TEST BANK NESTER'S MICROBIOLOGY A Human Perspective 8TH EDITION DENISE G. ANDERSON, SARAH N. SALM, DEBORAH P. ALLEN

TEST BANK NESTER'S MICROBIOLOGY A Human Perspective 8TH EDITION DENISE G. ANDERSON, SARAH N. SALM, DEBORAH P. ALLENContents Chapter 01 Humans and the Microbial World ............................................................................................................................... 2 Chapter 02 The Molecules of Life ................................................................................................................................................ 29 Chapter 03 Microscopy and Cell Structure ................................................................................................................................... 57 Chapter 04 Dynamics of Prokaryotic Growth .............................................................................................................................. 89 Chapter 05 Control of Microbial Growth .................................................................................................................................... 116 Chapter 06 Metabolism: Fueling Cell Growth ............................................................................................................................ 141 Chapter 07 The Blueprint of Life, from DNA to Protein ............................................................................................................. 171 Chapter 08 Bacterial Genetics .................................................................................................................................................... 201 Chapter 09 Biotechnology and Recombinant DNA ................................................................................................................... 229 Chapter 10 Identification and Classification of Prokaryotic Organisms .................................................................................... 254 Chapter 11 The Diversity of Prokaryotic Organisms................................................................................................................... 279 Chapter 12 The Eukaryotic Members of the Microbial World ................................................................................................... 307 Chapter 13 Viruses, Viroids, and Prions ..................................................................................................................................... 336 Chapter 14 The Innate Immune Response ................................................................................................................................. 394 Chapter 15 The Adaptive Immune Response ............................................................................................................................. 423 Chapter 16 Host-Microbe Interactions ....................................................................................................................................... 455 Chapter 17 Immunologic Disorders ............................................................................................................................................ 487 Chapter 18 Applications of Immune Responses.......................................................................................................................... 518 Chapter 19 Epidemiology ........................................................................................................................................................... 545 Chapter 20 Antimicrobial Medications ....................................................................................................................................... 575 Chapter 21 Respiratory System Infections ................................................................................................................................. 601 Chapter 22 Skin Infections .......................................................................................................................................................... 631 Chapter 23 Wound Infections .................................................................................................................................................... 662 Chapter 24 Digestive System Infections ..................................................................................................................................... 688 Chapter 25 Blood and Lymphatic Tract Infections ..................................................................................................................... 715 Chapter 26 Nervous System Infections ...................................................................................................................................... 738 Chapter 27 Genitourinary Infections ......................................................................................................................................... 