read this chapter to gain an understanding of intestinal and luminal protozoa. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel. Take advantage of the life cycle diagrams that are embedded in the text when you study.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Intestinal and Luminal Protozoa”
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7.1.2.2 Blood-Borne Protozoa
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Blood-Borne Protozoa”
Link: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Blood-Borne Protozoa” (HTML)
Instructions: Read this chapter on blood-borne protozoa. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel. Take advantage of the life cycle diagrams that are embedded in the text when you study.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Blood-Borne Protozoa”
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7.1.2.3 Trichomonas
- Reading: University of Delaware: Dr. Don Lehman’s “Trichomonas Vaginalis”
Link: University of Delaware: Dr. Don Lehman’s “Trichomonas Vaginalis” (HTML)
Instructions: Please read the material on this page.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of Delaware: Dr. Don Lehman’s “Trichomonas Vaginalis”
- 7.2 Helminths
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7.2.1 Helminths Characteristics
- Reading: Medical Microbiology: Dr. Gilbert A. Castro’s “Chapter 86: Helminths: Structure, Classification, Growth, and Development”
Link: Medical Microbiology: Dr. Gilbert A. Castro’s “Chapter 86: Helminths: Structure, Classification, Growth, and Development” (HTML)
Instructions: Read this chapter to understand the characteristics of Helminths. Unlike Protozoa and Algae, which fall under the kingdom “Protists,” Helminths fall under the kingdom “Animalia.”
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Medical Microbiology: Dr. Gilbert A. Castro’s “Chapter 86: Helminths: Structure, Classification, Growth, and Development”
- 7.2.2 Types of Helminths
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7.2.2.1 Nematodes
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Nematodes”
Link: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Nematodes” (HTML)
Instructions: Read this article on the round worms known as nematodes. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel. Take advantage of the life cycle diagrams that are embedded in the text when you study
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar’s “Nematodes”
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7.2.2.2 Trematodes
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar and Dr. Gregory Brower’s “Trematodes”
Link: University of South Carolina School of Medicine: Dr. Abdul Ghaffar and Dr. Gregory Brower’s “Trematodes” (HTML)
Instructions: Read this article on the flukes known as trematodes. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel. Take advantage of the life cycle diagrams that are embedded in the text when you study.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar and Dr. Gregory Brower’s “Trematodes”
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7.2.2.3 Cestodes
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar and Dr. Gregory Brower’s “Cestodes”
Link: University of South Carolina School of Medicine: Dr. Abdul Ghaffar and Dr. Gregory Brower’s “Cestodes” (HTML)
Instructions: Read this article on tapeworms, also known as cestodes. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel. Take advantage of the life cycle diagrams that are embedded in the text when you study.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 22: Parasitology”
Link: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 20: Parasitology” (PDF)
Instructions: Please click on the link above, select the “Self-Quiz” link to download the assessment PDF file, complete the quiz, and click on “Answers” to see the correct answers. There is a detailed introduction to this assessment above the “Self-Quiz.” Please visit the “Procedure and Results” section, and click on the links to study annotated micrographs.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Abdul Ghaffar and Dr. Gregory Brower’s “Cestodes”
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7.3 Antiparasitics
- Web Media: Powershow.com: University of Arizona: Dr. Peder Cuneo’s “Antiparasitic Drugs II”
Link: Powershow.com: University of Arizona: Dr. Peder Cuneo’s “Antiparasitic Drugs II” (HTML)
Instructions: Please click on the link above, and use the arrows to work your way through this 50-slide presentation, which thoroughly covers the drugs used to treat parasites.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Web Media: Powershow.com: University of Arizona: Dr. Peder Cuneo’s “Antiparasitic Drugs II”
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Unit 8: Viruses
This unit will introduce you to viruses. Viruses are in the grey zone between life and inorganic matter. You have learned in BIO301: Cell Biology that the cell is the smallest unit of life, because it can sustain all life functions including reproduction on its own. Most viruses are smaller than cells. They do not feed or reproduce on their own; instead, they highjack their host’s metabolism when they multiply. All viruses are comprised of a nucleic acid core surrounded by a protein coat. Viruses are all categorized into seven groups based on the type of nucleic acid they carry. Viruses, while tiny, have powerful effects on their hosts; they can even cause cancer, birth defects, and death.
