TheArtofanExpertlyCraftedLearning ToolAuthor'sexperienceandtalenttransformsdifficultconceptsTruly instructional artwork has alwaysbeen a hallmark featureof Foundations inMicrobiology.KathyTalaro'sexperiences as a teacher, microbiologist, and illustrator have given her a unique perspective and the ability totransformabstractconceptsintoscientificallyaccurateandeducationalillustrations.Powerfulartworkthatpaintsaconceptual pictureforstudents ismoreimportantthaneverfortoday's visual learners.Foundationsin Microbiology's art program combinesvivid colors, multi-dimensionality,and self-contained narrative tohelpstudents studythechallengingconcepts ofmicrobiology."The illustrations are excellent! Theyare clearand concise,well drawn,andvisually quiteattractive.They are designed to aid studentscomprehension.Without exception,Iconsiderthemamongthebest illustrationsIhaveseen."JamesDoyle,ParadiseValleyCommunityCollegeProcessFiguresManydifficultmicrobiologicalconceptsarebestportrayedbybreakingthemdownintostagesthatstudents will find easy to follow.These processfigures show each step clearlymarked witha yellow,numbered circle and correlatedtoaccompanyingnarrativetobenefit all typesof learners. Process Figures are clearly markednext to the figure number.The accompanyinglegend provides additional explanation.xii
Author’s experience and talent transforms difficult concepts “The illustrations are excellent! They are clear and concise, well drawn, and visually quite attractive. They are designed to aid students’ comprehension. Without exception, I consider them among the best illustrations I have seen.” —James Doyle, Paradise Valley Community College Process Figure 8.11 One type of genetic control of enzyme synthesis: enzyme repression. (1), (2), (3), (4), (5) Genetic controls are active and the enzyme is synthesized continuously until enough product has been made. (6), (7) Excess product reacts with a site on DNA that regulates the enzyme’s synthesis, thereby inhibiting further enzyme production. DNA RNA Enzyme Protein Folds to form functional enzyme structure Excess product binds to DNA and shuts down further enzyme production. + Substrate Products 1 2 3 4 7 DNA RNA Protein No enzyme 5 6 taL75292_ch08_217-253.indd Page 227 11/12/10 5:32 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles nzyme Process Figure 6.11 General features in the multiplication cycle of an enveloped animal virus. Using an RNA virus (rubella virus), the major events are outlined, although other viruses will vary in exact details of the cycle. RNA New spikes Cell membrane Spikes Receptors New capsomers New RNA Host Cell Cytoplasm 4 5 Synthesis: Replication and Protein Production. Under the control of viral genes, the cell synthesizes the basic components of new viruses: RNA molecules, capsomers, spikes. 2 3 Penetration. The virus is engulfed into a vesicle and its envelope is Uncoated, thereby freeing the viral RNA into the cell cytoplasm. Release. Enveloped viruses bud off of the membrane, carrying away an envelope with the spikes. This complete virus or virion is ready to infect another cell. Assembly. Viral spike proteins are inserted into the cell membrane for the viral envelope; nucleocapsid is formed from RNA and capsomers. Adsorption. The virus attaches to its host cell by specific binding of its spikes to cell receptors. Nucleus 1 1 2 4 3 5 6 6 taL75292_ch06_158-184.indd Page 170 11/8/10 12:12 PM user-f469 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles xii Truly instructional artwork has always been a hallmark feature of Foundations in Microbiology. Kathy Talaro’s experiences as a teacher, microbiologist, and illustrator have given her a unique perspective and the ability to transform abstract concepts into scientifically accurate and educational illustrations. Powerful artwork that paints a conceptual picture for students is more important than ever for today’s visual learners. Foundations in Microbiology’s art program combines vivid colors, multi-dimensionality, and self-contained narrative to help students study the challenging concepts of microbiology. Process Figures Many difficult microbiological concepts are best portrayed by breaking them down into stages that students will find easy to follow. These process figures show each step clearly marked with a yellow, numbered circle and correlated to accompanying narrative to benefit all types of learners. Process Figures are clearly marked next to the figure number. The accompanying legend provides additional explanation. The Art of an Expertly Crafted Learning Tool taL75292_fm_i-xxxii.indd Page xii 12/10/10 11:05 AM user-f469 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefile
TheRelevanceofanExpertlyCraftedLearningToolReal clinicalphotoshelpstudentsvisualizeClinical PhotosColorphotos of individuals affected bydiseaseprovide studentswith a real life,clinical viewofhow microorganisms manifest themselves in thehuman body."This textbook isthoroughand informative withexceptional illustrations.Thevariousillustrationsandsummarytables helpqure21.4The pathology of late, or tertiary, syphiliorganizethe largeamountrnal. (b) The Argyll-Rcofmaterial, which helpsol the iris.The iris itsereasofdiscolstudents study."-DanitaBradshaw-Ward,Eastfield CollegeCombination FiguresLinedrawingscombinedwithphotos givestudentstwo perspectives: the realism of photos and theexplanatoryclarityof illustrations.The authors chosethismethodofpresentationoftentohelpstudentscomprehenddifficult concepts.gure 18.4Staphyloainmation anddatthatmanred ulna caused byxili
Real clinical photos help students visualize Figure 18.4 Staphylococcal osteomyelitis in a long bone. (a) In the most common form, the bacteria spread in the circulation from some other infection site, enter the artery, and lodge in the small vessels in bony pockets of the marrow. Growth of the cells causes infl ammation and damage that manifest as swelling and necrosis. (b) X-ray view of a ruptured ulna caused by osteomyelitis. Metaphysis Spongy bone Artery Diaphysis Metaphysis (a) Staphylococcus cells (b) Site of breakage taL75292_ch18_539-568.indd Page 543 10/28/10 7:47 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles Figure 21.4 The pathology of late, or tertiary, syphilis. (a) An ulcerating syphilis tumor, or gumma, appears on the nose of this patient. Other gummas can be internal. (b) The Argyll-Robertson pupil constricts into an irregular-shaped opening, indicating damage to the nerves that control the iris. The iris itself may have prominent areas of discoloration. Pupil with an irregular shape (a) (b) taL75292_ch21_627-658.indd Page 630 11/3/10 7:02 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles Infiltrating granulocytes (phagocytes) Staphylococci Core of pus Subcutaneous tissue (a) Fibrin Sectional view of a boil or furuncle, a single pustule that develops in a hair follicle or gland and is the classic lesion of the species. The inflamed infection site becomes abscessed when masses of phagocytes, bacteria, and fluid are walled off by fibrin. (b) Appearance of folliculitis caused by S. aureus. Note the clusters of inflamed papules and pustules. (c) An abscess on the knee caused by methicillinresistant Staphylococcus aureus (MRSA). Figure 18.3 Cutaneous lesions of Staphylococcus aureus. Fundamentally, all are skin abscesses that vary in size, depth, and degree of tissue involvement. taL75292_ch18_539-568.indd Page 542 10/28/10 7:47 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles “This textbook is thorough and informative with exceptional illustrations. The various illustrations and summary tables help organize the large amount of material, which helps students study.” —Danita Bradshaw-Ward, Eastfi eld College xiii Clinical Photos Color photos of individuals affected by disease provide students with a real life, clinical view of how microorganisms manifest themselves in the human body. Combination Figures Line drawings combined with photos give students two perspectives: the realism of photos and the explanatory clarity of illustrations. The authors chose this method of presentation often to help students comprehend difficult concepts. The Relevance of an Expertly Crafted Learning Tool taL75292_fm_i-xxxii.indd Page xiii 12/10/10 11:05 AM user-f469 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefile
The Purposeof anExpertlyCraftedLearningToolNEW!Learning Outcomes and Assess QuestionsCheckTAssessSection 3.1Everysection inthebook nowopenswithExpectedLearningV The small size and ubiquity of microorganisms make laboratoryOutcomes and closes with a summary and assessment questionsmanagement and study of them difficult.