763 Chapter 28 HIV Disease and Complications of Immunodeficiency ........................................................................................... 793 Chapter 29 Microbial Ecology ..................................................................................................................................................... 815 Chapter 30 Environmental Microbiology: Treatment of Water, Wastes, and Polluted ............................................................. 830 1 | P a g eChapter 01 Humans and the Microbial World 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 2. The word "animalcule" was coined by A. Pasteur. B. van Leeuwenhoek. C. Redi. D. Tyndall. 2 | P a g eBloom'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 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. 3 | P a g eBloom'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 8. If while investigating spontaneous generation, Pasteur had his laboratory located in a stable 4 | P a g eA. the results would, most likely, have supported the idea of spontaneous generation. B. the results would, most likely, have not supported the idea of spontaneous generation. C. this would have had no effect on his results. D. this would have shown his love of horses. Bloom's Level: 3. Apply Learning Outcome: 01.01 Section: 01.01 Topic: History of Microbiology 9. Cellulose is a major component of plants and is only directly digested by A. herbivores. B. carnivores. C. termites. D. microorganisms. Bloom's Level: 2. Understand Learning Outcome: 01.02 Section: 01.02 Topic: Environmental Microbiology 10. Plants are dependent on microorganisms for A. providing oxygen. B. providing water. C. changing atmospheric nitrogen to a usable form. D. providing carbohydrates. Bloom's Level: 2. Understand Learning Outcome: 01.02 Section: 01.02 Topic: Environmental Microbiology 11. Microorganisms are involved in A. causing disease. B. curing/treating disease. C. preparing food. D. cleaning up pollutants. E. All of the choices are correct. 5 | P a g eBloom's Level: 2. Understand Learning Outcome: 01.03 Section: 01.02 Topic: Applied and Industrial Microbiology 12. Bacteria have been used to help produce or modify food products A. for several thousand years. B. since the Middle Ages. C. since the late 1800s. D. since the 1950s. Bloom's Level: 1. Remember Learning Outcome: 01.03 Section: 01.02 Topic: Applied and Industrial Microbiology 13. Microorganisms are involved in A. production of medicinal products. B. transforming atmospheric nitrogen to a form useful to plants. C. food production. D. pollution cleanup. E. All of the choices are correct. Bloom's Level: 2. Understand Learning Outcome: 01.03 Section: 01.02 Topic: Applied and Industrial Microbiology 14. Bioremediation refers to A. rehabilitating wayward bacteria. B. using bacteria to clean up pollutants. C. vaccine development. 6 | P a g eD. monitoring newly discovered disease organisms. Bloom's Level: 1. Remember Learning Outcome: 01.03 Section: 01.02 Topic: Applied and Industrial Microbiology 15. The Golden Age of Medical Microbiology A. occurred during the late 1800s to early 1900s. B. started in the 1990s with the advent of genetic engineering. C. is a time when the knowledge of and techniques to work with bacteria blossomed. D. was when people realized that diseases could be caused by invisible agents. E. occurred during the late 1800s to early 1900s, is a time when the knowledge of and techniques to work with bacteria blossomed AND was when people realized that diseases could be caused by invisible agents. Bloom's Level: 1. Remember Learning Outcome: 01.04 Section: 01.02 Topic: History of Microbiology 16.16. Newly emerging or reemerging diseases A. may be due to changing lifestyles. B. are exemplified by Lyme disease and toxic shock syndrome. C. may reflect a breakdown in sanitation/social order. D. may be related to global cooling. E. may be due to changing lifestyles, are exemplified by Lyme disease and toxic shock syndrome, AND may reflect a breakdown in sanitation/social order. Bloom's Level: 2. 7 | P a g eUnderstand Learning Outcome: 01.04 Section: 01.02 Topic: Infection and Disease 17.17. Lyme disease is an example of a disease A. that is due to a greater degree of interaction between humans and tick-carrying animals. B. that is due to a decline in vaccinations. C. that is due to a mutation in the human genome. D. that is due to climate change leading to a greater mosquito population. Bloom's Level: 2. Understand Learning Outcome: 01.04 Section: 01.02 Topic: Infection and Disease 18. The outbreak of measles within the last few years was due to A. mutation of the virus. B. change in the environment. C. a decline in vaccination of children in the previous years. D. increase in sensitivity of detection techniques. Bloom's Level: 2. Understand Learning Outcome: 01.04 Section: 01.02 Topic: Infection and Disease 19. Smallpox A. has been eliminated as a naturally occurring infection in human beings. B. still occasionally occurs in third world countries. C. probably only had a human reservoir. D. was dealt with by vaccination. E. has been eliminated as a naturally occurring infection in human beings, AND was dealt with by vaccination. 