Unit 8 Time Advisory show close
Unit 8 Learning Outcomes show close
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8.1 Virus Characteristics
- Lecture: Khan Academy’s “Viruses: Introduction to Viruses”
Link: Khan Academy’s “Viruses: Introduction to Viruses” (Flash)
Instructions: Watch this entire lecture (about 23 minutes), which identifies the major characteristics of viruses.
Studying this resource will take approximately 45 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Basic Virology: Definitions, Classification, Morphology and Chemistry”
Link: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Basic Virology: Definitions, Classification, Morphology and Chemistry” (HTML)
Instructions: Read this overview of DNA and RNA viruses, which are either single or double stranded and can vary in size and morphology.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
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- Lecture: Khan Academy’s “Viruses: Introduction to Viruses”
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8.2 Viral Replication Cycles
- Reading: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Basic Virology: Replication of Viruses”
Link: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Basic Virology: Replication of Viruses” (HTML)
Instructions: Read this chapter to learn about viral replication cycles.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Basic Virology: Replication of Viruses”
- 8.3 dsDNA Viruses
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8.3.1 Poxviruses
- Reading: University of Pittsburgh: Dr. Peter H. Russell’s “Poxviridae (Veterinary Virology)”
Link: University of Pittsburgh: Dr. Peter H. Russell’s “Poxviridae (Veterinary Virology)” (HTML)
Instructions: Click on “View Lecture” to go to the first slide of the presentation. Use the arrow buttons in the upper left corner to navigate through the slides that discuss diseases that involve the Pox viruses. Note that poxviruses cause most diseases with the word “pox” in their names. The major exception is chickenpox, which is caused by herpesvirus, our next topic.
Studying this resource will take approximately 30 minutes to complete.
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- Reading: University of Pittsburgh: Dr. Peter H. Russell’s “Poxviridae (Veterinary Virology)”
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8.3.2 Herpesviruses, Adenoviruses, Papillomaviruses, and other Oncogenic Viruses
- Reading: University of South Carolina School of Medicine: Dr. Richard C. Hunt’s “Oncogenic Viruses”
Link: University of South Carolina School of Medicine: Dr. Richard C. Hunt’s “Oncogenic Viruses” (HTML)
Instructions: Read this chapter to learn about viruses that can cause cancer. Note that herpes viruses cause a variety of diseases, from genital herpes to mononucleosis to chickenpox. The human papillomavirus (HPV) has been associated with cervical cancer. A vaccination is now available for both females and males to prevent HPV infection. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Richard C. Hunt’s “Oncogenic Viruses”
- 8.4 ssDNA Viruses
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8.4.1 Parvoviruses
- Reading: University of South Carolina School of Medicine: Dr. Margaret Hunt and Dr. Richard Hunt’s “Parvoviruses and Fifth Disease”
Link: University of South Carolina School of Medicine: Dr. Margaret Hunt and Dr. Richard Hunt’s “Parvoviruses and Fifth Disease” (HTML)
Instructions: Read this article to understand parvoviruses and their threat to our pets.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Margaret Hunt and Dr. Richard Hunt’s “Parvoviruses and Fifth Disease”
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8.4.2 Geminiviruses
- Reading: Swiss Institute of Bioinformatics’ ViralZone: “Geminiviridae”
Link: Swiss Institute of Bioinformatics’ ViralZone: “Geminiviridae” (HTML)
Instructions: Read this article about this ssDNA viral family.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Swiss Institute of Bioinformatics’ ViralZone: “Geminiviridae”
- 8.5 dsRNA Viruses
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8.5.1 Arboviruses
- Reading: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Arboviruses”
Link: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Arboviruses” (HTML)
Instructions: Read this article on Arboviruses, which include the mosquito-spread West Nile Virus and Reoviridae. Reoviridae causes the gastroenteritis illness known as “Rotavirus.”
