, Chapter |!01 |!- |!Humans |!and |!the |!Microbial
|!World
Chapter 01 |!
Humans and the Microbial
|! |! |! |!
World
|!
Test bank nester’s microbiology a human perspective 8th edition denise g anderson sara
|! |! |! |! |! |! |! |! |! |! |! |!
n salm deborah |! |! |!
Multiple |!Choice |!Questions
1. The |!scientist |!usually |!considered |!the |!first |!to |!see |!microorganisms, |!which |!he
|!called |!"animalcules", |!was
A.
Redi.
B.
van |!Leeuwenhoek.
C.
Pasteur.
D.
Tyndall.
Bloom's |!Level: |!1. |!Remember
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
1-1
Copyright |!© |!2016 |!McGraw-Hill |!Education. |!All |!rights |!reserved. |!No |!reproduction |!or |!distribution |!without |!the |!prior |!written
|!consent |!of | ! McGraw-Hill |!Education.
,Chapter |!01 |!- |!Humans |!and |!the |!Microbial
|!World
2. The |!word |!"animalcule" |!was |!coined |!by
A. Pasteur.
B. van |!Leeuwenhoek.
C. Redi.
D. Tyndall.
Bloom's |!Level: |!1. |!Remember
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
3.
The |!idea |!of |!spontaneous |!Generation |!postulated |!that
A. organisms |!could |!evolve |!into |!the |!next |!generation |!of |!organisms.
B. organisms |!could |!spontaneously |!combust.
C. organisms |!could |!spontaneously |!arise |!from |!other |!living |!organisms.
D. living |!organisms |!could |!spontaneously |!arise |!from |!non-living |!material.
Bloom's |!Level: |!2. |!Understand
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
4. Which |!of |!these |!scientist(s) |!was/were |!involved |!in, |!among |!other |!things, |!investigating |!the
|!idea |!of |!spontaneous |!generation?
A. Redi
B. van |!Leeuwenhoek
C. Pasteur
D. Escherich
E. Redi |!AND |!Pasteur
Bloom's |!Level: |!1. |!Remember
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
1-2
Copyright |!© |!2016 |!McGraw-Hill |!Education. |!All |!rights |!reserved. |!No |!reproduction |!or |!distribution |!without |!the |!prior |!written
|!consent |!of | ! McGraw-Hill |!Education.
, Chapter |!01 |!- |!Humans |!and |!the |!Microbial
|!World
5. The |!work |!of |!Tyndall |!and |!Cohn
A. supported |!the |!idea |!of |!spontaneous |!generation.
B. was |!used |!to |!explain |!why |!others |!investigating |!spontaneous |!generation |!had |!obtained
|!results |!that |!were |!opposite |!of |!those |!obtained |!by |!Pasteur.
C. showed |!that |!microbes |!caused |!disease.
D. allowed |!scientists |!to |!see |!microorganisms.
Bloom's |!Level: |!2. |!Understand
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
6.
The |!structures |!present |!in |!the |!hay |!infusions |!used |!in |!experiments |!on |!spontaneous |!generation |!that |!made |!them |!difficult |!to
|!sterilize |!are
A. chlorophyll.
B. toxins.
C. organelles.
D. endospores.
Bloom's |!Level: |!1. |!Remember
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
7. The |!opposite |!results |!obtained |!by |!scientists |!apparently |!doing |!the |!same |!experiments
|!in |!investigating |!spontaneous |!generation
A. shows |!the |!importance |!of |!repeating |!experiments.
B. shows |!the |!importance |!of |!exactly |!duplicating |!experimental |!conditions.
C. led |!to |!further |!experiments |!that |!ultimately |!furthered |!knowledge.
D. All |!of |!the |!choices |!are |!correct.
Bloom's |!Level: |!2. |!Understand
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
1-3
Copyright |!© |!2016 |!McGraw-Hill |!Education. |!All |!rights |!reserved. |!No |!reproduction |!or |!distribution |!without |!the |!prior |!written
|!consent |!of | ! McGraw-Hill |!Education.
|!World
Chapter 01 |!
Humans and the Microbial
|! |! |! |!
World
|!
Test bank nester’s microbiology a human perspective 8th edition denise g anderson sara
|! |! |! |! |! |! |! |! |! |! |! |!
n salm deborah |! |! |!
Multiple |!Choice |!Questions
1. The |!scientist |!usually |!considered |!the |!first |!to |!see |!microorganisms, |!which |!he
|!called |!"animalcules", |!was
A.
Redi.
B.
van |!Leeuwenhoek.
C.
Pasteur.
D.
Tyndall.
Bloom's |!Level: |!1. |!Remember
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
1-1
Copyright |!© |!2016 |!McGraw-Hill |!Education. |!All |!rights |!reserved. |!No |!reproduction |!or |!distribution |!without |!the |!prior |!written
|!consent |!of | ! McGraw-Hill |!Education.
,Chapter |!01 |!- |!Humans |!and |!the |!Microbial
|!World
2. The |!word |!"animalcule" |!was |!coined |!by
A. Pasteur.
B. van |!Leeuwenhoek.
C. Redi.
D. Tyndall.
Bloom's |!Level: |!1. |!Remember
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
3.
The |!idea |!of |!spontaneous |!Generation |!postulated |!that
A. organisms |!could |!evolve |!into |!the |!next |!generation |!of |!organisms.
B. organisms |!could |!spontaneously |!combust.
C. organisms |!could |!spontaneously |!arise |!from |!other |!living |!organisms.
D. living |!organisms |!could |!spontaneously |!arise |!from |!non-living |!material.
Bloom's |!Level: |!2. |!Understand
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
4. Which |!of |!these |!scientist(s) |!was/were |!involved |!in, |!among |!other |!things, |!investigating |!the
|!idea |!of |!spontaneous |!generation?
A. Redi
B. van |!Leeuwenhoek
C. Pasteur
D. Escherich
E. Redi |!AND |!Pasteur
Bloom's |!Level: |!1. |!Remember
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
1-2
Copyright |!© |!2016 |!McGraw-Hill |!Education. |!All |!rights |!reserved. |!No |!reproduction |!or |!distribution |!without |!the |!prior |!written
|!consent |!of | ! McGraw-Hill |!Education.
, Chapter |!01 |!- |!Humans |!and |!the |!Microbial
|!World
5. The |!work |!of |!Tyndall |!and |!Cohn
A. supported |!the |!idea |!of |!spontaneous |!generation.
B. was |!used |!to |!explain |!why |!others |!investigating |!spontaneous |!generation |!had |!obtained
|!results |!that |!were |!opposite |!of |!those |!obtained |!by |!Pasteur.
C. showed |!that |!microbes |!caused |!disease.
D. allowed |!scientists |!to |!see |!microorganisms.
Bloom's |!Level: |!2. |!Understand
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
6.
The |!structures |!present |!in |!the |!hay |!infusions |!used |!in |!experiments |!on |!spontaneous |!generation |!that |!made |!them |!difficult |!to
|!sterilize |!are
A. chlorophyll.
B. toxins.
C. organelles.
D. endospores.
Bloom's |!Level: |!1. |!Remember
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
7. The |!opposite |!results |!obtained |!by |!scientists |!apparently |!doing |!the |!same |!experiments
|!in |!investigating |!spontaneous |!generation
A. shows |!the |!importance |!of |!repeating |!experiments.
B. shows |!the |!importance |!of |!exactly |!duplicating |!experimental |!conditions.
C. led |!to |!further |!experiments |!that |!ultimately |!furthered |!knowledge.
D. All |!of |!the |!choices |!are |!correct.
Bloom's |!Level: |!2. |!Understand
| ! Learning |!Outcome: |!01.01
Section: |!01.01
Topic: |!History |!of |! Microbiology
1-3
Copyright |!© |!2016 |!McGraw-Hill |!Education. |!All |!rights |!reserved. |!No |!reproduction |!or |!distribution |!without |!the |!prior |!written
|!consent |!of | ! McGraw-Hill |!Education.
