SCI/250

MICROBIOLOGY

The Latest Version A+ Study Guide

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SCI 250 Entire Course Link

https://hwsell.com/category/sci-250/

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SCI 250 Week 1 Cell Division Template

Examine cell division in bacteria to determine how it relates to growth.

Complete Appendix A to explain the following in your own words:

• The phases of growth in a bacterial culture
• Methods used to measure bacterial growth
• Physical and nutritional factors affecting bacterial growth
• The processes of sporulation
• The function of bacterial endospores
• Appendix A – Cell Division in Bacteria
•  
• After reading Ch. 6 in Microbiology: Principles and Explorations, fill in the following matrix.

SCI 250 Week 1 Staining Lab and Quiz

Review Ch. 3 of Microbiology.

Review “Staining Bacteria: The Gram Stain” simulation.

Complete the open book quiz. The quiz will be provided by your instructor.

SCI 250 Week 1 Identifying Bacteria

Review Figure 6.25 and Table 9.5 of Microbiology.

Complete Appendix B to classify bacteria and identify a strain of bacteria responsible for a simulated food poisoning outbreak.

Appendix B – Identifying Bacteria

Bacteria identification is accomplished in a number of ways. Two common tools microbiologists use to identify unknown bacteria include dichotomous key and biochemical tests. The dichotomous key is useful when a microbiologist only needs to know which group an unknown microbe belongs to on a general level. When a microbiologist needs to identify a specific bacterium, biochemical tests are used.

PART ONE: GENERAL BACTERIA IDENTIFICATION

Review the dichotomous key in Figure A, the bacterial shapes in Figure B, and the Gram stain information below. You will use all three to determine to which major group unknown bacteria belong.

Gram Stain Results:

Purple = Gram positive

Red = Gram negative

Neither purple nor red = No cell wall (neither Gram positive nor Gram negative)

Review Figure C on the following page. Use Figure C to identify the type of arrangement displayed by the unknown bacteria. Read through the Sample Identification on the following page for an example of how to identify bacterial groups and arrangements using Figures A, B, C, and the Gram stain results.

Sample Identification

After performing a Gram stain, you observe the following under a microscope:

(Cells are stained red.)

• Begin with item 1 on the dichotomous key (Figure A). Because the organisms are red, they are not Gram-positive. According to the key, continue to item 3.
• Because the organism is red (not clear or another color), it is indeed Gram-negative according to item 3. The key directs you to item 5.
• Consider the shape of individual cells for item 5. According to Figure B, the shape type is closest to spherical. (Note: spherical is circular.)
• The bacteria belong to the Gram-negative cocci
• Now use Figure C to describe arrangement of bacteria. (The bacteria are not rod- or club-shaped, so focus on the cocci arrangements.) Identify the arrangement that is most prominent.
• The bacteria are arranged in a diplo- fashion.
• Enter the group and arrangement in the table.

Application

Use Figures A, B, C, and Gram stain results to identify group and arrangement of bacteria. Continue to Part Two after completing the table.

PART TWO: CAse study scenario: identify specific bacteria through biochemical testing

To gain an understanding of the processes involved with identifying bacteria through biochemical tests, access Chapter 6 of the text in WileyPlus located on the Week One course page. Once in WileyPlus (Chapter 6), select the “Bacterial Identification by API” link located under the heading, Take Another Look. Once selected, review the information and watch the Flash-animated movie (animation) located within this link. Then, review the following scenario and answer the questions that follow.

Case Study

A recent outbreak of food poisoning has occurred in a community. One possible source of contamination may be the produce that is grown and distributed locally at a farmer’s market. A test sample of some of the produce revealed evidence of bacterial contamination. The bacteria sample was tested in a microbiology lab and showed the results that follow. The laboratory also performed a Gram stain of the isolated bacteria and ran a number of biochemical tests to aid identification. The biochemical tests were assayed using the Analytical Profile Index (API) 20E system for identification of Enterobacteriaceae and other gram-negative bacteria.