Studying this resource will take approximately 1 hour to complete.
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- Reading: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Arboviruses”
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8.5.2 Birnaviruses
- Reading: Journal of General Virology: Joan Pous, Christophe Chevalier, et al.’s” Structure of Birnavirus-like Particles Determined by Combined Electron Cryomicroscopy and X-ray Crystallography”
Link: Journal of General Virology: Joan Pous, Christophe Chevalier, et al.’s “Structure of Birnavirus-like Particles Determined by Combined Electron Cryomicroscopy and X-ray Crystallography” (HTML)
Instructions: Read the first three paragraphs of the introduction to gain an understanding of birnaviruses. The article is also available in PDF. To access the PDF file, click on “Show PDF in Full Window” from the menu titled “This Article” on the right side of the webpage.
Studying this resource will take approximately 30 minutes to complete.
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- Reading: Journal of General Virology: Joan Pous, Christophe Chevalier, et al.’s” Structure of Birnavirus-like Particles Determined by Combined Electron Cryomicroscopy and X-ray Crystallography”
- 8.6 +ssRNA Viruses
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8.6.1 Coronaviruses
- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Corona Virus, Colds, and SARS”
Link: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Corona Viruses, Colds, and SARS” (HTML)
Instructions: Read the article above to learn about Coronavirus and SARS. SARS, also known as severe acute respiratory syndrome, is caused by a type of coronavirus.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Corona Virus, Colds, and SARS”
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8.6.2 Picornaviruses
- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s Picornaviruses Part One: Enteroviruses and General Features of Picornaviruses” and “Picornaviruses Part Two: Rhinoviruses”
Link: University of South Carolina School of Medicine Dr. Richard Hunt’s “Picornaviruses Part One: Enteroviruses and General Features of Picornaviruses” (HTML) and “Picornaviruses Part Two: Rhinoviruses” (HTML)
Instructions: Read the articles linked above to learn about Picornaviruses, which cause intestinal problems as well as the common cold.
Studying this resource will take approximately 1 hour and 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s Picornaviruses Part One: Enteroviruses and General Features of Picornaviruses” and “Picornaviruses Part Two: Rhinoviruses”
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8.6.3 Caliciviruses
- Reading: University of South Carolina School of Medicine: Dr. N. Narayan and Dr. Helmut Albrecht’s “Rotaviruses, Caliciviruses, Adenoviruses, Astroviruses, and Others”
Link: University of South Carolina School of Medicine: Dr. N. Narayan and Dr. Helmut Albrecht’s “Rotaviruses, Caliciviruses, Adenoviruses, Astroviruses, and Others” (HTML)
Instructions: Read the section titled “Caliciviruses.”
Studying this resource will take approximately 1 hour to complete.
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- Reading: University of South Carolina School of Medicine: Dr. N. Narayan and Dr. Helmut Albrecht’s “Rotaviruses, Caliciviruses, Adenoviruses, Astroviruses, and Others”
- 8.7 -ssRNA Viruses
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8.7.1 Orthomyxoviruses
- Reading: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Influenza Virus (Orthomyxoviruses)”
Link: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Influenza Virus (Orthomyxovirusess)” (HTML)
Instructions: Orthomyxoviruses are famous; they are more commonly known as the flu virus! There are many kinds of flu viruses, including H1N1. Read this chapter to learn about these different types of flu viruses. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Influenza Virus (Orthomyxoviruses)”
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8.7.2 Paramyxoviruses
- Reading: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Measles (Rubeola) and Mumps”
Link: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Measles (Rubeola) and Mumps” (HTML)
Instructions: Read this chapter, which discusses Paramyxoviruses.
Studying this resource will take approximately 1 hour to complete.
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- Reading: University of South Carolina School of Medicine: Dr. Margaret Hunt’s “Measles (Rubeola) and Mumps”
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8.7.3 Rhabdoviruses
- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Rabies”
Link: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Rabies” (HTML)
Instructions: One type of virus in the rhabdovirus family is called lyssavirus, which causes rabies. Rabies is infallibly lethal; if left untreated, it has a death rate of 100%! Read this chapter to understand further the dangers of rabies to animals and humans.
