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TEST BANK NESTER'S MICROBIOLOGY A Human Perspective 8TH ED DENISE G. ANDERSON, SARAH N. SALM

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Chapter 01 - Humans and the Microbial World
1-1
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01
Humans and the Microbial World
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
Chapter 01 - Humans and the Microbial World
1-2
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
2. The word "animalcule" was coined by
A. Pasteur.
B. van Leeuwenhoek.
C. Redi.
D. Tyndall.
Bloom's Level: 1. Remember
Learning Outcome: 01.01
Section: 01.01
Topic: History of Microbiology
3.
The idea of spontaneous Generation postulated that
A. organisms could evolve into the next generation of organisms.
B. organisms could spontaneously combust.
C. organisms could spontaneously arise from other living organisms.
D. living organisms could spontaneously arise from non-living material.
Bloom's Level: 2. Understand
Learning Outcome: 01.01
Section: 01.01
Topic: History of Microbiology
4. Which of these scientist(s) was/were involved in, among other things, investigating the idea
of spontaneous generation?
A. Redi
B. van Leeuwenhoek
C. Pasteur
D. Escherich
E. Redi AND Pasteur
Bloom's Level: 1. Remember
Learning Outcome: 01.01
Section: 01.01
Topic: History of Microbiology
Chapter 01 - Humans and the Microbial World
1-3
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
5. The work of Tyndall and Cohn
A. supported the idea of spontaneous generation.
B. was used to explain why others investigating spontaneous generation had obtained results
that were opposite of those obtained by Pasteur.
C. showed that microbes caused disease.
D. allowed scientists to see microorganisms.
Bloom's Level: 2. Understand
Learning Outcome: 01.01
Section: 01.01
Topic: History of Microbiology
6.
The structures present in the hay infusions used in experiments on spontaneous generation that made them difficult to
sterilize are
A. chlorophyll.
B. toxins.
C. organelles.
D. endospores.
Bloom's Level: 1. Remember
Learning Outcome: 01.01
Section: 01.01
Topic: History of Microbiology
7. The opposite results obtained by scientists apparently doing the same experiments in
investigating spontaneous generation
A. shows the importance of repeating experiments.
B. shows the importance of exactly duplicating experimental conditions.
C. led to further experiments that ultimately furthered knowledge.
D. All of the choices are correct.
Bloom's Level: 2. Understand
Learning Outcome: 01.01
Section: 01.01
Topic: History of Microbiology
Chapter 01 - Humans and the Microbial World
1-4
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
8.
If while investigating spontaneous generation, Pasteur had his laboratory located in a stable
A. 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
Chapter 01 - Humans and the Microbial World
1-5
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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.
Bloom'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
Chapter 01 - Humans and the Microbial World
1-6
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
14. Bioremediation refers to
A. rehabilitating wayward bacteria.
B. using bacteria to clean up pollutants.
C. vaccine development.
D. 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
Chapter 01 - Humans and the Microbial World
1-7
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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. Understand
Learning Outcome: 01.04
Section: 01.02
Topic: Infection and Disease
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
Chapter 01 - Humans and the Microbial World
1-8
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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.
Bloom'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
Chapter 01 - Humans and the Microbial World
1-9
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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.
Bloom'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
Chapter 01 - Humans and the Microbial World
1-10
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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.
Bloom's Level: 2. Understand
Learning Outcome: 01.05
Section: 01.03
Topic: Microbial Growth and Nutrition
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
Chapter 01 - Humans and the Microbial World
1-11
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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.
Which 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
Chapter 01 - Humans and the Microbial World
1-12
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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.
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. Remember
Learning Outcome: 01.06
Section: 01.03
Topic: Prokaryotes
Chapter 01 - Humans and the Microbial World
1-13
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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
Chapter 01 - Humans and the Microbial World
1-14
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
32. Eucarya
A. consist of only multicellular organisms.
B.
have a more complex internal structure than archaea or bacteria.
C.
have 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
Chapter 01 - Humans and the Microbial World
1-15
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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
Topic: 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
Chapter 01 - Humans and the Microbial World
1-16
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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 Outcome: 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
Chapter 01 - Humans and the Microbial World
1-17
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
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.
E. 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
Chapter 01 - Humans and the Microbial World

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[Solved] TEST BANK NESTER'S MICROBIOLOGY A Human Perspective 8TH ED DENISE G. ANDERSON, SARAH N. SALM

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