(Check &Assess).The Learning Outcomes are tightly correlatedVThe six"I's"inoculation,incubation,isolation,inspection,infor.todigitalmaterial.Instructorscaneasilymeasurestudentlearningmation gathering, and identification-comprise the major kinds oflaboratory procedures used by microbiologists.inrelationtothespecificlearning outcomesused intheircourseYou can also assign Assess questions to students through theeBook with McGraw-Hill ConnectPlus Microbiology.LName the notable features of microorganisms that have created aneed for the specialized tools of microbiology.2.In one sentence, bricfly define what is involved in each of the six"I's"Animated Learning ModulesNEW!DNAis cutintCertaintopics in microbiologyneed help towoperaediagul basud onthulcometo life off thepage.With animations,video,aiactncal chargnaudio,andtextcombinetohelpstudents understandcomplex processes. Many figures in the text havecizea correspondingAnimationLearning Moduleshapeavailableforstudentsandinstructorsonlinehase sequencsthroughConnect.Keytopics now have an animatedLearning Module assignable through Connect. Anew icon in the text indicates when these learningmodulesareapplicableNEW!PathogenProfilesThe eighth edition is unveiling a new featurein the disease chapters called "PathogenProfiles,"which are abbreviated snapshots ofthe major pathogens in each disease chapterEach Profile includes a micrograph,adescription ofthemicroscopicmorphologyidentificationdescriptions,habitatinformation, virulencefactors,primaryinfections/disease,and control and treatment.oocoxccusakoproducsxiv
Check&Assess Section 3.1 ✔ The small size and ubiquity of microorganisms make laboratory management and study of them diffi cult. ✔ The six “I’s”—inoculation, incubation, isolation, inspection, information gathering, and identifi cation—comprise the major kinds of laboratory procedures used by microbiologists. 1. Name the notable features of microorganisms that have created a need for the specialized tools of microbiology. 2. In one sentence, briefl y defi ne what is involved in each of the six “I’s”. taL75292_ch03_058-088.indd Page 59 11/3/10 6:02 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles NEW! Learning Outcomes and Assess Questions Every section in the book now opens with Expected Learning Outcomes and closes with a summary and assessment questions (Check & Assess). The Learning Outcomes are tightly correlated to digital material. Instructors can easily measure student learning in relation to the specific learning outcomes used in their course. You can also assign Assess questions to students through the eBook with McGraw-Hill ConnectPlusTM Microbiology. xiv The Purpose of an Expertly Crafted Learning Tool Microscopic morphology Small, gram-negative coccobacillus typically found singly or in pairs. It is encapsulated and nonmotile. Identifi ed by Gram reaction, cellular morphology, and motility. The bacterium is aerobic and is distinguished from similar species using biochemical tests. B. pertussis is oxidase positive but urease, nitrate reductase, and citrate negative. The polymerase chain reaction is used in many laboratories to detect B. pertussis DNA. Habitat Humans, and perhaps some higher primates, are the only known reservoirs. Virulence factors The primary virulence factors are fi mbriaelike adhesion molecules that allow B. pertussis to recognize and bind to ciliated respiratory epithelial cells and exotoxins that destroy these host cells after the bacterium has bound. Primary infections/Disease B. pertussis is the etiological agent of whooping cough, which occurs in two stages. The Pathogen Profi le #2 Bordetella pertussis catarrhal stage occurs as mucous builds up in the airways and is marked by nasal drainage, congestion, sneezing, and occasional coughing. The second, or paroxysmal, stage manifests as episodes of persistent coughing followed by deep inhalations that produce a characteristic “whoop” as air is pulled through the congested larynx. Complications of pertussis are generally due to compromised respiration. The disease is responsible for only a few deaths a year in the United States but as many as 300,000 worldwide. Control and treatment A robust vaccination program has kept pertussis cases low in the United States compared to the rest of the world. Unfortunately, some parents have opted out of vaccination. In addition, the childhood vaccine does not provide long-term protection, with teenagers and adults often contracting a mild form of the disease that can nevertheless be passed on to infants who are not yet vaccinated and have a much greater risk of contracting serious disease. The vaccine consists of a fi ve-dose series with an additional booster given to adolescents and adults. Standard therapy for pertussis is a 1-week course of azithromycin or clarithromycin. taL75292_ch20_599-626.indd Page 606 10/28/10 8:57 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles NEW! Pathogen Profiles The eighth edition is unveiling a new feature in the disease chapters called “Pathogen Profiles,” which are abbreviated snapshots of the major pathogens in each disease chapter. Each Profile includes a micrograph, a description