Figure 1. Microbiology laboratory results – Unknown bacteria present on produce (API Results)

Figure 2. API Results of Unknown Bacteria in Text Format

Based on Gram stain results and the knowledge that this bacterium caused food poisoning, the laboratory is able to narrow down the possibilities to three bacterial strains. Figure 3 shows the API results:

Figure 3. API Results of Known Bacterial Strains in Text Format

Application

Compare the API biochemical test results in Figure 2 (unknown bacteria from produce) with API test results in Figure 3 (known bacterial strains identified in the gray boxes on the left). The bacterial strain in Figure 3 that matches Figure 2 will identify the bacterial strain causing illness. Based upon your observations, which of the bacteria in Figure 3 is the most likely cause of the food poisoning outbreak?

SCI 250 Week 2 Parasitology Matrix

Complete Appendix C to differentiate among parasites, fungi, helminths, and arthropods.

Appendix C – Parasitology

After reading Ch. 11 in Microbiology: Principles and Explorations, complete the following matrices to compare and contrast different parasitic organisms. You may need to use the index to help you locate some of the information needed.

PROTOZOA/MASTIGOPHORANS

SPOROZOANS

FUNGI

HELMINTHS/FLUKES

TAPEWORMS

ADULT ROUNDWORMS

ROUNDWORM LARVAE

ANTHROPODS/ARACHNIDS

SCI 250 Week 2 Epidemiology Presentation

Define epidemiology, in your assigned Learning Team, explaining its purpose and methods of study.

Select an emergent disease to research.

Create a 7- to 10-slide Microsoft® PowerPoint® presentation that includes the following details within speaker’s notes:

• An explanation of the purpose and methods of study for epidemiology
• A thorough description of the selected infectious agent
• Incubation period
• Signs and symptoms
• Related diagnostic tests
• Precautions that should be taken against the
• A summary slide

SCI 250 Week 3 Virus Matrix

Watch the “Viruses” animation.

Describe the characteristics of viruses by filling out the matrix in Appendix D.

Appendix D – Viruses

Review Chapter 10 of Microbiology: Principles and Exploration and the following Virus Animation to help you complete the matrix below.

http://higheredbcs.wiley.com/legacy/college/black/0471420840/animations/ch10/ch10_Viruses/index.html

SCI 250 Week 4 Innate Defenses Matrix

Complete the matrix in Appendix E to contrast types of innate host defenses. Be sure to include specific information about how each can affect the human body.

Appendix E – Innate Defenses

Part One and Part Two focus on various types of innate defenses against infection. Use Ch. 16 in your text to help you complete both parts.

PART ONE: Puncture wound multimedia activity

After completing the Inflammatory Response multimedia activity located at http://corptrain.phoenix.edu/hhs/SCI250/innate_defenses.html

complete the table below. List the four events of the inflammatory response covered in the activity in the correct order of occurrence. As you re-write the events in your own words, add more detail and use terms from Ch.16 of the text.

EVENTS IN AN INFLAMMATORY RESPONSE

PART TWO: TYPES OF INNATE DEFENSES

The table presents various innate, nonspecific immune responses to pathogen exposure. Use Ch. 16 to help you identify and describe the type of defense in the Event column.

SCI 250 Week 4 Immunity Activity

Using the template in Appendix F define the following in your own words:

• The difference between adaptive and innate immunity
• The difference between cellular and humoral immunity
• The factors that stimulate an immune response
• The difference between active and passive immunizations
• Appendix F – Immunity Activity
•  
• After reading Ch. 16-18 in Microbiology: Principles and Explorations, fill in the following matrix.

SCI 250 Week 5 Integumentary System Lab and Quiz

Complete the Integumentary System Lab.

Complete the open book quiz about diseases of the integumentary system. The quiz will be provided by your instructor.

Integumentary System Lab – Week Five

Introduction

The integumentary system consists of skin, hair, nails, and nerves. As you learn about the various diseases that affect the integumentary system, it is important for you to understand the structures that can be affected by disease. Complete this lab to become familiar with a healthy system and to identify diseases related to the skin.

PART ONE: basic functions

Provide brief answers to the following questions to help you get acquainted with the basic functions of a healthy integumentary system. Refer to Ch. 19 in Microbiology: Principles and Explorations.

