《微生物生物学》课程教学资源（书籍文献）Mcgrawhill - Laboratory Exercises In Microbiology，fifth edition，Harley Prescott

Harley 0 fifth edition Prescott Laboratory Exercises in MICROBIOLOGY

ront Mat PREFACE riplied.that are the pics of the futur upies of well-bein (Frechis founder ofo There are many excellent microbiology laborate manner that will plement the textbook and manuals on the market and many others that are make the study of hoth exciting and called"in-house"productions because they are writ challenging.According to an old Chinese proverb: Wh for a micro gy course at a pa lar scho The ard Man tructors want a that is directly correlated with a specific textbook nvolve me and Iwill understand As a result,this lab oratory manual was designed These words convey our basic philosophy that it is ex the 1 Prescott.John P.Harley.and Donald A.Klein:how- thinking and creativity and that increase their app ever.it can be used with other textbooks with slight ation of the mechanisms by which microbiologists an adaptation alyze informa on.The labor this ma biolgcl y ved in the knowledge exercises,comprehensive introductory material is The array of exercises was chosen to illustrate the not given at the beginning of each exerc se.Instead ba logy as a who Just enough spe lied protoc in the textbook.We feel that time allocation is an of any microbiology course.Stu- the particular needs of the students,available time and required to rere in the labora and co fines and scope of the ru that has already been covered satisfactorily in xercises suitable for students in el and ad the textbook vanced general microbiology as well as those in vari e has been designed to be modula ous allied h programs and shor an Mic n he og. that are applicable urse Several ex」 a Laboratory Core Curriculum repre enting theme ercises usually can be completed in a two-or three and topics considered essential to teach in every intro hour laborator y period Ihe exercises nave als lied vironm ntal。p majors mi completed in the shortest possible time period crobiologycour Considering the above parameters,the purpos The Laboratory Core is not m eant to be a syllabu this labor tory manua The cor emes and pics are n Epeinealatioanierpretationofdat.anddisceovey

Harley−Prescott: Laboratory Exercises in Microbiology, Fifth Edition Front Matter Preface © The McGraw−Hill Companies, 2002 PREFACE There are many excellent microbiology laboratory manuals on the market and many others that are called “in-house” productions because they are writ￾ten for a microbiology course at a particular school. Why another microbiology manual? The answer is straightforward. Many instructors want a manual that is directly correlated with a specific textbook. As a result, this laboratory manual was designed and written to be used in conjunction with the text￾book Microbiology, fifth edition, by Lansing M. Prescott, John P. Harley, and Donald A. Klein; how￾ever, it can be used with other textbooks with slight adaptation. Since this manual correlates many of the micro￾biological concepts in the textbook with the various exercises, comprehensive introductory material is not given at the beginning of each exercise. Instead, just enough specific explanation is given to com￾plement, augment, reinforce, and enhance what is in the textbook. We feel that time allocation is an important aspect of any microbiology course. Stu￾dents should not be required to reread in the labora￾tory manual an in-depth presentation of material that has already been covered satisfactorily in the textbook. Each exercise has been designed to be modular and short. This will allow the instructor to pick and choose only those exercises or parts of exercises that are applicable to a specific course. Several ex￾ercises usually can be completed in a two- or three￾hour laboratory period. The exercises have also been designed to use commonly available equip￾ment, with the least expense involved, and to be completed in the shortest possible time period. Considering the above parameters, the purpose of this laboratory manual is to guide students through a process of development of microbiological technique, experimentation, interpretation of data, and discovery in a manner that will complement the textbook and make the study of microbiology both exciting and challenging. According to an old Chinese proverb: Tell me and I will forget. Show me and I might remember. Involve me and I will understand. These words convey our basic philosophy that it is ex￾periences in the microbiology laboratory and the sci￾entific method that help develop students’ critical thinking and creativity and that increase their appreci￾ation of the mechanisms by which microbiologists an￾alyze information. The laboratory accomplishes this by having students become intensely and personally involved in the knowledge they acquire. The array of exercises was chosen to illustrate the basic concepts of general microbiology as a whole and of the individual applied fields. The protocols vary in content and complexity, providing the instruc￾tor with flexibility to mold the laboratory syllabus to the particular needs of the students, available time and equipment, and confines and scope of the course. Fur￾thermore, it provides a wide spectrum of individual exercises suitable for students in elementary and ad￾vanced general microbiology as well as those in vari￾ous allied health programs. In 1997, the American Society for Microbiology, through its Office of Education and Training, adopted a Laboratory Core Curriculum representing themes and topics considered essential to teach in every intro￾ductory microbiology laboratory, regardless of its em￾phasis. An instructor might add items appropriate to allied health, applied, environmental, or majors mi￾crobiology courses. The Laboratory Core is not meant to be a syllabus or outline. The core themes and topics are meant to frame objectives to be met somewhere within the in￾troductory microbiology laboratory. Depending on the Take interest, I implore you, in those sacred dwellings which one designates by the expressive term: laboratories. Demand that they be multiplied, that they be adorned. These are the temples of the future—temples of well-being and of happiness. There it is that humanity grows greater, stronger, better. Louis Pasteur (French chemist, founder of microbiology, 1822–1895) v