8 | P a g eBloom's Level: 2. Understand Learning Outcome: 01.04 Section: 01.02 Topic: History of Microbiology 20. Smallpox A. aided European domination of new world nations. B. has not occurred naturally anywhere in the world since 1977. C. has potential as a weapon of bioterrorism. D. has killed millions of people. E. All of the choices are correct. Bloom's Level: 1. Remember Learning Outcome: 01.04 Section: 01.02 Topic: History of Microbiology 21. Diseases such as ulcers and cardiovascular disease A. have been shown to be, or may be due to, a bacterial infection. B. are solely due to lifestyle. C. are solely due to genetics. D. are due to new mutations in bacteria. Bloom's Level: 2. Understand Learning Outcome: 01.04 Section: 01.02 Topic: Infection and Disease 22. Bacteria are useful to study because A. they produce protein in a similar manner to more complex organisms. B. they replicate DNA in a similar manner to more complex organisms. C. they produce energy in a similar manner to more complex organisms. D. they are grown quickly, easily, and cheaply. E. All of the choices are correct. 9 | P a g eBloom's Level: 2. Understand Learning Outcome: 01.05 Section: 01.03 Topic: Tools and Methods of Culturing, Classifying, and Identify Microorganisms 23. Bacteria A. are not found on our bodies. B. are only found on small select parts of our bodies. C. provide protection to us from disease by covering our bodies, crowding out "bad" invading bacteria. D. always cause disease when growing on our bodies. Bloom's Level: 2. Understand Learning Outcome: 01.04 Section: 01.02 Topic: History of Microbiology 24. Bacteria are present on the body A. only during disease-causing infections. B. constantly. C. only in certain restricted areas. D. never. Bloom's Level: 1. Remember Learning Outcome: 01.04 Section: 01.02 Topic: Infection and Disease 25. Bacteria are good models to use because they A. are large in size. B. share many biochemical/physiological properties with more complicated organisms. C. can be assembled into multicellular organisms. D. have complicated growth requirements. 10 | P a g eBloom's Level: 2. Understand Learning Outcome: 01.05 Section: 01.03 Topic: Microbial Growth and Nutrition 26.26. Which is usually true of bacteria? A. They are found as rods, spheres, or spirals. B. They reproduce by binary fission. C. They contain rigid cell walls made of peptidoglycan. D. They are found as single cells. E. All of the choices are correct. Bloom's Level: 1. Remember Learning Outcome: 01.06 Section: 01.03 Topic: Prokaryotes 27.27. Which is usually true of archaea? A. They are found as rods, spheres, or spirals. B. They reproduce by binary fission. C. They contain rigid cell walls. D. They are found as single cells. E. All of the choices are correct. Bloom's Level: 1. Remember Learning Outcome: 01.06 Section: 01.03 Topic: Prokaryotes 28.28. 11 | P a g eWhich is not usually true of archaea? A. They are found as rods, spheres, or spirals. B. They reproduce by binary fission. C. They contain rigid cell walls. D. They are found as single cells. E. They contain peptidoglycan as part of their cell walls. Bloom's Level: 1. Remember Learning Outcome: 01.06 Section: 01.03 Topic: Prokaryotes 29.29. Some archaea are commonly found in A. meteors. B. boiling hot springs. C. the Great Salt Lake. D. your refrigerator. E. boiling hot springs AND the Great Salt Lake. Bloom's Level: 1. Remember Learning Outcome: 01.06 Section: 01.03 Topic: Prokaryotes 30.30. The cell types that lack a membrane-bound nucleus are found in the A. eukaryotes. B. prokaryotes. C. archaea. D. protista. E. prokaryotes AND archaea. Bloom's Level: 1. 12 | P a g eRemember Learning Outcome: 01.06 Section: 01.03 Topic: Prokaryotes 31. The prokaryotic cell scheme is found in A. bacteria. B. archaea. C. eucarya. D. All of the choices are correct. E. bacteria AND archaea. Bloom's Level: 1. Remember Learning Outcome: 01.06 Section: 01.03 Topic: Prokaryotes 32. Eucarya A. consist of only multicellular organisms. B. have a more complex internal structure than archaea or bacteria. C. 13 | P a g ehave a simpler internal structure than archaea or bacteria. D. have a membrane around the DNA. E. have a more complex internal structure than archaea or bacteria AND have a membrane around the DNA. Bloom's Level: 2. Understand Learning Outcome: 01.06 Section: 01.03 Topic: Eukaryotes 33. Which group(s) below contain single-celled and multicellular organisms? A. Algae B. Fungi C. Protozoa D. All of the choices are