1. How does the integumentary system prevent disease?
2. How do sweat, sebaceous (oil), and mucus secretions help prevent disease?
3. Which types of bacteria are considered normal skin microflora?
4. Suppose a sample of bacteria was taken from your skin. If you were to perform a Gram stain on the sample, what is the likely Gram reaction – positive or negative? Explain your answer.

PART two: basic structures

Identify the selected integumentary system structures in the following diagram:

PART three: investigate and apply

Access the Public Diseases & Conditions A-Z Index on the Centers for Disease Control and Prevention website at http://www.cdc.gov/DiseasesConditions/. Research one microbe-related skin disease (excluding sexually transmitted diseases) and complete the following activity.

Read the information on the CDC site and provide a brief, one- to two-paragraph summary of the skin condition. Include the following in your description:

• The skin condition
• The microbe causing the condition
• Which structures of the integumentary system are affected—Use one or more structures included in Part Two.
• Who is at risk
• How serious the disease is

[Type your paragraph in the space below]

1. Staphylococcus aureus causes all of the following except
2. A) scalded skin syndrome
3. B) carbuncles
4. C) impetigo
5. D) erysipelas

2. The most common bacteria to cause infections from soaking in a hot tub is__________.
3. A) Escherichia coli
4. B) Pseudomonas aeruginosa
5. C) Staphylococcus epidermidis
6. D) Staphylococcus aureus

3. The flesh-eating bacteria are
4. A) Staphylococcus
5. B) Streptococcus
6. C) Pseudomonas
7. D) Propionibacterium

4. Which of the following staphylococcal infections are matched correctly with infection sites?
5. A) folliculitis – deep internal pus-filled infection
6. B) furuncle – massive lesion on neck and upper back
7. C) boil – an exterior pus-filled infection
8. D) abscess – base of an eyelash

5. All of the following statements refer to German measles except
6. A) they may cause rubella syndrome
7. B) a vaccine has reduced the incidence of rubella birth defects
8. C) mild virus infection with exanthema
9. D) only girls are immunized with the rubella vaccine

6. Smallpox
7. A) was eradicated worldwide
8. B) could be used in biological warfare
9. C) vaccine is a live non-virulent smallpox virus
10. D) two of the above

7. Genital warts are caused by
8. A) moluscum contagiosum
9. B) human papillomavirus
10. C) cowpox
11. D) HZV

8. What is the difference between rubella and rubeola?
9. A) only rubeola causes exanthema (skin rash)
10. B) rubella causes skin rash and rubeola crosses the placenta
11. C) both cause skin rashes but only rubella can cross the placenta
12. D) no difference; they are simply different names for same viral skin disease

9. Which pair of fungal skin infections is matched incorrectly?
10. A) Tinea cruris—jock itch
11. B) Tinea unguium—ringworm of the nails
12. C) Tinea capitis—scalp ringworm
13. D) Tinea corporis—ringworm of the face

10. Pediculosis is an infestation of
11. A) lice
12. B) ticks
13. C) chiggers
14. D) mites

SCI 250 Week 5 STD Informational Pamphlet – Appendix G

Resources: An information pamphlet from a doctor’s office and Appendix G

Create a tri-fold pamphlet, such as one you would find at a doctor’s office, about a sexually transmitted disease of your choice using the template provided in Appendix G located on the student website.

Address each of the elements in the grading form provided in the document titled Appendix G Rubric located on the student website, and answer the following questions:

• Is the disease transmitted exclusively through sexual contact or can it be spread nonsexually?
• What are its symptoms, and how can it can be diagnosed? (Be sure to compare a healthy system to one affected by the infection or disease.)
• What epidemiological and clinical impact does the disease or infection have?
• How can the infection or disease be prevented?

Note. Feel free to modify the template by changing font sizes and colors and adding graphics or pictures. If, however, you use graphics or pictures, please be sure to cite their sources according to APA standards. Formatting help is available at http://office.microsoft.com/en-us/default.aspx

SCI 250 Week 6 Respiratory System Lab and Quiz

Complete the Respiratory System Lab.

Complete the open-book quiz about the respiratory system and associated diseases. The quiz will be provided by your instructor.