Front Matter Preface 人 jective.or emphasize a topic that is not in the lab core but is important to that particular course 6.Use standard microbiology laboratory equipment correctly,including Laboratory Skills a.using the standard metric sy em fo weights.lengths.diameters.and volumes ng basic microbiol- b.lighting and adjusting a laboratory burner C.using an incubator 上 Laboratory Thinking Skills a.correctly setting up and focusing the A student successfully completing basic microbiol- microscone ogy will demonstrate an increased skill level in ege 1.Cognitive processes,including of all lense a.formulating a clear.answerable question d.recording micros opic observations b.developing a testable hypothesis 2.eopetiDnep2rttsformicobiolbeioa examinatio 2.Analysis skills,including a.cleaning and disposal of slides b.preparing smears from solid and liquid a.collecting and organizing dataina culture: ate forn d.performing Gram stains C. he data(including including asterilizing and maintaining sterility of 3.Communications skills,including h a.discussing and presenting laboratory results c.obtaining microbial samples or findings in the laboratory 4.Interpersonal and citizenry skills,including a.working effectively in groups or teams so a.isolating colonies and/or plaques that the task,results,and analysis are shared b.maintaining pure cultures using b mcal test medi observations croscopi c.integrating knowledge and making informed judgments about microbiology in everyday and integrate a.correctly choosing and using pipettes and pipetting devices each instructor.Consequently,the laboratory content that b.correctly spreading diluted samples for is considered esse l fo r laboratory wo by one instru

Harley−Prescott: Laboratory Exercises in Microbiology, Fifth Edition Front Matter Preface © The McGraw−Hill Companies, 2002 vi Preface specific emphasis of the course, a single lab session could meet multiple core objectives, focus on one ob￾jective, or emphasize a topic that is not in the lab core but is important to that particular course. Laboratory Skills A student successfully completing basic microbiol￾ogy will demonstrate the ability to 1. Use a bright-field light microscope to view and interpret slides, including a. correctly setting up and focusing the microscope b. proper handling, cleaning and storage of the microscope c. correct use of all lenses d. recording microscopic observations 2. Properly prepare slides for microbiological examination, including a. cleaning and disposal of slides b. preparing smears from solid and liquid cultures c. performing wet-mount and/or hanging drop preparations d. performing Gram stains 3. Properly use aseptic techniques for the transfer and handling of microorganisms and instruments, including a. sterilizing and maintaining sterility of transfer instruments b. performing aseptic transfer c. obtaining microbial samples 4. Use appropriate microbiological media and test systems, including a. isolating colonies and/or plaques b. maintaining pure cultures c. using biochemical test media d. accurately recording macroscopic observations 5. Estimate the number of microorganisms in a sample using serial dilution techniques, including a. correctly choosing and using pipettes and pipetting devices b. correctly spreading diluted samples for counting c. estimating appropriate dilutions d. extrapolating plate counts to obtain correct CFU or PFU in the starting sample 6. Use standard microbiology laboratory equipment correctly, including a. using the standard metric system for weights, lengths, diameters, and volumes b. lighting and adjusting a laboratory burner c. using an incubator Laboratory Thinking Skills A student successfully completing basic microbiol￾ogy will demonstrate an increased skill level in 1. Cognitive processes, including a. formulating a clear, answerable question b. developing a testable hypothesis c. predicting expected results d. following an experimental protocol 2. Analysis skills, including a. collecting and organizing data in a systematic fashion b. presenting data in an appropriate form (graphs, tables, figures, or descriptive paragraphs) c. assessing the validity of the data (including integrity and significance) d. drawing appropriate conclusions based on the results 3. Communications skills, including a. discussing and presenting laboratory results or findings in the laboratory 4. Interpersonal and citizenry skills, including a. working effectively in groups or teams so that the task, results, and analysis are shared b. effectively managing time and tasks to be done simultaneously, by individuals and within a group c. integrating knowledge and making informed judgments about microbiology in everyday life Laboratories typically supplement and integrate closely with the lecture content in ways that are unique to each instructor. Consequently, the laboratory content that is considered essential for laboratory work by one instruc￾tor may be covered in lecture portion of the course by an￾other instructor, making it difficult to define specific top-