Studying this resource will take approximately 1 hour to complete.
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- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Rabies”
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8.7.4 Filoviruses
- Reading: Swiss Institute of Bioinformatics’ ViralZone: “Filoviridae”
Link: Swiss Institute of Bioinformatics’ ViralZone: “Filoviridae” (HTML)
Instructions: Filoviruses cause viral hemorrhagic fevers, a particularly destructive set of conditions that often leads to death. One such virus is the Ebolavirus, which causes Ebola. Read this article to learn about Filoviruses and hemorrhagic fever.
Studying this resource will take approximately 15 minutes to complete.
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- Reading: Swiss Institute of Bioinformatics’ ViralZone: “Filoviridae”
- 8.8 DNA and RNA Retroviruses
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8.8.1 Hepadnaviruses
- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Hepatitis Viruses”
Link: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Hepatitis Viruses” (HTML)
Instructions: Read this chapter to learn about hepatitis. Please note that retroviruses use intermediates to make copies of themselves. DNA retroviruses use RNA intermediates, while RNA viruses use DNA intermediates.
Studying this resource will take approximately 1 hour to complete.
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- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Hepatitis Viruses”
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8.8.2 Lentiviruses
- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Human Immunodeficiency Virus and AIDS Part One: Introduction”
Link: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Human Immunodeficiency Virus and AIDS Part One: Introduction” (HTML)
Instructions: The most famous lentivirus is the human immunodeficiency virus, also known as HIV. Read this article to learn about the HIV virus and AIDS.
Studying this resource will take approximately 30 minutes to complete.
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- Assessment: The University of Arizona: The Biology Project: “Prokaryotes, Eukaryotes, & Viruses Tutorial: Viruses”
Link: The University of Arizona: The Biology Project: “Prokaryotes, Eukaryotes, & Viruses Tutorial: Viruses” (HTML)
Instructions: Please read this page, and then click on “Next” on the bottom of the page. On the next page choose “What is alive?” This is a multiple-choice assessment. Choosing an option will bring you to a page that indicates whether you answered correctly or incorrectly and provides a short explanation. If you answer incorrectly, click on “try again” to repeat the question. If you answer correctly, click on the link to the next problem.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Assessment: The Saylor Foundation’s “Viral Disease”
Link: The Saylor Foundation’s “Viral Disease” (HTML)
Instructions: Please click on the link above to access the “Viral Disease” assessment. This is a multiple choice assessment with one correct answer. Clicking on an answer will bring you to another page. If your answer is correct, then it is acknowledged with a short explanation. Please read the explanation carefully. If you click on a wrong answer, then the click will bring you to a tutorial page. Please study the tutorial page carefully. You will be prompted to return to the assessment and complete it again. Please note that the mutation rate in RNA viruses is higher than in DNA viruses.
Studying this resource will take approximately 15 minutes to complete.See a broken link? Please let us know!
- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Human Immunodeficiency Virus and AIDS Part One: Introduction”
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8.9 Antivirals
- Reading: Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Anti-Viral Chemotherapy”
Link: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Anti-Viral Chemotherapy” (HTML)
Instructions: Read this chapter on anti-viral medications. Although the word “chemotherapy” is almost exclusively used in common language to refer to cancer treatment, it actually refers to the chemicals used in drug therapy for a variety of illnesses. Locate Figure 1 “Cellular targets for drugs” in the left panel, and use this visual summary on the attack mechanism of an enveloped virus as you study.
Studying this resource will take approximately 2 hours to complete.
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- Reading: Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Anti-Viral Chemotherapy”
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Unit 9: Defense Against Microbes
This unit will discuss the major defenses we have against disease-causing microbes. With all of the microorganisms that threaten to infect and harm an individual, our bodies have evolved sophisticated defenses against these foreign invaders. However, our immune systems can still be overwhelmed; we often need the help of medication to win the battle. In this unit, we will learn about the primary human defenses against disease before discussing the generalized agents that we use outside of the human body to combat different types of microbes.