of the microscopic morphology, identification descriptions, habitat information, virulence factors, primary infections/disease, and control and treatment. pertussis to recognize and bind lls and exotoxins that destroy m has bound. . pertussis is the etiological occurs in two stages. The passed on to infants who are not yet vaccinated and have a much greater risk of contracting serious disease. The vaccine consists of a fi ve-dose series with an additional booster given to adolescents and adults. Standard therapy for pertussis is a 1-week course of azithromycin or clarithromycin. Microscopic morphology Gram negative, fl attened cocci, found growing as diplococci. very rarely motile; non-spore forming. Identifi ed by Visualization of gram-negative diplococci in neutrophils. Because gonococcus tends to remain alive after being engulfed by neutrophils, their appearance in urethral, vaginal, cervical or eye exudates is presumptive evidence of infection. Biochemical and DNA testing can both be used to confi rm identifi cation. Habitat A strictly human infection, N. gonorrhoeae is an obligate parasite and may be found in the mucosal cells of the genitourinary tract, eye, rectum and throat. Virulence factors Fimbriae and other cell surface molecules serve as the primary virulence factor by promoting attachment of the cocci both to themselves and to the surface of mucosal cells. Pathogen Profi le #3 Nesseria gonorrhoeae (gonococcus) Gonococcus also produces a protease that cleaves IgA, preventing it from functioning. Primary infections/Disease Genital gonorrhea can lead to urethritis and painful urination in males while in females, infection can cause pelvic infl ammatory disease and ectopic pregnancy. The buildup of scar tissue within the spermatic ducts of men or the fallopian tubes of women can cause sterility. Infants born to gonococcus carriers can be infected as they pass through the birth canal, often infecting the eyes and potentially causing blindness. Control and Treatment Between 20% and 30% of all N. gonorrhoeae isolates are resistant to penicillin, tetracycline, or both. Because a large proportion of gonorrhea infections are complicated by infection with another sexually transmitted disease, multi-drug treatment is typical, with a cephalosporin used to combat N. gonorrhoeae while tetracycline targets the Chlamydial infection. Control of future infections depends on the emphasis of safe sexual practices such as the use of condoms. taL75292_ch18_539-568.indd Page 562 10/28/10 7:49 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles Animated Learning Modules Certain topics in microbiology need help to come to life off the page. With animations, video, audio, and text combine to help students understand complex processes. Many figures in the text have a corresponding Animation Learning Module available for students and instructors online through Connect. Key topics now have an animated Learning Module assignable through Connect. A new icon in the text indicates when these learning modules are applicable. NEW! taL75292_fm_i-xxxii.indd Page xiv 12/21/10 6:16 PM user-f469 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefile
The Frameworkof anExpertlyCraftedLearningToolPedagogy created topromoteactive learningInsight ReadingsINSIGHT18.2Found throughout each chapter, current, real-worldBreadings allow students to see an interesting applicationof the concepts they're studying.FootnotesFootnotes provide the reader with additionalinformation about the text content.5. The terms ciliate and flagellate areames of protozoan groups that moveby means of cilia and flagella.TablesThis edition contains numerous illustrated tables.Horizontal contrasting lines setoff each entry,makingthem easy to read.4.2ComparisonottheTwoSpiOveradApnearanc(CellWalTypeTerminologyLearningtheterminologyofmicrobiologycanbeadauntingtaskTo make this task easier, key terms are noted with an asterisk and thepronunciation and definition are provided at the nearest section break*resicke (ves'-ik-D Lvesios.bladder.Asmall sac containing fluid lysosome (ly'-soh-sohm) Gr. Lysis, dissolution, and soma, body.* vacuole (vak'-yoo-ohl) L. vacums, empty. Any membranous space in thecytoplasm."This is one of those raretextbooksthat I would carry around in my carNotesand read during lunches, dinners,"Take Note"call-outs appear, where appropriate, throughoutwhileontheroadorwhenIhavethe text.They give students helpful information about variousterminologies.exceptionstotherule,orprovideclarificationandablock of timeto read.Itis wellfurtherexplanation of theprior subject.written,easytofollow,attractiveTAKENOTE:ACARBONCLARIFICATIONand well-illustrated."ItseemsworthwhiletoemphasizeapointabouttheextracelRonaldA.Weiss,Marian University,lularsource of carbon as opposed to the intracellularfunctionIndianapolis, Indianaof carbon compounds.Although a distinction is made be-tweenthetvpeofcarboncompoundcellsabsorbasnutrients(inorganic ororganic),themajorityof carbon compoundsinvolved inthenormal structureandmetabolismofall cellsare organic