Front Matter ics that should he int in all microbiology lab Bergey's Manual of Systematic Bacteriology in ries As a result.the ASM Laboratory Core Curriculum the identification of unknown bacteria. Committee developed themes,which are broadly based PART SEVEN,Environmental Factors Affecting of p e the fle xibility to use a Growth of Microorgar A student successfully completine pasic microbi a ology will demonstrate mastery of the basic principles PART EIGHT,Environmental and Food of the following themes and complete laboratory activ Microbiology,is concerned with the focus on one or more of the topics under eac PART NINE.Medicl Mio Theme 1.Integrating themes-impact of overview of some pathogenicmi ms on the biosphere and humans: and acquaints student s with basic procedures used n isola of pathogens Theme 2.Microbial cell biolo ineluding cell structure and function,growth and division,and metabolism PART TEN,Survey of Selected Eucaryotic ial gene uding muta ions Microorganisms,presents an overview that is nten of the fungi pathogenicity mechanisms and antimicrobial PART ELEVEN.Microbial Genetics and agents Genomics,presents six experiments designed to illustrate the general principles of bacterial in order to meet the aboy genetics and genomics ratory Core Curriculum).this manual consists of 66 The format of each exercise in this manual is in ning PART ONE,Micro copicTechniques,introduces he students to th proper use an or the Safety Considerations the study o This laboratory manual endeavors to include m micro sms of the safety precautionary measures established by PART TWO,Bacterial Morphology and Staining the Disease Conrol and upation form and various structures ronmental Protection Agency (EPA).Efforts are PART THREE,Basic Laboratory and Culture made to instruct the student on safety,and all exer ith proper ises will contain precautio procedures tha es e techniques agenc ial lal d in that are used in isolating microorganisms safety considerations box is included for eachex PART FOUR,Biochemical Activities of Bacteria and student prepare V some o the bioch emica PART FIVE,Rapid Multitest Systems,acquaints as a microbiol students wi me of the multitest systems that associated ris PATS tains twe ned,and studied i safety and effective exercises that guide students through the use of However,any of the microorganisms we work with Preface

Harley−Prescott: Laboratory Exercises in Microbiology, Fifth Edition Front Matter Preface © The McGraw−Hill Companies, 2002 Preface vii ics that should be integral in all microbiology laborato￾ries. As a result, the ASM Laboratory Core Curriculum Committee developed themes, which are broadly based and will enable instructors to have the flexibility to use a wide variety of laboratories to meet the suggested core. Astudent successfully completing basic microbi￾ology will demonstrate mastery of the basic principles of the following themes and complete laboratory activ￾ities that focus on one or more of the topics under each theme. Theme 1. Integrating themes—impact of microorganisms on the biosphere and humans; microbial diversity Theme 2. Microbial cell biology, including cell structure and function, growth and division, and metabolism Theme 3. Microbial genetics, including mutations Theme 4. Interactions of microorganisms with hosts (humans, other animals, plants), including pathogenicity mechanisms and antimicrobial agents In order to meet the above themes, topics, and skills (The American Society for Microbiology Labo￾ratory Core Curriculum), this manual consists of 66 exercises arranged into 11 parts covering the following basic topics: PART ONE, Microscopic Techniques, introduces the students to the proper use and care of the different types of microscopes used in the microbiology laboratory for the study of microorganisms. PART TWO, Bacterial Morphology and Staining, presents the basic procedures for visualization and differentiation of microorganisms based on cell form and various structures. PART THREE, Basic Laboratory and Culture Techniques, acquaints students with proper laboratory procedures in preparing microbiological media and in culture techniques that are used in isolating microorganisms. PART FOUR, Biochemical Activities of Bacteria, introduces some of the biochemical activities that may be used in characterizing and identifying bacteria. PART FIVE, Rapid Multitest Systems, acquaints students with some of the multitest systems that can be used to identify bacteria. PART SIX, Unknown Identification, contains two exercises that guide students through the use of Bergey’s Manual of Systematic Bacteriology in the identification of unknown bacteria. PART SEVEN, Environmental Factors Affecting Growth of Microorganisms, acquaints students with some of the various physical and chemical agents that affect microbial growth. PART EIGHT, Environmental and Food Microbiology, is concerned with the environmental aspects of water, milk, and food. PART NINE, Medical Microbiology, presents an overview of some pathogenic microorganisms, and acquaints students with basic procedures used in isolation and identification of pathogens from infected hosts, including those from the student’s own body. PART TEN, Survey of Selected Eucaryotic Microorganisms, presents an overview that is intended to help students appreciate the morphology, taxonomy, and biology of the fungi. PART ELEVEN, Microbial Genetics and Genomics, presents six experiments designed to illustrate the general principles of bacterial genetics and genomics. The format of each exercise in this manual is in￾tended to promote learning and mastery in the shortest possible time. To this end, each experiment is de￾signed as follows: Safety Considerations This laboratory manual endeavors to include many of the safety precautionary measures established by the Centers for Disease Control and Prevention (CDC), Atlanta, Georgia; the Occupational Safety and Health Administration (OSHA); and the Envi￾ronmental Protection Agency (EPA). Efforts are made to instruct the student on safety, and all exer￾cises will contain precautionary procedures that these agencies are enforcing in hospitals, nursing homes, commercial laboratories, and industry. A safety considerations box is included for each ex￾ercise to help both the instructor and student prepare themselves for the possibility of accidents. Both the instructor and student should keep in mind at all times that most technical programs, such as a microbiology laboratory, carry some measure of associated risk. The microbiology laboratory is a place where infectious microorganisms are handled, examined, and studied with safety and effectiveness. However, any of the microorganisms we work with

Front Matter Preface McrobiolegY.FmEtie Pronunciation Guide in this laboratory manual to avoid any risk the au. This section contains the phonetic pronunciations for all organisms used in the exercise.If students take the thors propose that instructors and students imple w and ease Cont ol an sound out ns and ocabulary of microbiologists e is to simply modify the Why are the above Bacteria.slides.or Other rate for the by simply Microorganisms Used in This Experiment? worke The authors have ecific viruses ared slides for lines and adonted by your institution's governing ach exercise.This microbial material has been se. body will protect you,your institution,and the stu- d on cost,ease c in an be a majo ced bas wth,availability,reli of the they hegin each laboratory exercise cate these guidelines to the student.this section ex- plains why the authors have chosen the micr bial ma Materials per Student or Group of Students ng use an To aid in the preparatio n of all exercis s,each proce ion about the microorganism(s)that the student should find helpful when performing the experiment. 12301 Parklawn Drive. Medical Application :www.ATCC.org Many studen ine thie nual are either -2700. eagents and in one of the allied health diseinlines such as nursing or in a preprofessional program such as premed,pre dixes HandI provide recipes for reagents.stains.and dent, or prevet and ne I to know the cl Appendix escribes the maintenance is ine d for of the medically oriented exercises.medical applications are Learning Objectives described for most clinical procedures as a specific ap- Each exercise has a set of lear obiec h define the specific goals of the laboratory session.It exercises in a diagnosis.For these exerci some im obje it dis and t eing perfo need for of the exercise,the student should be able to meet all Principles ot the objectives for th xercise.Betore leaving the This section contains a brief discussion of the micro gical principles.concepts. and echniques tha arise.consult the instructor. n the penmental proce Suggested Reading in Textbook Procedure These cross-references have been designed to save the Explicit instructions are augmented by diagrams to aid tudent's tim the stu students in executing the experiment as well as interpret the nneces ary dunlication is avoided d.Whe re applic are shown Preface