correct. E. Algae AND Fungi Bloom's Level: 2. Understand Learning Outcome: 01.07 Section: 01.03 14 | P a g eTopic: Eukaryotes 34. Organisms A. may be classified in four domains. B. may be classified in three domains. C. probably do not have a common ancestor. D. have never shared genes between domains. E. may be classified in three domains, probably do not have a common ancestor, AND have never shared genes between domains. Bloom's Level: 1. Remember Learning Outcome: 01.06 Section: 01.03 Topic: Tools and Methods of Culturing, Classifying, and Identify Microorganisms 35. The system by which organisms are named is referred to as A. systematics. B. naming. C. nomenclature. D. cladistics. Bloom's Level: 1. Remember Learning Outcome: 01.08 Section: 01.03 Topic: Tools and Methods of Culturing, Classifying, and Identify Microorganisms 36. The scientific name of an organism includes its A. family and genus. B. first name and last name. C. genus and species. D. domain. E. genus and species AND domain. Bloom's Level: 1. Remember Learning 15 | P a g eOutcome: 01.08 Section: 01.03 Topic: Tools and Methods of Culturing, Classifying, and Identify Microorganisms 37. Which is/are the correct form(s)? A. Staphylococcus aureus B. Staphylococcus aureus C. staphylococcus aureus D. S. aureus E. Staphylococcus aureus AND S. aureus Bloom's Level: 3. Apply Learning Outcome: 01.08 Section: 01.03 Topic: Tools and Methods of Culturing, Classifying, and Identify Microorganisms 38. Which of these may pertain to the term strain? A. E. coli 0157:H7 B. E. coli C. Minor variation of a species D. Major variation of a species E. E. coli 0157:H7 AND minor variation of a species Bloom's Level: 2. Understand Learning Outcome: 01.08 Section: 01.03 Topic: Tools and Methods of Culturing, Classifying, and Identify Microorganisms 39. Viroids A. are naked (lacking a protein shell) pieces of RNA. B. are naked (lacking a protein shell) pieces of DNA. C. are known to cause neurodegenerative diseases in animals. D. are composed of protein encasing DNA. 16 | P a g eE. are known to cause neurodegenerative diseases in animals AND are composed of protein encasing DNA. Bloom's Level: 1. Remember Learning Outcome: 01.09 Section: 01.04 Topic: Viruses 40. Outside a cell, viruses are A. running a small number of biochemical reactions. B. synthesizing proteins necessary for entry into the host. C. inactive. D. constructing a cell membrane known as an envelope. E. running a small number of biochemical reactions AND synthesizing proteins necessary for entry into the host. Bloom's Level: 2. Understand Learning Outcome: 01.09 Section: 01.04 Topic: Viruses 41. Viruses may only be grown A. in sterile, cell-free chemical growth media. B. in living cells. C. at body temperature. D. in darkness. Bloom's Level: 3. Apply Learning Outcome: 01.09 Section: 01.04 Topic: Viruses 17 | P a g e42. Viruses are in the group A. viridaeae. B. eukarya. C. archaea. D. bacteria. E. None of the choices is correct. Bloom's Level: 1. Remember Learning Outcome: 01.09 Section: 01.04 Topic: Viruses 43. Viruses A. are obligate intracellular parasites. B. are single-celled organisms. C. consist of only proteins. D. are in the Domain Archaea. E. are obligate intracellular parasites AND are single-celled organisms. Bloom's Level: 2. Understand Learning Outcome: 01.09 Section: 01.04 Topic: 18 | P a g eViruses 44. Viruses are often referred to as A. infectious agents. B. eubacteria. C. archaebacteria. D. cellular agents. Bloom's Level: 1. Remember Learning Outcome: 01.09 Section: 01.04 Topic: Viruses 45.45. Viruses, viroids, and prions all A. operate intracellularly. B. may be considered acellular agents of disease. C. contain DNA. D. infect only animals. E. operate intracellularly AND may be considered acellular agents of disease. Bloom's Level: 2. Understand Learning Outcome: 01.09 Section: 01.04 Topic: Viruses 46. Both viruses and viroids are A. capable of independent reproduction. B. obligate intracellular parasites. C. interdependent with one another for reproduction. D. larger than most bacteria in size. Bloom's Level: 2. Understand 19 | P a g eLearning Outcome: 01.09 Section: 01.04 Topic: Viruses 47. Prions A. are only composed of RNA. B. are only composed of DNA. C. are only composed of protein. D. cause diseases in plants. E. are only composed of RNA AND cause diseases in plants. Bloom's Level: 1. Remember Learning Outcome: 01.09 Section: 01.04 Topic: Viruses 48. The smallest organism is probably determined by A. the number of molecules necessary for its growth and replication. B. the size of the molecules necessary for its growth and replication. C. its membrane. D. its volume. E. the number of molecules necessary for its growth and replication AND the size of the molecules necessary for its growth and replication. Bloom's Level: 3. Apply Learning Outcome: 01.10 Section: 01.05 Topic: Tools and Methods