,Bauman’s Microbiology Mastery: 1,000+
Exam-Style Questions by Body System
(2025 Edition)
Complete review of microbial structure, immunity, infection, and body
system diseases—ideal for nursing, pre-med, and health science students
Table of Contents for Chapters 1–26, showing each chapter’s main topic and its primary sub-topics:
Chapter Title Primary Sub-topics
The Early Years of Microbiology; The Golden Age of Microbiology;
A Brief History of
1 What Causes Fermentation?; What Causes Disease?; How Can We
Microbiology
Prevent Infection and Disease?; The Modern Age of Microbiology
The Chemistry of Atoms & Atomic Structure; Chemical Bonds; Chemical Reactions;
2
Microbiology Water, Acids, Bases & Salts; Organic Macromolecules
Prokaryotic vs. Eukaryotic Cells; External Structures of Bacteria &
Cell Structure and
3 Archaea; Cell Walls & Membranes; Transport Processes; Cytoplasm
Function
& Organelles
Units of Measurement; Light, Electron & Probe Microscopy;
Microscopy, Staining, and
4 Staining Techniques; Classification & Identification of
Classification
Microorganisms
Catabolism & Anabolism; Enzyme Structure & Regulation;
5 Microbial Metabolism Carbohydrate Catabolism; Fermentation & Other Pathways;
Photosynthesis; Anabolic Pathways; Metabolic Integration
Microbial Nutrition and Nutrient & Physical Requirements; Culturing Techniques & Media;
6
Growth Population Growth & Phases; Measurement of Growth
Genome Structure & Replication; Transcription & Translation;
7 Microbial Genetics Operon Regulation; Mutations & DNA Repair; Horizontal Gene
Transfer
Tools of rDNA (PCR, Restriction Enzymes, Vectors, CRISPR); Cloning
Recombinant DNA
8 & Gel/Electrophoresis; Applications (Therapeutics, Agriculture,
Technology
Genomics); Ethics & Safety
,Chapter Title Primary Sub-topics
Controlling Microbial Principles & Death Rates; Physical Methods (Heat, Filtration,
9
Growth (Environment) Radiation); Chemical Methods; Evaluating Disinfectants; Resistance
History & Mechanisms of Action; Clinical Considerations (Spectrum,
10 Antimicrobial Drugs MIC/MBC, Safety); Routes of Administration; Resistance &
Prevention
Prokaryotic Morphology & Reproduction; Archaea (Extremophiles);
Characterizing &
11 Survey of Bacterial Groups (Gram-positive & Proteobacteria;
Classifying Prokaryotes
Others)
Characterizing & Protozoa; Fungi; Algae; Parasitic Helminths & Vectors;
12
Classifying Eukaryotes Reproductive & Nuclear Division
Characterizing &
Virus Structure & Classification; Bacteriophage & Animal Virus
13 Classifying Viruses,
Cycles; Culture Methods; Viroids & Prions
Viroids & Prions
Symbiosis & Microbiome; Portals of Entry/Exit; Virulence Factors;
Infection, Infectious
14 Disease Stages; Transmission; Epidemiological Methods;
Diseases & Epidemiology
Nosocomial Infections
First-Line Defenses (Skin, Mucosa, Peptides); Second-Line Defenses
15 Innate Immunity
(Phagocytosis, NK Cells, Complement, Inflammation, Fever)
Lymphatic System & Antigens; T-Cell & B-Cell Development;
16 Adaptive Immunity Antibody Structure & Function; Cell-Mediated vs. Humoral
Responses; Immunological Memory
Immunization & Vaccine Types & Manufacture; Passive Immunotherapy; Serological
17
Diagnostic Immunoassays Tests (Precipitation, Agglutination, Neutralization, ELISA, Blots)
Hypersensitivity Types I–IV; Autoimmune Diseases; Primary &
18 Immune Disorders
Acquired Immunodeficiencies (including HIV/AIDS)
Skin Structure & Microbiome; Bacterial (Staph, Strep,