Respiratory System Lab – Week Six

Introduction

The respiratory system consists of the upper respiratory tract (the nasal cavity, pharynx, larynx, trachea, and bronchi) and the lower respiratory tract (the lungs). As you learn about the various diseases that affect the respiratory system, it is important for you to understand the structures that can be affected by disease. Complete this lab to become familiar with a healthy system and to identify diseases related to both the upper and lower respiratory tracts.

PART ONE: basic functions

Provide brief answers to the following questions to help you get acquainted with the basic functions of a healthy respiratory system. Refer to Ch. 21 in Microbiology: Principles and Explorations.

1. How do body reflexes like coughing and sneezing help prevent or fight infection?
2. What role do cilia play in maintaining a healthy respiratory system?
3. Compare normal microflora of the upper respiratory tract with normal microflora of the lower respiratory tract.

PART two: basic structures

Visit Chapter 21 of Microbiology: Principles and Explorations in WileyPlus to view an in-depth presentation of a healthy respiratory system by completing the following steps:

• Select the Chapter 21 WileyPlus reading link located on your student Web page.
• Locate the heading Chapter Review.
• Select the Anatomy Overview: The Respiratory System
• Complete this lab as you explore the Respiratory System multimedia piece.

Overview

Roll over each component of the Conducting and Respiratory portions of the Respiratory System multimedia piece. Take note of how the preserved trachea and lung photograph on the left compares to the illustrated diagram on the right.

Upper Respiratory System (Conducting Portion: Nasal Cavity)

Roll over and click either the nasal cavity or pharynx components of the Conducting portion of the Respiratory System multimedia piece to navigate to the Nasal Cavity. Refer to Nasal Cavity component of the multimedia piece and Ch. 21, Figure 21.8 in Microbiology: Principles and Explorations to label the structures in the following diagram of a healthy upper respiratory system.

Lower Respiratory System (Respiratory Portion: Lungs)

Click the icon in the upper left corner of the Nasal Cavity diagram to return to the main menu in the Respiratory System multimedia piece. Click the lungs component of the Respiratory Portion to navigate to the Lung diagram. Refer to Lung diagram of the multimedia piece and Ch. 21, Figure 21.1 in Microbiology: Principles and Explorations to label the structures in the following diagrams of a healthy lower respiratory system. Please note: The first diagram that follows is found only in Ch. 21, Figure 21.1, and not in the Lung component of the multimedia piece.

PART three: investigate and apply

Visit the Centers for Disease Control and Prevention. Access the Public Diseases & Conditions A-Z Index at http://www.cdc.gov/DiseasesConditions/ Scroll down to the section titled Top Requested Diseases & Conditions. Review the list of diseases about that the general public is most frequently requesting information about. You will notice some familiar diseases from your assigned readings. Click on at least one microbe-related respiratory system disease and complete the following activity.

Read the information on the CDC site and provide a brief, 1-2 paragraph summary of the respiratory illness. Include in your description:

• The respiratory illness
• The microbe causing the illness
• Which structures of the respiratory system are affected—Use one or more structures included in Part Two.
• Who is at risk
• How serious the disease is

[Type your paragraph in the space below]

Section: Matching (Highlight or indicate the correct response)   .25 points each question

1. Catarrhal stage with fever, sneezing, vomiting, and mild cough; paroxysmal stage with ropy mucus and violent cough; convalescent stage with mild cough

• Whooping cough
• Classic pneumonia
• Legionnaires’ disease
• Tuberculosis
• Influenza
• Respirator syncytial virus infection
• Hantavirus pulmonary syndrome
• Acute respiratory disease
• Histoplasmosis
• Cryptococcosis
• Aspergillosis

2. Inflammation of bronchi or alveoli of lungs with fluid accumulation and fever

• Whooping cough
• Classic pneumonia
• Legionnaires’ disease
• Tuberculosis
• Influenza
• Respiratory syncytial virus infection
• Hantavirus pulmonary syndrome
• Acute respiratory disease
• Histoplasmosis
• Cryptococcosis
• Aspergillosis

3. Inflammation of the lungs, fever, chills, headache, diarrhea, vomiting, and fluid in lungs

• Whooping cough
• Classic pneumonia
• Legionnaires’ disease
• Tuberculosis
• Influenza
• Respiratory syncytial virus infection
• Hantavirus pulmonary disease
• Acute respiratory disease
• Histoplasmosis
• Cryptococcosis
• Aspergillosis

