Chapter f# 01 f#- f#Humans f#and f# the
f# Microbial
1-1
Copyright f # © f#2016 f#McGraw-Hill f # Education. f#All f#rights f#reserved. f # No f#reproduction f # or f#distribution
f#without f#the f#prior f#written f# consent f#of f # McGraw-Hill f#Education.
,Chapter f# 01 f#- f#Humans f#and f# the
f# Microbial
CHAPTER01
HUMANS AND THE
f# f# f#
MICROBIAL WORLD
f# f#
Multiple f#Choice f#Questions
1. The f#scientist f#usuallyconsidered f#the f#first f#to f#see f#microorganisms, f#which f#he
f#called f#"animalcules", f#was
A.
Redi.
B.
van f# Leeuwenhoek.
C.
Pasteur.
D.
Tyndall.
Bloom's f#Level: f#1. f#Remember
f # Learning f # Outcome:
f # 01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
1-2
Copyright f # © f#2016 f#McGraw-Hill f # Education. f#All f#rights f#reserved. f # No f#reproduction f # or f#distribution
f#without f#the f#prior f#written f# consent f#of f # McGraw-Hill f#Education.
,Chapter f# 01 f#- f#Humans f#and f# the
f# Microbial
2. The f#word f# "animalcule" f#was f#coined f#by
A. Pasteur.
B. van f#Leeuwenhoek.
C. Redi.
D. Tyndall.
Bloom's f#Level: f#1. f#Remember
f # Learning f # Outcome:
f # 01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
3.
The f#idea f# of f#spontaneous f#Generation f#postulated f#that
A. organisms f#could f#evolve f# into f#the f#next f#generation f#of f#organisms.
B. organisms f#could f#spontaneously f#combust.
C. organisms f#could f#spontaneouslyf#arise f#from f#other f#living f#organisms.
D. living f#organisms f#could f# spontaneouslyf#arise f#from f# non-living f#material.
Bloom's f#Level: f#2. f#Understand
f # Learning f # Outcome:
f#01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
4. Which f#of f#these f#scientist(s) f#was/were f#involved f#in, f#amongf#other f#things, f#investigating f#the
f#idea f#of f#spontaneous f#generation?
A. Redi
B. van f#Leeuwenhoek
C. Pasteur
D. Escherich
E. Redi f#AND f#Pasteur
Bloom's f#Level: f#1. f#Remember
f # Learning f # Outcome:
f # 01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
1-3
Copyright f # © f#2016 f#McGraw-Hill f # Education. f#All f#rights f#reserved. f # No f#reproduction f # or f#distribution
f#without f#the f#prior f#written f# consent f#of f # McGraw-Hill f#Education.
, Chapter f# 01 f#- f#Humans f#and f# the
f# Microbial
5. The f#work f#of f#Tyndall f#and f#Cohn
A. supported f#the f#idea f#of f#spontaneous f#generation.
B. was f#used f#to f#explain f#whyothers f#investigating f#spontaneous f#generation f#had f#obtained
f#results f#that f#were f#opposite f#of f#those f#obtained f#by f#Pasteur.
C. showed f#that f#microbes f#caused f#disease.
D. allowed f#scientists f#to f#see f#microorganisms.
Bloom's f#Level: f#2. f#Understand
f # Learning f # Outcome:
f#01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
6.
The f#structures f#present f#in f#the f#hay f#infusions f#used f#in f#experiments f#on f#spontaneous f#generation f#that f#made
f#them f#difficult f#to f#sterilize f#are
A. chlorophyll.
B. toxins.
C. organelles.
D. endospores.
Bloom's f#Level: f#1. f#Remember
f # Learning f # Outcome:
f # 01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
7. The f#opposite f#results f#obtained f#byscientists f#apparentlyf#doing f#the f#same
f#experiments f#in f#investigating f#spontaneous f#generation
A. shows f#the f#importance f#of f#repeating f#experiments.
B. shows f#the f# importance f# of f# exactlyduplicating f#experimental f# conditions.
C. led f#to f#further f#experiments f#that f# ultimatelyf#furthered f#knowledge.
D. All f#of f#the f#choices f#are f#correct.
Bloom's f#Level: f#2. f#Understand
f # Learning f # Outcome:
f#01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
1-4
Copyright f # © f#2016 f#McGraw-Hill f # Education. f#All f#rights f#reserved. f # No f#reproduction f # or f#distribution
f#without f#the f#prior f#written f# consent f#of f # McGraw-Hill f#Education.
f# Microbial
1-1
Copyright f # © f#2016 f#McGraw-Hill f # Education. f#All f#rights f#reserved. f # No f#reproduction f # or f#distribution
f#without f#the f#prior f#written f# consent f#of f # McGraw-Hill f#Education.
,Chapter f# 01 f#- f#Humans f#and f# the
f# Microbial
CHAPTER01
HUMANS AND THE
f# f# f#
MICROBIAL WORLD
f# f#
Multiple f#Choice f#Questions
1. The f#scientist f#usuallyconsidered f#the f#first f#to f#see f#microorganisms, f#which f#he
f#called f#"animalcules", f#was
A.
Redi.
B.
van f# Leeuwenhoek.
C.
Pasteur.
D.
Tyndall.
Bloom's f#Level: f#1. f#Remember
f # Learning f # Outcome:
f # 01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
1-2
Copyright f # © f#2016 f#McGraw-Hill f # Education. f#All f#rights f#reserved. f # No f#reproduction f # or f#distribution
f#without f#the f#prior f#written f# consent f#of f # McGraw-Hill f#Education.
,Chapter f# 01 f#- f#Humans f#and f# the
f# Microbial
2. The f#word f# "animalcule" f#was f#coined f#by
A. Pasteur.
B. van f#Leeuwenhoek.
C. Redi.
D. Tyndall.
Bloom's f#Level: f#1. f#Remember
f # Learning f # Outcome:
f # 01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
3.
The f#idea f# of f#spontaneous f#Generation f#postulated f#that
A. organisms f#could f#evolve f# into f#the f#next f#generation f#of f#organisms.
B. organisms f#could f#spontaneously f#combust.
C. organisms f#could f#spontaneouslyf#arise f#from f#other f#living f#organisms.
D. living f#organisms f#could f# spontaneouslyf#arise f#from f# non-living f#material.
Bloom's f#Level: f#2. f#Understand
f # Learning f # Outcome:
f#01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
4. Which f#of f#these f#scientist(s) f#was/were f#involved f#in, f#amongf#other f#things, f#investigating f#the
f#idea f#of f#spontaneous f#generation?
A. Redi
B. van f#Leeuwenhoek
C. Pasteur
D. Escherich
E. Redi f#AND f#Pasteur
Bloom's f#Level: f#1. f#Remember
f # Learning f # Outcome:
f # 01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
1-3
Copyright f # © f#2016 f#McGraw-Hill f # Education. f#All f#rights f#reserved. f # No f#reproduction f # or f#distribution
f#without f#the f#prior f#written f# consent f#of f # McGraw-Hill f#Education.
, Chapter f# 01 f#- f#Humans f#and f# the
f# Microbial
5. The f#work f#of f#Tyndall f#and f#Cohn
A. supported f#the f#idea f#of f#spontaneous f#generation.
B. was f#used f#to f#explain f#whyothers f#investigating f#spontaneous f#generation f#had f#obtained
f#results f#that f#were f#opposite f#of f#those f#obtained f#by f#Pasteur.
C. showed f#that f#microbes f#caused f#disease.
D. allowed f#scientists f#to f#see f#microorganisms.
Bloom's f#Level: f#2. f#Understand
f # Learning f # Outcome:
f#01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
6.
The f#structures f#present f#in f#the f#hay f#infusions f#used f#in f#experiments f#on f#spontaneous f#generation f#that f#made
f#them f#difficult f#to f#sterilize f#are
A. chlorophyll.
B. toxins.
C. organelles.
D. endospores.
Bloom's f#Level: f#1. f#Remember
f # Learning f # Outcome:
f # 01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
7. The f#opposite f#results f#obtained f#byscientists f#apparentlyf#doing f#the f#same
f#experiments f#in f#investigating f#spontaneous f#generation
A. shows f#the f#importance f#of f#repeating f#experiments.
B. shows f#the f# importance f# of f# exactlyduplicating f#experimental f# conditions.
C. led f#to f#further f#experiments f#that f# ultimatelyf#furthered f#knowledge.
D. All f#of f#the f#choices f#are f#correct.
Bloom's f#Level: f#2. f#Understand
f # Learning f # Outcome:
f#01.01
Section: f#01.01
Topic: f# History f # of f # Microbiology
1-4
Copyright f # © f#2016 f#McGraw-Hill f # Education. f#All f#rights f#reserved. f # No f#reproduction f # or f#distribution
f#without f#the f#prior f#written f# consent f#of f # McGraw-Hill f#Education.