Microbial Diseases of the
19 Pseudomonas, Anthrax, etc.); Viral (Pox, Herpes, Measles, etc.);
Skin & Wounds
Mycoses & Parasitic Infestations
Nervous System Anatomy; Bacterial (Meningitis, Botulism, Tetanus,
Microbial Diseases of the
20 Leprosy); Viral (Rabies, Poliomyelitis, Arboviruses, Zika); Fungal,
Nervous System & Eyes
Protozoan & Prion Diseases; Ocular Infections
,Chapter Title Primary Sub-topics
Cardio-Lymphatic Anatomy; Bacterial (Septicemia, Endocarditis,
Microbial Cardiovascular
21 Plague, Lyme); Viral (Yellow Fever, Dengue, Mononucleosis);
& Systemic Diseases
Protozoan/Helminthic (Malaria, Chagas, Schistosomiasis)
Microbial Diseases of the Respiratory Anatomy & Microbiome; Bacterial URT & LRT Diseases;
22
Respiratory System Viral URT & LRT Diseases; Lower Respiratory Mycoses
Digestive Anatomy & Microbiome; Bacterial (Gastroenteritis, Ulcer
Microbial Diseases of the
23 Disease, Food Poisoning); Viral (Hepatitis, Gastroenteritis);
Digestive System
Protozoan & Helminthic Intestinal Diseases
Microbial Diseases of the Urinary & Reproductive Anatomy & Microbiome; UTIs &
24 Urinary & Reproductive Leptospirosis; STIs (Bacterial, Viral, Protozoan); Non-venereal
Systems Reproductive Infections
Applied & Industrial Food Fermentation & Spoilage; Industrial Fermentations &
25
Microbiology Products; Biosensors; Water Treatment & Pollution Control
Environmental Associations & Biogeochemical Cycles; Soil &
Microbial Ecology &
26 Aquatic Microbiology; Bioremediation; Biological Warfare &
Microbiomes
Bioterrorism
.
,Chapter 1: A Brief History of Microbiology (5th Ed., Bauman).
1. Early Years of Microbiology
1. A nurse is teaching a group of students about Antonie van
Leeuwenhoek’s contribution to microbiology. Which
statement best describes his work?
o A. He developed the first vaccine against smallpox.
o B. He was the first to observe microorganisms using
simple microscopes. (Correct)
o C. He demonstrated that microorganisms cause
fermentation.
o D. He disproved spontaneous generation with his
swan-neck flask experiment. Rationale:
Leeuwenhoek’s simple microscopes allowed him to
observe "animalcules" (microorganisms). Others
describe Pasteur, Jenner, and Pasteur, respectively.
2. Van Leeuwenhoek’s observations were significant because
they:
o A. Provided the first proof of microbial classification.
(Correct)
o B. Established aseptic surgical techniques.
o C. Introduced antiseptics in nursing care.
o D. Led directly to discovery of antibiotics. Rationale:
His work laid foundation for classifying microbes.
, Aseptic techniques and antiseptics came later with
Lister and Nightingale; antibiotics came with Fleming.
3. During the early years of microbiology, nursing leaders
emphasized hand hygiene after learning from early
experiments. Which pioneer’s work most directly
influenced this practice?
o A. Edward Jenner
o B. Ignaz Semmelweis (Correct)
o C. Robert Koch
o D. Louis Pasteur Rationale: Semmelweis linked
handwashing to reduced puerperal fever in obstetric
wards. Jenner introduced vaccination; Koch defined
disease causation; Pasteur studied fermentation.
2. Microbial Classification
4. A nursing student must remember that Archaea differ from
Bacteria because archaea:
A. Lack a true cell membrane
B. Have peptidoglycan in their cell wall
C. Possess unique membrane lipids. (Correct)
D. Are all multicellular. Rationale: Archaea have ether-
linked lipids distinct from bacterial ester-linked lipids.