of Culturing, Classifying, and Identify Microorganisms 49. A new organism was found that was unicellular and 1 cm long. The "large" size of this organism alone would A. mean that it could not be a bacterium. B. mean that it had to be a protista. C. mean little. D. 20 | P a g emean that it had to be in the domain eukarya. Bloom's Level: 2. Understand Learning Outcome: 01.10 Section: 01.05 Topic: Tools and Methods of Culturing, Classifying, and Identify Microorganisms 50. Although it is said that the twentieth century was the Age of Physics, it is predicted that the twenty-first century will be the age of A. chemistry. B. computers. C. microbial biodiversity. D. mathematics. Bloom's Level: 2. Understand Learning Outcome: 01.05 Section: 01.03 Topic: Microbial World True / False Questions 51. Spontaneous generation referred to the idea that organisms came from other organisms. FALSE Bloom's Level: 1. Remember Learning Outcome: 01.01 Section: 01.01 Topic: History of Microbiology 52. The human body only contains bacteria during illness. FALSE 21 | P a g eBloom's Level: 2. Understand Learning Outcome: 01.04 Section: 01.02 Topic: Infection and Disease 53.53. Bacteria and eukarya both contain membrane-bound organelles. FALSE Bloom's Level: 1. Remember Learning Outcome: 01.06 Section: 01.03 Topic: Eukaryotes 54. The scientific name of an organism indicates its domain. FALSE Bloom's Level: 1. Remember Learning Outcome: 01.08 Section: 01.03 Topic: Tools and Methods of Culturing, Classifying, and Identify Microorganisms 55. Viroids are naked (lacking a protein shell) pieces of DNA that infect plants. FALSE Bloom's Level: 2. Understand Learning Outcome: 01.09 Section: 01.04 Topic: 22 | P a g eViruses 56.56. Viruses simultaneously contain DNA, RNA, and protein. FALSE Bloom's Level: 1. Remember Learning Outcome: 01.09 Section: 01.04 Topic: Viruses 57. Viruses, viroids, and prions are obligate intracellular agents. TRUE Bloom's Level: 2. Understand Learning Outcome: 01.09 Section: 01.04 Topic: Viruses 58. Viruses and bacteria are both based on the unit of a cell. FALSE Bloom's Level: 1. Remember Learning Outcome: 01.09 Section: 01.04 Topic: Viruses 23 | P a g e59. The size of an organism determines its domain. FALSE Bloom's Level: 2. Understand Learning Outcome: 01.10 Section: 01.05 Topic: Microbial World 60.60. Archaea are very similar to bacteria and have rigid cell walls made of peptidoglycan. FALSE Bloom's Level: 1. Remember Learning Outcome: 01.06 Section: 01.03 Topic: Prokaryotes 61.61. Thiomargarita namibiensis could not be a eukaryote because it is only 1 mm in width. FALSE Bloom's Level: 2. Understand Learning Outcome: 01.10 Section: 01.05 Topic: Prokaryotes Multiple Choice Questions 62.62. 24 | P a g eHIV/AIDS can be categorized as a new or emerging infectious disease. By putting it into this category, we are effectively saying that A. this infection hasn't been observed in the human population prior to recent (approximately 50 years or sooner) outbreaks. B. this disease has been in susceptible populations for centuries, but has only recently achieved infection levels that became detectable. C. the infectious agent is still evolving and changing, unlike with older, more established diseases such as plague or polio. D. the disease has always been in susceptible populations and causing disease, but we lacked the technology to detect it. Bloom's Level: 3. Apply Learning Outcome: 01.04 Section: 01.02 Topic: Infection and Disease 63.63. An illness outbreak occurs in New York City birds in the late 1990s. After a lengthy scientific investigation, the Centers for Disease Control (CDC) determine that the agent causing the birds to die is the West Nile virus. Outbreaks of this illness have been observed in several other countries in Asia and the Middle East across the last 50 years, but not in the United States. With this information, what would be the best categorization of this infectious agent/disease A. This is clearly a reemerging infection. It's been around for a long time, and it is reappearing in a susceptible population again. B. This is clearly a nosocomial infection. It's transmitted from animals to human beings in urban environments. C. This is clearly an emerging infection. It hasn't been around that long, and it has made a jump across continents into a new susceptible population. D. This is clearly not a concern to human beings--maybe it's emerging in animals, maybe it's reemerging, maybe it's nosomial. But who cares? It's only in birds. 