Unit 9 Time Advisory show close
Unit 9 Learning Outcomes show close
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9.1 Non-Specific Immunity (Skin and Mucous Membrane and Innate Immunity)
- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Innate (Non-Specific) Immunity”
Link: University of South Carolina School of Medicine Dr. Gene Mayer’s “Innate (Non-Specific) Immunity” (HTML)
Instructions: Read this chapter, which describes how the body combats the invasion of microorganisms in a non-specific manner. Non-specific mechanisms include skin and mucous membranes, as well as the innate immune response. Take advantage of the PowerPoint lecture slides as you study. To download the PowerPoint lecture slides, click on the P icon below the “Video Lecture” heading on the top left panel. Click on the icons of Figures 1 to 3 and 9 to 14 for summaries and mechanisms.
Studying this resource will take approximately 3 hours to complete.
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- Reading: University of South Carolina School of Medicine: Dr. Gene Mayer’s “Innate (Non-Specific) Immunity”
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9.2 Adaptive Immunity
- Reading: The Community College of Baltimore County: Dr. Gary E. Kaiser’s “The Adaptive Immune System”
Link: The Community College of Baltimore County: Dr. Gary E. Kaiser’s “The Adaptive Immune System” (HTML)
Instructions: Read this article on how the adaptive immune system protects the body. Once you have completed the reading assignment, test your knowledge by clicking on the link, titled “Quiz Yourself on this Section,” at the bottom of the page. The link will take you to a short quiz. If you don’t do well on the quiz, reread the assignment and try again.
Studying this resource will take approximately 2 hours to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: The University of Arizona: The Biology Project: “HIV Impacts”
Link: The University of Arizona: The Biology Project: “HIV Impacts” (HTML)
Instructions: Please study this page, and then select the “Test Yourself” link at the bottom of the page. Please complete the “Antigen-specific immune response” and “White blood cell regulating production of antibodies and destruction of infected cells” problems. These are multiple-choice assessments. Choosing an option will bring you to a page with explanation. If this explanation is a “Tutorial,” then read it carefully and return to the multiple-choice assessment. Please complete both problems.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Assessment: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 18: Serology, Part 2 – Indirect Serologic Testing”
Link: Community College of Baltimore County: Dr. Gary E. Kaiser’s “Lab 18: Serology, Part 2 – Indirect Serologic Testing” (PDF)
Instructions: Please click on the link above, select “Self-Quiz” link to download the assessment PDF file, and complete the assessment. Click on “Answers” to see the correct answers. There is a detailed introduction to this assessment above the “Self-Quiz.” Please visit the “Results” section, and click on the links to study annotated figures.
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- Reading: The Community College of Baltimore County: Dr. Gary E. Kaiser’s “The Adaptive Immune System”
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9.3 Vaccination
- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Vaccines: Past Successes and Future Prospects”
Link: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Vaccines: Past Successes and Future Prospects” (HTML)
Instructions: Read this chapter to understand the different types of vaccines and how they work.
Studying this resource will take approximately 2 hours to complete.
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- Reading: University of South Carolina School of Medicine: Dr. Richard Hunt’s “Vaccines: Past Successes and Future Prospects”
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Unit 10: Applied Microbiology
In this last unit, we will learn about other major sub-fields of microbiology, including environmental microbiology, biotechnology, and microbial food preparation. We briefly touched upon these topics in our introduction, but we will now go through them in more detail. We will also consider some of the many applications of microbiology. Note that bacteria and fungi (yeast) are used to make vitamins, antibiotics, and beer and to clean up petroleum.