Bacteria have peptidoglycan; archaea lack it. Both are
prokaryotic and unicellular.
, 5. Which group of organisms is correctly matched with its
characteristic relevant to patient care?
o A. Fungi – prokaryotic pathogens
o B. Protozoa – cause malaria (Correct)
o C. Algae – produce antibiotics
o D. Bacteria – all are nonpathogenic Rationale:
Protozoa include Plasmodium species causing
malaria. Fungi are eukaryotic; algae produce toxins,
not antibiotics; many bacteria are pathogens.
6. A nurse educator explains to students that algal blooms
can affect water safety. Algae are classified as:
o A. Eukaryotes capable of photosynthesis (Correct)
o B. Prokaryotic spore-formers
o C. Single-celled heterotrophs
o D. Acellular infectious agents Rationale: Algae are
eukaryotic photoautotrophs. Spore-forming
prokaryotes are bacteria; heterotrophs include fungi
and protozoa; acellular agents are viruses.
3. Spontaneous Generation Experiments
7. Francesco Redi’s jar experiment was important because it:
A. Showed that broth sterilization prevented microbial
growth
, B. Demonstrated maggots on meat came from fly eggs
(Correct)
C. Proved bacteria spontaneously generated in boiled
broth
D. Introduced pasteurization to nursing practice Rationale:
Redi used covered jars to show maggots arose from eggs,
not spontaneous generation. Boiled broth relates to
Pasteur; pasteurization came later.
8. John Needham’s experiments initially seemed to support
spontaneous generation because he:
o A. Boiled broth long enough to kill all organisms
o B. Sealed flasks with metal stoppers
o C. Observed microbial growth after brief boiling.
(Correct)
o D. Used swan-neck flasks to prevent contamination
Rationale: Needham’s insufficient boiling allowed
surviving organisms to grow, misinterpreted as
spontaneous generation. Spallanzani improved
boiling and sealing.
9. Which experiment finally disproved spontaneous
generation through exclusion of airborne contaminants?
o A. Redi’s covered jar
o B. Needham’s broth heating
, o C. Spallanzani’s sealed flask
o D. Pasteur’s swan-neck flask (Correct) Rationale:
Pasteur’s swan-neck flasks allowed air but trapped
dust and microbes; no growth occurred until flask
was tipped.
4. The Scientific Method
10. A nurse researcher observes higher infection rates on one
unit and develops a hypothesis that hand hygiene is
inadequate. What is the next step in the scientific method?
A. Formulate a question
B. Collect and analyze data (Correct)
C. Publish results
D. Repeat the experiment Rationale: After hypothesizing,
the next step is data collection and analysis. Repeating and
publishing come after initial results.
11. Which scenario best illustrates using the scientific
method in nursing?
A. Administering antibiotics based on past experience
B. Asking if a new policy reduces catheter infections,
planning a study, collecting data, and evaluating outcomes
(Correct)
C. Following hospital protocol without question
, D. Observing patients without documenting findings
Rationale: Structured inquiry with hypothesis, data
collection, and evaluation reflects the scientific method.
12. In evaluating a hypothesis about probiotic use to
prevent C. difficile, nurses must:
A. Identify a question, develop protocol, collect data, and
draw conclusions (Correct)
B. Administer probiotics universally
C. Rely on anecdotal colleague reports
D. Skip literature review Rationale: Comprehensive
research requires literature review, protocol development,
and data-driven conclusions.
5. Fermentation
13. Louis Pasteur’s experiments on fermentation revealed that:
A. Chemical processes alone caused fermentation
B. Yeasts are living organisms responsible for fermentation
(Correct)
C. Enzymes from plants cause alcohol production
D. Bacteria cannot survive in fermented products
Rationale: Pasteur showed yeasts ferment sugars into
alcohol. Bacteria can spoil fermented products.