25 | P a g eBloom's Level: 4. Analyze Learning Outcome: 01.04 Section: 01.02 Topic: Infection and Disease 64. Why are we concerned at all with monitoring emerging/reemerging diseases? A. These represent growing threats to human health that will require new scientific research and resources to effectively combat. B. Because globalization (greater trade and travel between countries) leads to more chances for spread of illnesses into new areas and populations. Monitoring these illnesses will help us to protect people. C. Because the speed of travel has increased greatly. With increased speed of travel, it is far more likely that a serious pathogenic threat from one area of the world can spread rapidly across the globe in a very fast manner. We need to monitor the occurrence of these illnesses to try to protect populations. D. All of the above. Bloom's Level: 4. Analyze Learning Outcome: 01.04 Section: 01.02 Topic: Infection and Disease 65.65. A microbiologist obtained two pure isolated biological samples: one of a virus, and one of a viroid. The labels came off during a move from one lab to the next, however. The scientist felt she could distinguish between the two samples by analyzing for the presence of a single type of molecule. What type of molecule would she be looking for to differentiate between the two? A. DNA B. 26 | P a g eProtein C. Lipids D. RNA Bloom's Level: 3. Apply Learning Outcome: 01.09 Section: 01.04 Topic: Viruses 66.66. Within a lab, a scientist has two samples-the first is a prion sample, while the second is a viroid sample. But those pesky labels have come off of the flasks! She wants to run a simple analysis to determine which one is which. What type of molecule would she look for to determine which one is which? A. Lipids B. DNA C. Protein D. Polysaccharides Bloom's Level: 3. Apply Learning Outcome: 01.09 Section: 27 | P a g e01.04 Topic: Viruses 67.67. A scientist discovers a new species near coral reefs in Australia. On basic microscopic examination and after conducting a few simple experiments, he finds that this single-celled species is photosynthetic (using sunlight for energy), has a rigid cell wall structure with no peptidoglycan, uses a flagellum for motion, and contains a variety of internal structures that are bound by plasma membranes. Given this information, this new species is most likely a cell in the subcategory. A. bacterial; eubacterial B. eukaryotic; fungus C. archaebacterial; fungus D. eukaryotic; algae E. eukaryotic; protozoan Bloom's Level: 5. Evaluate Learning Outcome: 01.07 Section: 01.03 Topic: Eukaryotes 68.68. Scientists recently cloned Louis Pasteur and put him back to work in a modern lab. He promptly developed a gel that breaks down proteins. Since he hasn't been around for some time, he's unsure what the best application for his invention might be. Help him out. What pathogenic item in this gel would be most effective and safe at eliminating? A. Viroids on the surface of agricultural plant tissues B. Prions inside the central nervous system of cows C. 28 | P a g eViruses on the surface of the skin D. Bacteria in the intestines of human beings E. The fungus that causes athlete's foot between people's toes Bloom's Level: 3. Apply Learning Outcome: 01.09 Section: 01.04 Topic: Infection and Disease Topic: Viruses Chapter 02 The Molecules of Life Multiple Choice Questions 1. In addition to investigations with bacteria that led to him being considered the Father of Microbiology, Pasteur also A. found that some molecules can exist as stereoisomers. B. created aspartame. C. separated organic acids using a microscope. D. discovered polarized light. E. found that some molecules can exist as stereoisomers AND separated organic acids using a microscope. Bloom's Level: 1. Remember Learning Outcome: 02.01 Section: 29 | P a g e02.01 Topic: Chemistry 2. The negatively charged component of the atom is the A. proton. B. nucleus. C. neutron. D. electron. Bloom's Level: 1. Remember Learning Outcome: 02.01 Section: 02.01 Topic: Chemistry 3. The part of the atom that is most involved in chemical reactivity is the A. proton. B. neutron. C. electron. D. nucleus. Bloom's Level: 2. Understand Learning Outcome: 02.01 Section: 02.01 Topic: Chemistry 4. Electrons A. are found in areas outside the nucleus known as orbitals. B. may gain or lose energy. C. may move from one orbital to another. D. are located farthest from the nucleus and have the least energy. E. are found in areas outside the nucleus known as orbitals, may gain or lose energy, and may move from one orbital to another. Bloom's Level: 1. Remember 30 | P a g eLearning Outcome: 02.01 Section: 02.01 Topic: Chemistry Check All That Apply Questions 5. The atomic number for an atom of a specific element is equal to (Check all that apply) X the number of electrons in a single atom of that element. the number of electrons plus neutrons in a single atom of that element. X the number of protons in a single atom of that element. the number of neutrons and protons in a single atom of that element. Bloom's Level: 1. Remember Learning Outcome: 02.01 Section: 02.01 Topic: Chemistry Multiple Choice Questions 6. Sharing of electrons between 2 atoms forms a(n) A. hydrogen bond. B. ionic bond. C. covalent bond. D. strong bond. E. covalent bond AND strong bond. 31 | P a g eBloom's Level: 2. Understand Learning Outcome: 02.03 Section: 02.02 Topic: Chemistry 7. If electrons are gained or lost in the formation of a bond, the bond is termed A. covalent. B. hydrogen. C. ionic. D. nonpolar. Bloom's Level: 2. Understand Learning Outcome: 02.03 Section: 02.02 Topic: Chemistry 8. Charged atoms are termed A. ions. B. neutrons. C. molecules. D. polymers. Bloom's Level: 1. Remember Learning Outcome: 02.03 Section: 02.02 Topic: Chemistry 9. Water A. is a polar molecule. B. is referred to as a universal solvent. C. makes up over 70% (by wt.) of an organism. 