Unit 10 Time Advisory show close
Unit 10 Learning Outcomes show close
- 10.1 Environmental Microbiology
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10.1.1 Bioremediation
- Reading: U.S. Geological Survey: “Bioremediation: Nature’s Way to a Cleaner Environment”
Link: U.S. Geological Survey: “Bioremediation: Nature’s Way to a Cleaner Environment” (HTML)
Instructions: Read the entire article on how oil spills are cleaned up by the process of bioremediation. Please follow the links in the “Why Bioremediation Works” section; these links will take you to U.S. Geological Survey (USGS) reports. Study the introductory paragraph on each of the following USGS pages and “Project Headlines” pages: for “Crude Oil Contamination in the Shallow Subsurface: Bemidji, Minnesota,” study the project headline “Predicting Plume Growth rates;” for “Sewage-Contaminated Ground Water – Cape Cod, Massachusetts,” study the project headlines “Hydrogen Measured in a New Test for Determining Subsurface Microbiological Activity at Contamination Sites” and “Decades Required for Natural Processes to Clean Wastewater-Contaminated Ground Water;” and for “San Francisco Bay Estuary Priority Ecosystem Study,” study the project headline “Phytoplankton in Coastal Waters and Global Climate Change?”
Studying this resource will take approximately 2 hours to complete.
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- Reading: U.S. Geological Survey: “Bioremediation: Nature’s Way to a Cleaner Environment”
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10.1.2 Sewage Treatment
- Reading: Dr. John Kimball’s “Sewage Treatment”
Link: Dr. John Kimball’s “Sewage Treatment” (HTML)
Instructions: Read this article to learn how wastes are treated and disposed of. Follow the “Chlorination” and “Eutrophication” links, and study these sections as well.
Studying this resource will take approximately 30 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Dr. John Kimball’s “Sewage Treatment”
- 10.2 Food Microbiology
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10.2.1 Aseptic Packaging
- Reading: U.S. Food and Drug Administration’s Guide to Inspections of Aseptic Processing and Packaging for the Food Industry: “Introduction”
Link: U.S. Food and Drug Administration’s Guide to Inspections of Aseptic Processing and Packaging for the Food Industry: “Introduction” (HTML or PDF)
Instructions: This document was prepared by the FDA to act as a guide for industries involved in packaging food. Read the introduction to this article (titled “Introduction”) to understand how we ensure that the food that we eat is packaged in a manner that will prevent microbial contamination. You may also click on the “PDF format” link to download a PDF version of this guide.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: U.S. Food and Drug Administration’s Guide to Inspections of Aseptic Processing and Packaging for the Food Industry: “Introduction”
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10.2.2 Fermentation
- Reading: Washington State University: Dr. R. E. Hurlbert’s “Exercise #16 Preparation of Yogurt, Beer, and Sauerkraut”
Link: Washington State University: Dr. R. E. Hurlbert’s “Exercise #16 Preparation of Yogurt, Beer, and Sauerkraut” (HTML)
Instructions: This laboratory guide does an excellent job of explaining how microbiology is used in the preparation of foods such as yogurt, beer, and sauerkraut. Directions are even given as recipes so you can make your own. Let’s get cooking!
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Assessment: The University of Arizona: The Biology Project’s “Metabolism Problem Set”
Link: The University of Arizona: The Biology Project’s “Metabolism Problem Set” (HTML)
Instructions: Please complete the “Lactic Acid Production,” “Pyruvate/ Lactate Ratio,” and “Fermentation” problems. These are multiple-choice assessments. Choosing an option will bring you to a page with explanation. Read the explanation, if any, and return to the multiple-choice assessment. Please complete all problems.
Studying this resource will take approximately 15 minutes to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Reading: Washington State University: Dr. R. E. Hurlbert’s “Exercise #16 Preparation of Yogurt, Beer, and Sauerkraut”
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10.3 Industrial Microbiology
- Reading: Skyline College: Dr. Christine L. Case’s “Industrial Microbiology”
Link: Skyline College: Dr. Christine L. Case’s “Industrial Microbiology” (HTML)
Instructions: Please click on the links to “Fermentation & Human History,” “Beer,” “Chocolate” and “Discover a New Antibiotics,” and study these sections.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Lecture: YouTube: Osprey Biotechnics, Inc: Dr. Chris Reuter’s “Christopher Reuter Talk on Industrial Microbiology Part I”, “Christopher Reuter Talk on Industrial Microbiology Part II”, “Christopher Reuter Talk on Industrial Microbiology Part III”, and “Christopher Reuter Talk on Industrial Microbiology Part IV”
Link: YouTube: Osprey Biotechnics, Inc: Dr. Chris Reuter’s “Christopher Reuter Talk on Industrial Microbiology Part I”, “Christopher Reuter Talk on Industrial Microbiology Part II”, “Christopher Reuter Talk on Industrial Microbiology Part III”, and “Christopher Reuter Talk on Industrial Microbiology Part IV” (YouTube)
Instruction: Please click on the links above, listen to Parts I-IV of Reuter’s lecture, and take notes. The first lecture starts at around 4 minutes.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Reading: Skyline College: Dr. Christine L. Case’s “Industrial Microbiology”
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10.3.1 Industrial Products of Microbes
- Reading: Reading: Skyline College: Dr. Christine L. Case's "Industrial Microbiology"
Link: Skyline College: Dr. Christine L. Case's "Industrial Microbiology" (HTML)
Instructions: Please click on the links to "Fermentation & Human History," "Beer," "Chocolate" and "Discover a New Antibiotics," and study these sections.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.See a broken link? Please let us know!