14. Eduard Buchner’s contribution to fermentation was
demonstrating:
Exam-Style Questions by Body System
(2025 Edition)
Complete review of microbial structure, immunity, infection, and body
system diseases—ideal for nursing, pre-med, and health science students
Table of Contents for Chapters 1–26, showing each chapter’s main topic and its primary sub-topics:
Chapter Title Primary Sub-topics
The Early Years of Microbiology; The Golden Age of Microbiology;
A Brief History of
1 What Causes Fermentation?; What Causes Disease?; How Can We
Microbiology
Prevent Infection and Disease?; The Modern Age of Microbiology
The Chemistry of Atoms & Atomic Structure; Chemical Bonds; Chemical Reactions;
2
Microbiology Water, Acids, Bases & Salts; Organic Macromolecules
Prokaryotic vs. Eukaryotic Cells; External Structures of Bacteria &
Cell Structure and
3 Archaea; Cell Walls & Membranes; Transport Processes; Cytoplasm
Function
& Organelles
Units of Measurement; Light, Electron & Probe Microscopy;
Microscopy, Staining, and
4 Staining Techniques; Classification & Identification of
Classification
Microorganisms
Catabolism & Anabolism; Enzyme Structure & Regulation;
5 Microbial Metabolism Carbohydrate Catabolism; Fermentation & Other Pathways;
Photosynthesis; Anabolic Pathways; Metabolic Integration
Microbial Nutrition and Nutrient & Physical Requirements; Culturing Techniques & Media;
6
Growth Population Growth & Phases; Measurement of Growth
Genome Structure & Replication; Transcription & Translation;
7 Microbial Genetics Operon Regulation; Mutations & DNA Repair; Horizontal Gene
Transfer
Tools of rDNA (PCR, Restriction Enzymes, Vectors, CRISPR); Cloning
Recombinant DNA
8 & Gel/Electrophoresis; Applications (Therapeutics, Agriculture,
Technology
Genomics); Ethics & Safety
,Chapter Title Primary Sub-topics
Controlling Microbial Principles & Death Rates; Physical Methods (Heat, Filtration,
9
Growth (Environment) Radiation); Chemical Methods; Evaluating Disinfectants; Resistance
History & Mechanisms of Action; Clinical Considerations (Spectrum,
10 Antimicrobial Drugs MIC/MBC, Safety); Routes of Administration; Resistance &
Prevention
Prokaryotic Morphology & Reproduction; Archaea (Extremophiles);
Characterizing &
11 Survey of Bacterial Groups (Gram-positive & Proteobacteria;
Classifying Prokaryotes
Others)
Characterizing & Protozoa; Fungi; Algae; Parasitic Helminths & Vectors;
12
Classifying Eukaryotes Reproductive & Nuclear Division
Characterizing &
Virus Structure & Classification; Bacteriophage & Animal Virus
13 Classifying Viruses,
Cycles; Culture Methods; Viroids & Prions
Viroids & Prions
Symbiosis & Microbiome; Portals of Entry/Exit; Virulence Factors;
Infection, Infectious
14 Disease Stages; Transmission; Epidemiological Methods;
Diseases & Epidemiology
Nosocomial Infections
First-Line Defenses (Skin, Mucosa, Peptides); Second-Line Defenses
15 Innate Immunity
(Phagocytosis, NK Cells, Complement, Inflammation, Fever)
Lymphatic System & Antigens; T-Cell & B-Cell Development;
16 Adaptive Immunity Antibody Structure & Function; Cell-Mediated vs. Humoral
Responses; Immunological Memory
Immunization & Vaccine Types & Manufacture; Passive Immunotherapy; Serological
17
Diagnostic Immunoassays Tests (Precipitation, Agglutination, Neutralization, ELISA, Blots)
Hypersensitivity Types I–IV; Autoimmune Diseases; Primary &
18 Immune Disorders
Acquired Immunodeficiencies (including HIV/AIDS)
Skin Structure & Microbiome; Bacterial (Staph, Strep,