32 | P a g eD. is often a product or reactant in chemical reactions. E. All of the choices are correct. Bloom's Level: 2. Understand Learning Outcome: 02.05 Section: 02.03 Topic: Chemistry 10. pH A. is a measure of the hydrogen ion concentration. B. utilizes a scale from 5 to 8. C. is a linear (not logarithmic) scale. D. is an abbreviation for "power of helium." E. is a measure of the hydrogen ion concentration, utilizes a scale from 5 to 8, AND is a linear (not logarithmic) scale. Bloom's Level: 2. Understand Learning Outcome: 02.06 Section: 02.03 Topic: Chemistry 11. The subunits (building blocks) of proteins are A. nucleotides. B. phospholipids. C. amino acids. D. carbohydrates. Bloom's Level: 1. Remember 33 | P a g eLearning Outcome: 02.10 Section: 02.04 Topic: Chemistry 12. If the side chains of amino acids contain carboxyl (-COOH) groups, they A. contribute a positive charge to the amino acid at pH 10. B. contribute a negative charge to the amino acid at pH 10. C. have no effect on the charge of the amino acid at pH 10. D. are considered acidic amino acids. E. contribute a negative charge to the amino acid at pH 10 AND are considered acidic amino acids. Bloom's Level: 3. Apply Learning Outcome: 02.10 Section: 02.04 Topic: Chemistry 13. Amino acids that contain many methyl (-CH3) groups A. are considered hydrophilic. B. are non-polar. C. carry a positive charge. D. carry a negative charge. E. are considered hydrophilic AND carry a positive charge. Bloom's Level: 3. Apply Learning Outcome: 02.10 Section: 02.04 Topic: Chemistry 14. D-amino acids are associated with A. radioactive isotopes. 34 | P a g eB. human proteins. C. plant proteins. D. bacterial cell walls. Bloom's Level: 1. Remember Learning Outcome: 02.10 Section: 02.04 Topic: Chemistry 15. The most important feature of a protein is its A. secondary structure. B. side group. C. shape. D. electric charge. Bloom's Level: 2. Understand Learning Outcome: 02.11 Section: 02.04 Topic: Chemistry 16. The helices and sheets of amino acids form a protein's A. primary structure. B. secondary structure. C. tertiary structure. D. quaternary structure. Bloom's Level: 1. Remember Learning Outcome: 02.11 Section: 02.04 Topic: Chemistry 35 | P a g e17. Acidic or basic amino acids are A. readily soluble in water. B. readily soluble in lipids. C. able to form ions. D. considered hydrophilic. E. readily soluble in water, able to form ions, AND considered hydrophilic. Bloom's Level: 2. Understand Learning Outcome: 02.10 Section: 02.04 Topic: Chemistry 18. The N terminal in a protein A. is the end characterized by a free carboxyl group. B. is the end characterized by a free amino group. C. is typically found in the middle of a protein. D. refers to that area of a protein that is bound to another protein. Bloom's Level: 1. Remember Learning Outcome: 02.10 Section: 02.04 Topic: Chemistry 19. Protein denaturation can A. occur due to certain chemicals. B. occur due to pH changes. C. occur due to high temperature. D. cause the protein to no longer function. E. All of the choices are correct. Bloom's Level: 2. Understand Learning 36 | P a g eOutcome: 02.11 Section: 02.04 Topic: Chemistry 20. Which is true of carbohydrates? A. They may be part of the structure of bacteria. B. They may serve as a source of food. C. They contain carbon, hydrogen, and oxygen in a 1:2:1 ratio. D. They may be bonded to proteins to form glycoproteins. E. All of the choices are correct. Bloom's Level: 2. Understand Learning Outcome: 02.12 Section: 02.05 Topic: Chemistry 21. Carbohydrates A. form only ring structures. B. form only linear structures. C. may interconvert between ring and linear structures. D. contain both ring and linear portions within the same molecule. Bloom's Level: 2. Understand Learning Outcome: 02.13 Section: 02.05 Topic: Chemistry 22. Structural isomers A. contain the same number of atoms/elements, but in different arrangements. B. are exemplified by glucose and galactose. C. are formed by different arrangements of the -COOH groups. D. may be referred to as the -D and -L forms. 