Harley−Prescott: Laboratory Exercises in Microbiology, Fifth Edition Front Matter Preface © The McGraw−Hill Companies, 2002 viii Preface may be pathogenic in an immunocompromised per￾son. Therefore, rather than modifying the objectives in this laboratory manual to avoid any risk, the au￾thors propose that instructors and students imple￾ment the Centers for Disease Control and Preven￾tion (CDC) principles of biosafety throughout. One way we propose is to simply modify the “Universal Precautions” (see pp. xiii–xiv) so the wording is ap￾propriate for the classroom by simply changing “laboratory worker” to “student.” In addition, a written safety policy consistent with CDC guide￾lines and adopted by your institution’s governing body will protect you, your institution, and the stu￾dents. As in any laboratory, safety should be a major part of the curriculum. Students should be required to demonstrate their knowledge of safety before they begin each laboratory exercise. Materials per Student or Group of Students To aid in the preparation of all exercises, each proce￾dure contains a list of the required cultures with Amer￾ican Type Culture Collection catalog numbers (Ameri￾can Type Culture Collection, 12301 Parklawn Drive, Rockville, Maryland 29852–1776; www.ATCC.org; 703-365-2700), media, reagents, and other equipment necessary to complete the exercise in the allocated lab time either per student or group of students. Appen￾dixes H and I provide recipes for reagents, stains, and culture media. Appendix J describes the maintenance of microorganisms and supply sources. Learning Objectives Each exercise has a set of learning objectives that define the specific goals of the laboratory session. It is to the student’s advantage to read through this list before coming to class. In like manner, these objec￾tives should be given special attention during the laboratory exercise. Upon conscientious completion of the exercise, the student should be able to meet all of the objectives for that exercise. Before leaving the class, students should check the objectives once again to see that they can master them. If problems arise, consult the instructor. Suggested Reading in Textbook These cross-references have been designed to save the student’s time. By referring the student to sections, paragraphs, tables, charts, figures, and boxes within the textbook, unnecessary duplication is avoided. Pronunciation Guide This section contains the phonetic pronunciations for all organisms used in the exercise. If students take the time to sound out new and unfamiliar terms and say them aloud several times, they will learn to use the vocabulary of microbiologists. Why Are the Above Bacteria, Slides, or Other Microorganisms Used in This Experiment? The authors have chosen specific viruses, bacteria, fungi, protozoa, algae, and various prepared slides for each exercise. This microbial material has been se￾lected based on cost, ease of growth, availability, reli￾ability, and most importantly, the ability to produce the desired experimental results. In order to communi￾cate these guidelines to the student, this section ex￾plains why the authors have chosen the microbial ma￾terial being used and also gives additional biochemical, morphological, and taxonomic informa￾tion about the microorganism(s) that the student should find helpful when performing the experiment. Medical Application Many students using this laboratory manual are either in one of the allied health disciplines, such as nursing, or in a preprofessional program such as premed, pre￾dent, or prevet and need to know the clinical relevance of each exercise performed. To satisfy this need, a Med￾ical Application section is included for some of the medically oriented exercises. Medical applications are described for most clinical procedures as a specific ap￾plication of the purpose of the exercise. For example, a procedure can be used for the identification of a partic￾ular microorganism or used in combination with other exercises in a diagnosis. For these exercises, some im￾portant pathogens with their diseases and their need for the test being performed in the exercise are listed. Principles This section contains a brief discussion of the micro￾biological principles, concepts, and techniques that underlie the experimental procedures being performed in the exercise. Procedure Explicit instructions are augmented by diagrams to aid students in executing the experiment as well as interpret￾ing the results. Where applicable, actual results are shown so that the student can see what should be obtained