Microbial Diseases of the
19 Pseudomonas, Anthrax, etc.); Viral (Pox, Herpes, Measles, etc.);
Skin & Wounds
Mycoses & Parasitic Infestations
Nervous System Anatomy; Bacterial (Meningitis, Botulism, Tetanus,
Microbial Diseases of the
20 Leprosy); Viral (Rabies, Poliomyelitis, Arboviruses, Zika); Fungal,
Nervous System & Eyes
Protozoan & Prion Diseases; Ocular Infections
,Chapter Title Primary Sub-topics
Cardio-Lymphatic Anatomy; Bacterial (Septicemia, Endocarditis,
Microbial Cardiovascular
21 Plague, Lyme); Viral (Yellow Fever, Dengue, Mononucleosis);
& Systemic Diseases
Protozoan/Helminthic (Malaria, Chagas, Schistosomiasis)
Microbial Diseases of the Respiratory Anatomy & Microbiome; Bacterial URT & LRT Diseases;
22
Respiratory System Viral URT & LRT Diseases; Lower Respiratory Mycoses
Digestive Anatomy & Microbiome; Bacterial (Gastroenteritis, Ulcer
Microbial Diseases of the
23 Disease, Food Poisoning); Viral (Hepatitis, Gastroenteritis);
Digestive System
Protozoan & Helminthic Intestinal Diseases
Microbial Diseases of the Urinary & Reproductive Anatomy & Microbiome; UTIs &
24 Urinary & Reproductive Leptospirosis; STIs (Bacterial, Viral, Protozoan); Non-venereal
Systems Reproductive Infections
Applied & Industrial Food Fermentation & Spoilage; Industrial Fermentations &
25
Microbiology Products; Biosensors; Water Treatment & Pollution Control
Environmental Associations & Biogeochemical Cycles; Soil &
Microbial Ecology &
26 Aquatic Microbiology; Bioremediation; Biological Warfare &
Microbiomes
Bioterrorism
.
,Chapter 1: A Brief History of Microbiology (5th Ed., Bauman).
1. Early Years of Microbiology
1. A nurse is teaching a group of students about Antonie van
Leeuwenhoek’s contribution to microbiology. Which
statement best describes his work?
o A. He developed the first vaccine against smallpox.
o B. He was the first to observe microorganisms using
simple microscopes. (Correct)
o C. He demonstrated that microorganisms cause
fermentation.
o D. He disproved spontaneous generation with his
swan-neck flask experiment. Rationale:
Leeuwenhoek’s simple microscopes allowed him to
observe "animalcules" (microorganisms). Others
describe Pasteur, Jenner, and Pasteur, respectively.
2. Van Leeuwenhoek’s observations were significant because
they:
o A. Provided the first proof of microbial classification.
(Correct)
o B. Established aseptic surgical techniques.
o C. Introduced antiseptics in nursing care.
o D. Led directly to discovery of antibiotics. Rationale:
His work laid foundation for classifying microbes.
, Aseptic techniques and antiseptics came later with
Lister and Nightingale; antibiotics came with Fleming.
3. During the early years of microbiology, nursing leaders
emphasized hand hygiene after learning from early
experiments. Which pioneer’s work most directly
influenced this practice?
o A. Edward Jenner
o B. Ignaz Semmelweis (Correct)
o C. Robert Koch
o D. Louis Pasteur Rationale: Semmelweis linked
handwashing to reduced puerperal fever in obstetric
wards. Jenner introduced vaccination; Koch defined
disease causation; Pasteur studied fermentation.
2. Microbial Classification
4. A nursing student must remember that Archaea differ from
Bacteria because archaea:
A. Lack a true cell membrane
B. Have peptidoglycan in their cell wall
C. Possess unique membrane lipids. (Correct)
D. Are all multicellular. Rationale: Archaea have ether-
linked lipids distinct from bacterial ester-linked lipids.