37 | P a g eE. contain the same number of atoms/elements, but in different arrangements AND are exemplified by glucose and galactose. Bloom's Level: 3. Apply Learning Outcome: 02.13 Section: 02.05 Topic: Chemistry 23. What type of bonding holds one strand of DNA to the complementary strand of DNA? A. Covalent B. Hydrogen C. Disulfide D. Ionic Bloom's Level: 2. Understand Learning Outcome: 02.14 Section: 02.06 Topic: Chemistry 24. The sugars found in nucleic acids consist of A. 3 carbon atoms. B. 5 carbon atoms. C. 7 carbon atoms. 38 | P a g eD. 9 carbon atoms. Bloom's Level: 1. Remember Learning Outcome: 02.14 Section: 02.06 Topic: Chemistry 25. Which of the following is found in RNA but not in DNA? A. Adenine B. Ribose C. Thymine D. Uracil E. Ribose AND Uracil Bloom's Level: 2. Understand Learning Outcome: 02.14 Section: 02.06 Topic: Chemistry 39 | P a g e26. Which shows the incorrect complementary base pairing? A. A:T B. G:C C. G:T D. A:U E. A:T, G:C, AND A:U Bloom's Level: 3. Apply Learning Outcome: 02.14 Section: 02.06 Topic: Chemistry 27. The components of fats are fatty acids and A. amino acids. B. nucleotides. C. phosphate. D. glycerol. E. All of the choices are correct. Bloom's Level: 1. Remember Learning Outcome: 02.15 Section: 02.07 Topic: Chemistry 28.28. In general, when saturated fats are compared to unsaturated fats (assuming the same number of carbon atoms in the molecule), A. they have about the same melting temperature. B. saturated fats have a lower melting temperature. C. unsaturated fats have a lower melting temperature. D. No generalizations can be made since melting temperature is strongly influenced by other factors. 40 | P a g eBloom's Level: 3. Apply Learning Outcome: 02.15 Section: 02.07 Topic: Chemistry True / False Questions 29. If you placed the molecule in a vertical orientation, then from top to bottom, the two parallel strands of DNA are both oriented in the same, 5 to 3 , direction. FALSE Bloom's Level: 2. Understand Learning Outcome: 02.14 Section: 02.06 Topic: Chemistry 30. RNA is a long double-stranded helix containing ribose and uracil. FALSE Bloom's Level: 1. Remember Learning Outcome: 02.14 Section: 02.06 Topic: Chemistry 31. Lipids, like nucleic acids and proteins, are made of strings of similar subunits. FALSE Bloom's Level: 2. Understand 41 | P a g eLearning Outcome: 02.15 Section: 02.07 Topic: Chemistry 32. Steroids are simple lipids. TRUE Bloom's Level: 2. Understand Learning Outcome: 02.15 Section: 02.07 Topic: Chemistry 33.33. Water-soluble substances easily pass through the phospholipid bilayer of a cell membrane. FALSE Bloom's Level: 2. Understand Learning Outcome: 02.15 Section: 02.07 Topic: Chemistry Multiple Choice Questions 34. The positively charged component of the atom is the A. electron. B. neutron. C. proton. D. quark. 42 | P a g eBloom's Level: 1. Remember Learning Outcome: 02.01 Section: 02.01 Topic: Chemistry 35. The uncharged component of the atom is the A. electron. B. proton. C. neutron. D. muon. Bloom's Level: 1. Remember Learning Outcome: 02.01 Section: 02.01 Topic: Chemistry 36. Which determines the chemical and physical properties of an atom of an element? A. Electron B. Neutron C. Atomic weight D. Atomic number 43 | P a g eBloom's Level: 2. Understand Learning Outcome: 02.01 Section: 02.01 Topic: Chemistry 37. The atom, as a whole, is uncharged because A. the number of protons equals the number of neutrons. B. the number of electrons equals the number of neutrons. C. neutrons neutralize the charges. D. the number of protons equals the number of electrons. Bloom's Level: 2. Understand Learning Outcome: 02.01 Section: 02.01 Topic: Chemistry 38. The atomic weight is equal to A. the number of electrons. B. the number of electrons plus neutrons. C. the number of protons. D. the number of neutrons and protons. Bloom's Level: 1. Remember Learning Outcome: 02.01 Section: 02.01 Topic: Chemistry 39. If electrons are shared unequally, this forms a(n) A. weak bond. B. 44 | P a g enon-polar bond. C. polar bond. D. ionic bond. Bloom's Level: 2. Understand Learning Outcome: 02.03 Section: 02.02 Topic: Chemistry 40. Atoms that gain electrons are now A. positively charged. B. negatively charged. C. neutral. D. lighter. Bloom's Level: 2. Understand Learning Outcome: 02.02 Section: 02.02 Topic: Chemistry 41. Which of these bonds are weak individually but are much stronger as a group? A. Covalent B. Ionic C. Neutron D. 45 | P a g eHydrogen E. Ionic AND Hydrogen Bloom's Level: 3. Apply Learning Outcome: 02.03 Section: 02.02 Topic: Chemistry 42. The most important molecule(s) in the world is(are) A. water. B. protein. C. carbohydrates. D. nucleic acids. Bloom's Level: 2. Understand Learning Outcome: 02.08 Section: 02.03 Topic: Chemistry 43. The energy storage form of ATP A. contains deoxyribose. B. contains ribose. C. contains a pyrimidine base. D. readily releases energy by breaking the bond between the base and the sugar. E. contains deoxyribose, contains a pyrimidine base, AND readily releases energy by breaking the bond between the base and the sugar.