Insight Readings Found throughout each chapter, current, real-world readings allow students to see an interesting application of the concepts they’re studying. “This is one of those rare textbooks that I would carry around in my car and read during lunches, dinners, while on the road or when I have a block of time to read. It is well written, easy to follow, attractive and well-illustrated.” —Ronald A. Weiss, Marian University, Indianapolis, Indiana TABLE 4.2 Comparison of the Two Spiral-Shaped Bacteria Overall Mode of Number of Gram Reaction Examples of Appearance Locomotion Helical Turns (Cell Wall Type) Important Types Spirilla Rigid helix Polar fl agella; cells Varies from Gram-negative Most are harmless; swim by rotating around 1 to 20 one species, like corkscrews; do not Spirillum minor, fl ex; have one to several causes rat bite fever. fl agella; can be in tufts Spirochetes Flexible helix Periplasmic fl agella within Varies from Gram-negative Treponema pallidum, sheath; cells fl ex; can swim 3 to 70 cause of syphilis; by rotation or by creeping Borrelia and Leptospira, on surfaces; have 2 to important pathogens Curved or spiral forms: 100 periplasmic fl agella Spirillum/Spirochete Spirilla taL75292_ch04_089-122.indd Page 108 11/3/10 6:18 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles Tables This edition contains numerous illustrated tables. Horizontal contrasting lines set off each entry, making them easy to read. Terminology Learning the terminology of microbiology can be a daunting task. To make this task easier, key terms are noted with an asterisk and the pronunciation and definition are provided at the nearest section break. xv INSIGHT 18.2 Invasive Group A Streptococci and “Flesh-Eating” Syndrome Streptococcal infections are “occupational diseases of childhood” that usually follow a routine and uncomplicated course. The greatest cause for concern are those few occasions when such infections erupt into far more serious ailments. One dramatic example is necrotizing fasciitis,* a complication of S. pyogenes infection that has received heavy publicity as the “fl esh-eating disease.” It should be emphasized that cases of this disease are rather rare, but its potential for harm is high. It can begin with an innocuous cut in the skin and spread rapidly into nearby tissue, causing severe disfi gurement and even death. There is really no mystery to the pathogenesis of necrotizing fasciitis. It begins very much like impetigo and other skin infections: Streptococci on the skin are readily introduced into small abrasions or cuts, where they begin to grow rapidly. These strains of group A streptococci release special enzymes and toxins that greatly increase their invasiveness and virulence. Some of the toxins acting as superantigens can trigger harmful immune responses. The enzymes digest the connective tissue in skin, and their toxins poison the epidermal and dermal tissues. As the fl esh dies, it separates and sloughs off, forming a pathway for the bacteria to spread into deeper tissues such as muscle. More dangerous infections involve a mixed infection with anaerobic bacteria, systemic spread of toxins to other organs, or both. It is true that some patients have lost parts of their limbs and faces and others have required amputation, but early diagnosis and treatment can prevent these complications. Fortunately, even virulent strains of Streptococcus pyogenes are not usually drug resistant. Explain what is meant by the terms necrotizing and fasciitis . Does the disease really eat fl esh? Answer available at http://www.mhhe.com/talaro8 * necrotizing fasciitis (nee9-kroh-ty0-zing fass0-ee-eye9-tis) Gr. nekrosis, deadness, and L. fascia, the connective tissue sheath around muscles and other organs. Necrotizing fasciitis. Necrotic Edge of lesion tissue Blood vessels Muscle Streptococci Connective tissue Damage to connective tissue, muscle The phases of Streptococcus pyogenes –induced necrotizing fasciitis. taL75292_ch18_539-568.indd Page 551 10/28/10 7:48 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles 5. The terms ciliate and fl agellate are common names of protozoan groups that move by means of cilia and fl agella. taL75292_ch05_123-157.indd Page 146 11/3/10 6:26 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles Notes “Take Note” call-outs appear, where appropriate, throughout the text. They give students helpful information about various terminologies, exceptions to the rule, or provide clarification and further explanation of the prior subject. The Framework of an Expertly Crafted Learning Tool Pedagogy created to promote active learning Footnotes Footnotes provide the reader with additional information about the text content. TAKE NOTE: A CARBON CLARIFICATION It seems worthwhile to emphasize a point about the extracellular source of carbon as opposed to the intracellular function of carbon compounds. Although a distinction is made between the type of carbon compound cells absorb as nutrients (inorganic or organic), the majority of carbon compounds involved in the normal structure and metabolism of all cells are organic. taL75292_ch07_185-216.indd Page 188 11/8/10 1:15 PM user-f469 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles * vesicle (ves9-ik-l) L. vesios, bladder. A small sac containing fl uid. * lysosome (ly9-soh-sohm) Gr. Lysis, dissolution, and soma, body. taL75292_ch05_123-157.indd Page 130 11/3/10 6:24 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles * vacuole (vak9-yoo-ohl) L. vacuus , empty. Any membranous space in the cytoplasm. taL75292_ch05_123-157.indd Page 130 11/3/10 6:24 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles taL75292_fm_i-xxxii.indd Page xv 12/21/10 6:16 PM user-f469 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefile
The Planning of anExpertlyCraftedLearningToolPedagogy designed for varied learning stylesThe End of Chapter material for the eighth edition has been carefully planned to promoteactive learningand providereviewfor different learningstyles and levels of Bloom'sTaxonomy.The consistent layoutof each chapterallows students to develop a learningstrategy and gain confidence in their ability to master the concepts, leading to success in theclass!ChapterSummarywithKeyTermsChapter SummarywithAbriefoutlineof themainchapter concepts isprovidedKeyTermsfor students with important terms highlighted. Key terms4.1 Basic Characteristics of Cells and Life Formsare also included in the glossary at the end of the book.A. All living things are composed of cells,which alcollections of macromolecules that carry out livingprocesses. All cells must have the minimum structure of aroutercellmembrane.cvtoplasm,a.chromosomeandMultiple-ChoiceQuestionsMultiple-Choice QuestionsStudents can assess their knowledge of basic conceptsbyanswering these questions.Othertypes of questionsSclect the correct answer from the answers provided. For questions withand activities that follow build on this foundationalblanks, choose the combination of answers that most accuratelyapletesthestatement.knowledge. The ConnectPlus eBook allows studentsto quiz themselves interactively using these questions!1. Which structure is not a component of all cells?a. cell walle. genetic materialb, cell membraned.ribosomes2. Viruses are nnsidered living things becausca. they are not cellsNEW! CaseFile Questionsb. they calCaseFileQuestionsc. they lacThese questions deepen the real-lifed.Alloftexperience students embarked upon at theI. What is true of the condition endocarditis?a. It occurs in the heart muscle.start of thechapterand allow instructorsh. It is caused by microbes growing in the internal organs.to assess students on the case file material.c. It is an infection of the heart valves and lining.d. It can be transmitted to otherst made the biofilm originate?Writing to Learnc, from the surgeryd. from the paticnt's wifence.For eachawriting-to-learnexpctquestion, compose a one-or two-paragraph answer that includes thofactual information nceded to completely address the question. AnyWriting to Learn Questionsquestion listed in a section's Check and Assess may be considered as aThese questions are suggested as a writing experiencewriting-to-leam exercise1. Label the parts on the bacterial cell featured here and write a bricfStudents are asked to compose a one-ortwo-paragraphdescription of its function.response using the factual information learned in the chapter"This text is highly readable, sustaining thereader'sinterestwithplentyofreal-lifeexamplesand current information. At the same time,it is complete enough to serve as a valuablereference for students going into a variety ofhealthcarefields."Randall K. Harris, Ph.D., William Carey Universityxvi
xvi Contents The End of Chapter material for the eighth edition has been carefully planned to promote active learning and provide review for different learning styles and levels of Bloom’s Taxonomy. The consistent layout of each chapter allows students to develop a learning strategy and gain confidence in their ability to master the concepts, leading to success in the class! Chapter Summary with Key Terms 4.1 Basic Characteristics of Cells and Life Forms A. All living things are composed of cells, which are complex collections of macromolecules that carry out living processes. All cells must have the minimum structure of an outer cell membrane, cytoplasm, a chromosome, and ribosomes. B. Cells can be divided into two basic types: prokaryotes and eukaryotes. 1. Prokaryotic cells are the basic structural unit of bacteria and archaea. They lack a nucleus or organelles. They are highly successful and adaptable single-cell life forms. 2. Eukaryotic cells contain a membrane-surrounded nucleus and a number of organelles that function in specifi c ways. A wide variety of organisms, from singlecelled protozoans to humans are composed of taL75292_ch04_089-122.indd Page 120 11/3/10 6:20 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles ribosomes. C e Multiple-Choice Questions Select the correct answer from the answers provided. For questions with blanks, choose the combination of answers that most accurately completes the statement. 1. Which structure is not a component of all cells? a. cell wall c. genetic material b. cell membrane d. ribosomes 2. Viruses are not considered living things because a. they are not cells b. they cannot reproduce by themselves c. they lack metabolism d. All of these are correct. 3 Which of the following is not found in all bacterial cells? taL75292_ch04_089-122.indd Page 121 11/3/10 6:21 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles re not cells an ck th th Case File Questions 1. What is true of the condition endocarditis? a. It occurs in the heart muscle. b. It is caused by microbes growing in the internal organs. c. It is an infection of the heart valves and lining. d. It can be transmitted to others. 2. Where did the MRSA pathogen that made the biofi lm originate? a. from the artifi cial valve itself c. from the surgery b. from an earlier skin infection d. from the patient’s wife taL75292_ch04_089-122.indd Page 121 11/3/10 6:21 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles Writing to Learn Questions These questions are suggested as a writing experience. Students are asked to compose a one- or two-paragraph response using the factual information learned in the chapter. Chapter Summary with Key Terms A brief outline of the main chapter concepts is provided for students with important terms highlighted. Key terms are also included in the glossary at the end of the book. Multiple-Choice Questions Students can assess their knowledge of basic concepts by answering these questions. Other types of questions and activities that follow build on this foundational knowledge. The ConnectPlus eBook allows students to quiz themselves interactively using these questions! NEW! Case File Questions These questions deepen the real-life experience students embarked upon at the start of the chapter and allow instructors to assess students on the case file material. xvi “This text is highly readable, sustaining the reader’s interest with plenty of real-life examples and current information. At the same time, it is complete enough to serve as a valuable reference for students going into a variety of healthcare fi elds.” —Randall K. Harris, Ph.D., William Carey University The Planning of an Expertly Crafted Learning Tool Pedagogy designed for varied learning styles d. It can be transmitted to others. 2. Where did the MRSA pathogen that ma a. from the artifi cial valve itself c. b f li ki i f i d . from an earlier skin infection d. Writing to Learn These questions are suggested as a writing-to-learn experience. For each question, compose a one- or two-paragraph answer that includes the factual information needed to completely address the question. Any question listed in a section’s Check and Assess may be considered as a writing-to-learn exercise. 1. Label the parts on the bacterial cell featured here and write a brief description of its function. taL75292_ch04_089-122.indd Page 121 11/3/10 6:21 PM user-f468 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles taL75292_fm_i-xxxii.indd Page xvi 12/10/10 11:05 AM user-f469 /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefiles /Volume/201/MHDQ245/taL75292_disk1of1/0073375292/taL75292_pagefile