- Reading: Lecture: Osprey Biotechnics, Inc: Dr. Chris Reuter's "Christopher Reuter Talk on Industrial Microbiology Part I," "Christopher Reuter Talk on Industrial Microbiology Part II, " "Christopher Reuter Talk on Industrial Microbiology Part III" and "Christopher Reuter Talk on Industrial Microbiology Part IV"
Link: Osprey Biotechnics, Inc: Dr. Chris Reuter's "Christopher Reuter Talk on Industrial Microbiology Part I," (Youtube), "Christopher Reuter Talk on Industrial Microbiology Part II (HTML), " "Christopher Reuter Talk on Industrial Microbiology Part III" (HTML) and "Christopher Reuter Talk on Industrial Microbiology Part IV" (HTML).
Instruction: Please click on the links above, listen to Parts I-IV of Reuter’s lecture, and take notes. The first lecture starts at around 4 minutes.
Studying this resource will take approximately 1 hour to complete.
Terms of Use: Please respect the copyright and terms of use displayed on the web page above.See a broken link? Please let us know!
- Reading: Reading: Skyline College: Dr. Christine L. Case's "Industrial Microbiology"
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10.3.2 Bioconversion
- Reading: Cornell University: Nancy Trautmann and Elaina Olynciw’s “Compost Microorganisms”
Link: Cornell University: Nancy Trautmann and Elaina Olynciw’s “Compost Microorganisms” (HTML)
Instructions: Please study this article about the various types of microbes that are used during composting.
Studying this resource will take approximately 45 minutes to complete.
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- Web Media: YouTube: TheCompostGuy: ESR International: Dr. Paul A. Olivier’s “The Bio-Conversion of Putrescent Wastes”
Link: YouTube: TheCompostGuy: ESR International: Dr. Paul A. Olivier’s “The Bio-Conversion of Putrescent Wastes” (YouTube)
Instructions: Review the slides of this video (no sound), which discuss bioconversion, in its entirety (9:45 minutes).
Studying this resource will take approximately 15 minutes to complete.
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- Reading: Cornell University: Nancy Trautmann and Elaina Olynciw’s “Compost Microorganisms”
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10.3.3 Biofuels
- Reading: National Renewable Energy Laboratory: “Biofuel”
Link: National Renewable Energy Laboratory: “Biofuel” (HTML and Flash)
Instructions: Read this article (titled “Biofuel”), and watch the video (titled “Converting Biomass to Liquid Fuels” and located in the upper right-hand side of the page) to learn about biofuels and the research that is being done to create this new source of energy.
Studying this resource will take approximately 15 minutes to complete.
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- Reading: National Renewable Energy Laboratory: “Biofuel”
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Final Exam
- Final Exam: The Saylor Foundation’s BIO307 Final Exam
Link: The Saylor Foundation’s BIO307 Final Exam (HTML)
Instructions: You must be logged into your Saylor Foundation School account in order to access this exam. If you do not yet have an account, you will be able to create one, free of charge, after clicking the link.See a broken link? Please let us know!
- Final Exam: The Saylor Foundation’s BIO307 Final Exam