Bacteria have peptidoglycan; archaea lack it. Both are
prokaryotic and unicellular.
, 5. Which group of organisms is correctly matched with its
characteristic relevant to patient care?
o A. Fungi – prokaryotic pathogens
o B. Protozoa – cause malaria (Correct)
o C. Algae – produce antibiotics
o D. Bacteria – all are nonpathogenic Rationale:
Protozoa include Plasmodium species causing
malaria. Fungi are eukaryotic; algae produce toxins,
not antibiotics; many bacteria are pathogens.
6. A nurse educator explains to students that algal blooms
can affect water safety. Algae are classified as:
o A. Eukaryotes capable of photosynthesis (Correct)
o B. Prokaryotic spore-formers
o C. Single-celled heterotrophs
o D. Acellular infectious agents Rationale: Algae are
eukaryotic photoautotrophs. Spore-forming
prokaryotes are bacteria; heterotrophs include fungi
and protozoa; acellular agents are viruses.
3. Spontaneous Generation Experiments
7. Francesco Redi’s jar experiment was important because it:
A. Showed that broth sterilization prevented microbial
growth
, B. Demonstrated maggots on meat came from fly eggs
(Correct)
C. Proved bacteria spontaneously generated in boiled
broth
D. Introduced pasteurization to nursing practice Rationale:
Redi used covered jars to show maggots arose from eggs,
not spontaneous generation. Boiled broth relates to
Pasteur; pasteurization came later.
8. John Needham’s experiments initially seemed to support
spontaneous generation because he:
o A. Boiled broth long enough to kill all organisms
o B. Sealed flasks with metal stoppers
o C. Observed microbial growth after brief boiling.
(Correct)
o D. Used swan-neck flasks to prevent contamination
Rationale: Needham’s insufficient boiling allowed
surviving organisms to grow, misinterpreted as
spontaneous generation. Spallanzani improved
boiling and sealing.
9. Which experiment finally disproved spontaneous
generation through exclusion of airborne contaminants?
o A. Redi’s covered jar
o B. Needham’s broth heating
, o C. Spallanzani’s sealed flask
o D. Pasteur’s swan-neck flask (Correct) Rationale:
Pasteur’s swan-neck flasks allowed air but trapped
dust and microbes; no growth occurred until flask
was tipped.
4. The Scientific Method
10. A nurse researcher observes higher infection rates on one
unit and develops a hypothesis that hand hygiene is
inadequate. What is the next step in the scientific method?
A. Formulate a question
B. Collect and analyze data (Correct)
C. Publish results
D. Repeat the experiment Rationale: After hypothesizing,
the next step is data collection and analysis. Repeating and
publishing come after initial results.
11. Which scenario best illustrates using the scientific
method in nursing?
A. Administering antibiotics based on past experience
B. Asking if a new policy reduces catheter infections,
planning a study, collecting data, and evaluating outcomes
(Correct)
C. Following hospital protocol without question
, D. Observing patients without documenting findings
Rationale: Structured inquiry with hypothesis, data
collection, and evaluation reflects the scientific method.
12. In evaluating a hypothesis about probiotic use to
prevent C. difficile, nurses must:
A. Identify a question, develop protocol, collect data, and
draw conclusions (Correct)
B. Administer probiotics universally
C. Rely on anecdotal colleague reports
D. Skip literature review Rationale: Comprehensive
research requires literature review, protocol development,
and data-driven conclusions.
5. Fermentation
13. Louis Pasteur’s experiments on fermentation revealed that:
A. Chemical processes alone caused fermentation
B. Yeasts are living organisms responsible for fermentation
(Correct)
C. Enzymes from plants cause alcohol production
D. Bacteria cannot survive in fermented products
Rationale: Pasteur showed yeasts ferment sugars into
alcohol. Bacteria can spoil fermented products.
14. Eduard Buchner’s contribution to fermentation was
demonstrating:
