,Exam-Ready Microbiology MCQs: NCLEX
Prep Based on Bauman’s 2025 Curriculum
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. The Early Years of Microbiology (Questions 1–4)
1. Which scientist first described microorganisms as
"animalcules" using a microscope?
A. Louis Pasteur
B. Robert Hooke
C. Antonie van Leeuwenhoek
D. Francesco Redi
Rationale: Leeuwenhoek used handcrafted microscopes to
observe bacteria (“animalcules”) in the 1670s. Hooke described
cells in cork, Pasteur worked later on fermentation, and Redi
tested spontaneous generation with meat jars.
2. Early microscopes helped discover microbes. Which
statement is true regarding these instruments?
A. They provided 1000× magnification with perfect clarity.
B. They were mass-produced by 1700s for clinical labs.
C. They suffered from lens imperfections leading to distorted
images.
D. They could visualize viruses clearly.
Rationale: Early lenses had aberrations causing distortions.
They did not achieve perfect clarity or virus visualization; mass
clinical use came later.
,3. Which contribution did Robert Hooke make to early
microbiology?
A. Observed bacteria with magnifying lenses.
B. First published description of cells in cork tissue.
C. Proved microorganisms cause fermentation.
D. Developed aseptic surgical techniques.
Rationale: Hooke coined “cell” in 1665; he did not see bacteria,
study fermentation, or surgical asepsis.
4. Why is Antony van Leeuwenhoek considered the "Father of
Microbiology"?
A. He formulated germ theory of disease.
B. He invented the first compound microscope.
C. He was the first to observe and describe bacteria.
D. He developed aseptic laboratory techniques.
Rationale: Leeuwenhoek’s single-lens microscopes revealed
bacteria. Germ theory and aseptic technique were later
developments.
2. Microbial Classification: Bacteria, Archaea, Fungi, Protozoa,
Algae (Questions 5–8)
5. Which domain includes prokaryotic organisms that often live
in extreme environments (e.g., hot springs)?
A. Bacteria
B. Archaea
,C. Fungi
D. Protozoa
Rationale: Archaea are prokaryotes adapted to extremes.
Bacteria are more common prokaryotes; fungi and protozoa are
eukaryotes.
6. A nursing student needs to remember which group includes
photosynthetic organisms with cellulose cell walls. Which is
correct?
A. Archaea
B. Protozoa
C. Algae
D. Fungi
Rationale: Algae are photosynthetic, cellulose-walled
eukaryotes. Fungi have chitin walls; protozoa lack cell walls.
7. Which characteristic distinguishes fungi from bacteria?
A. Both are prokaryotic.
B. Both perform photosynthesis.
C. Fungi have membrane-bound nuclei; bacteria do not.
D. Bacteria have chitin cell walls; fungi have peptidoglycan.
Rationale: Fungi are eukaryotic (nucleus present); bacteria are
prokaryotic.
8. Protozoa differ from algae because protozoa:
A. Perform photosynthesis.
B. Lack chloroplasts and move by cilia or flagella.
,C. Have peptidoglycan cell walls.
D. Are multicellular.
Rationale: Protozoa are motile eukaryotes without
chloroplasts; algae are photosynthetic.
3. Spontaneous Generation Experiments (Questions 9–12)
9. Francesco Redi’s experiment with meat and maggots
demonstrated that:
A. Maggots arise spontaneously from meat.
B. All microbes are killed by boiling.
C. Flies must lay eggs for maggots to appear.
D. Air is necessary for microbial growth.
Rationale: Redi showed that covered meat did not develop
maggots, disproving spontaneous generation for larger
organisms.
10. In Needham’s experiments, boiled broth still developed
microbial growth because:
A. Boiling times were adequate.
B. Flasks were not sealed, allowing contamination.
C. Needham demonstrated spontaneous generation correctly.
D. Broth composition supported only bacterial spores.
Rationale: Needham’s open flasks were contaminated post-
boiling; not proof of spontaneous generation.
,11. Spallanzani improved on Needham by:
A. Using shorter boiling times.
B. Sealing flasks after boiling to prevent contamination.
C. Demonstrating spontaneous generation of microbes.
D. Showing air is required for microbial growth by removing it
entirely.
Rationale: Sealing prevented microbes entering; critics claimed
sealing blocked vital air.
12. Louis Pasteur’s swan-neck flask experiment:
A. Confirmed Needham’s conclusions.
B. Allowed air but trapped dust, preventing microbial growth.
C. Showed sealed flasks support growth.
D. Required hermetically sealed flasks to work.
Rationale: Swan-neck design permitted air but kept out
particulates carrying microbes, disproving spontaneous
generation.
4. The Scientific Method (Questions 13–15)
13. What is the correct order of steps in the scientific method?
A. Hypothesis → Observation → Experiment → Conclusion
B. Observation → Hypothesis → Experiment → Conclusion
C. Observation → Hypothesis → Experiment → Theory
D. Experiment → Observation → Hypothesis → Theory
Rationale: Science begins with observation, forms a hypothesis,
tests it, then constructs a theory if supported.
, 14. A nursing student tests whether hand hygiene reduces
patient infections. This intervention study exemplifies:
A. Theory formulation
B. Experimental design
C. Spontaneous generation
D. Descriptive observation
Rationale: Testing an intervention aligns with experimental
research; observation alone is descriptive.
15. In hypothesis-driven research, the hypothesis must be:
A. Vague and untestable.
B. Falsifiable and measurable.
C. Based on personal beliefs.
D. Proven true before testing.
Rationale: Scientific hypotheses require testable, falsifiable
predictions.
5. Fermentation: Pasteur and Buchner (Questions 16–18)
16. Louis Pasteur demonstrated that fermentation was caused
by:
A. Air exposure
B. Yeast activity
C. Chemical oxidation
D. Bacterial toxins
Rationale: Pasteur showed yeast convert sugars to alcohol;
bacteria spoil the product if present.
Prep Based on Bauman’s 2025 Curriculum
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. The Early Years of Microbiology (Questions 1–4)
1. Which scientist first described microorganisms as
"animalcules" using a microscope?
A. Louis Pasteur
B. Robert Hooke
C. Antonie van Leeuwenhoek
D. Francesco Redi
Rationale: Leeuwenhoek used handcrafted microscopes to
observe bacteria (“animalcules”) in the 1670s. Hooke described
cells in cork, Pasteur worked later on fermentation, and Redi
tested spontaneous generation with meat jars.
2. Early microscopes helped discover microbes. Which
statement is true regarding these instruments?
A. They provided 1000× magnification with perfect clarity.
B. They were mass-produced by 1700s for clinical labs.
C. They suffered from lens imperfections leading to distorted
images.
D. They could visualize viruses clearly.
Rationale: Early lenses had aberrations causing distortions.
They did not achieve perfect clarity or virus visualization; mass
clinical use came later.
,3. Which contribution did Robert Hooke make to early
microbiology?
A. Observed bacteria with magnifying lenses.
B. First published description of cells in cork tissue.
C. Proved microorganisms cause fermentation.
D. Developed aseptic surgical techniques.
Rationale: Hooke coined “cell” in 1665; he did not see bacteria,
study fermentation, or surgical asepsis.
4. Why is Antony van Leeuwenhoek considered the "Father of
Microbiology"?
A. He formulated germ theory of disease.
B. He invented the first compound microscope.
C. He was the first to observe and describe bacteria.
D. He developed aseptic laboratory techniques.
Rationale: Leeuwenhoek’s single-lens microscopes revealed
bacteria. Germ theory and aseptic technique were later
developments.
2. Microbial Classification: Bacteria, Archaea, Fungi, Protozoa,
Algae (Questions 5–8)
5. Which domain includes prokaryotic organisms that often live
in extreme environments (e.g., hot springs)?
A. Bacteria
B. Archaea
,C. Fungi
D. Protozoa
Rationale: Archaea are prokaryotes adapted to extremes.
Bacteria are more common prokaryotes; fungi and protozoa are
eukaryotes.
6. A nursing student needs to remember which group includes
photosynthetic organisms with cellulose cell walls. Which is
correct?
A. Archaea
B. Protozoa
C. Algae
D. Fungi
Rationale: Algae are photosynthetic, cellulose-walled
eukaryotes. Fungi have chitin walls; protozoa lack cell walls.
7. Which characteristic distinguishes fungi from bacteria?
A. Both are prokaryotic.
B. Both perform photosynthesis.
C. Fungi have membrane-bound nuclei; bacteria do not.
D. Bacteria have chitin cell walls; fungi have peptidoglycan.
Rationale: Fungi are eukaryotic (nucleus present); bacteria are
prokaryotic.
8. Protozoa differ from algae because protozoa:
A. Perform photosynthesis.
B. Lack chloroplasts and move by cilia or flagella.
,C. Have peptidoglycan cell walls.
D. Are multicellular.
Rationale: Protozoa are motile eukaryotes without
chloroplasts; algae are photosynthetic.
3. Spontaneous Generation Experiments (Questions 9–12)
9. Francesco Redi’s experiment with meat and maggots
demonstrated that:
A. Maggots arise spontaneously from meat.
B. All microbes are killed by boiling.
C. Flies must lay eggs for maggots to appear.
D. Air is necessary for microbial growth.
Rationale: Redi showed that covered meat did not develop
maggots, disproving spontaneous generation for larger
organisms.
10. In Needham’s experiments, boiled broth still developed
microbial growth because:
A. Boiling times were adequate.
B. Flasks were not sealed, allowing contamination.
C. Needham demonstrated spontaneous generation correctly.
D. Broth composition supported only bacterial spores.
Rationale: Needham’s open flasks were contaminated post-
boiling; not proof of spontaneous generation.
,11. Spallanzani improved on Needham by:
A. Using shorter boiling times.
B. Sealing flasks after boiling to prevent contamination.
C. Demonstrating spontaneous generation of microbes.
D. Showing air is required for microbial growth by removing it
entirely.
Rationale: Sealing prevented microbes entering; critics claimed
sealing blocked vital air.
12. Louis Pasteur’s swan-neck flask experiment:
A. Confirmed Needham’s conclusions.
B. Allowed air but trapped dust, preventing microbial growth.
C. Showed sealed flasks support growth.
D. Required hermetically sealed flasks to work.
Rationale: Swan-neck design permitted air but kept out
particulates carrying microbes, disproving spontaneous
generation.
4. The Scientific Method (Questions 13–15)
13. What is the correct order of steps in the scientific method?
A. Hypothesis → Observation → Experiment → Conclusion
B. Observation → Hypothesis → Experiment → Conclusion
C. Observation → Hypothesis → Experiment → Theory
D. Experiment → Observation → Hypothesis → Theory
Rationale: Science begins with observation, forms a hypothesis,
tests it, then constructs a theory if supported.
, 14. A nursing student tests whether hand hygiene reduces
patient infections. This intervention study exemplifies:
A. Theory formulation
B. Experimental design
C. Spontaneous generation
D. Descriptive observation
Rationale: Testing an intervention aligns with experimental
research; observation alone is descriptive.
15. In hypothesis-driven research, the hypothesis must be:
A. Vague and untestable.
B. Falsifiable and measurable.
C. Based on personal beliefs.
D. Proven true before testing.
Rationale: Scientific hypotheses require testable, falsifiable
predictions.
5. Fermentation: Pasteur and Buchner (Questions 16–18)
16. Louis Pasteur demonstrated that fermentation was caused
by:
A. Air exposure
B. Yeast activity
C. Chemical oxidation
D. Bacterial toxins
Rationale: Pasteur showed yeast convert sugars to alcohol;
bacteria spoil the product if present.