4. Tubercles in lungs and sometimes in other tissues; organisms can persist in walled-off lesions and be reactivated

• Whooping cough
• Classic pneumonia
• Legionnaires’ disease
• Tuberculosis
• Influenza
• Respiratory syncytial virus infection
• Hantavirus pulmonary syndrome
• Acute respiratory disease
• Cryptococcosis
• Aspergillosis

5. Viruses subject to antigenic variation, with new strains causing epidemics; inflammation of oropharyngeal membranes, fever, malaise, muscle pain, cough, nasal discharge, and gastroenteritis

• Whooping cough
• Classic pneumonia
• Legionnaires’ disease
• Tuberculosis
• Influenza
• Respiratory syncytial virus infection
• Hantavirus pulmonary syndrome
• Acute respiratory disease
• Histoplasmosis
• Cryptococcosis
• Aspergillosis

6. Febrile disease of the respiratory tract; can cause viral pneumonia

• Whooping cough
• Classic pneumonia
• Legionnaires’ disease
• Tuberculosis
• Influenza
• Respiratory syncytial virus infection
• Hantavirus pulmonary syndrome
• Acute respiratory disease
• Histoplasmosis
• Cryptococcosis
• Aspergillosis

7. Fever, kidney abnormalities; in severe cases shock, bleeding, and pulmonary edema

• Whooping cough
• Classic pneumonia
• Legionnaires’ disease
• Tuberculosis
• Influenza
• Respiratory syncytial virus infection
• Hantavirus pulmonary syndrome
• Acute respiratory disease
• Histoplasmosis
• Cryptococcosis
• Aspergillosis

8. Mild cough and nasal discharge; can cause viral pneumonia

• Whooping cough
• Classic pneumonia
• Legionnaires’ disease
• Tuberculosis
• Influenza
• Respiratory syncytial virus infection
• Hantavirus pulmonary syndrome
• Acute respiratory disease
• Histoplasmosis
• Cryptococcosis
• Aspergillosis

9. Granulomatous lesions in lungs and spleen in susceptible individuals; can cause pneumonia

• Whooping cough
• Classic pneumonia
• Legionnaires’ disease
• Tuberculosis
• Influenza
• Respiratory syncytial virus infection
• Hantavirus pulmonary syndrome
• Acute respiratory disease
• Histoplasmosis
• Cryptococcosis
• Apsergillosis

10. Usually a mild pulmonary disease; pneumonia and dissemination to meninges can occur

• Whooping cough
• Classic pneumonia
• Legionnaires’ disease
• Tuberculosis
• Influenza
• Respiratory syncytial virus infection
• Hantavirus pulmonary syndrome
• Acute respiratory diesease
• Histoplasmosis
• Cryptococcosis
• Aspergillosis

SCI 250 Week 6 Cardiovascular System Lab and Quiz

Complete the Cardiovascular System Lab.

Complete the open-book quiz about the cardiovascular system and associated diseases. The quiz will be provided by your instructor

Cardiovascular System Lab – Week Six

Introduction

The cardiovascular system consists of blood, blood vessels, and the heart. As you learn about the various diseases that affect the cardiovascular system, it is important for you to understand the structures that can be affected by disease. Complete this lab to become familiar with a healthy system and to identify diseases related to this system.

PART ONE: basic functions

Provide brief answers to the following questions to help you get acquainted with the basic functions of a healthy cardiovascular system. Refer to Ch. 23 in Microbiology: Principles and Explorations.

5. What are the main functions of the cardiovascular system?
6. Which types of bacteria are considered normal cardiovascular system microflora?
7. Which structure of the cardiovascular system is particularly susceptible to bacterial infection?

PART two: basic structures

Refer to Ch. 23 in Microbiology: Principles and Explorations to help you identify the selected cardiovascular system structures in the following diagram.

Visit Chapter 23 of Microbiology: Principles and Explorations in WileyPlus to view an in-depth presentation of a healthy cardiovascular system by completing the following steps:

• Select the Chapter 23 WileyPlus reading link located on your student Web page.
• Locate the heading Chapter Review.
• Select the Anatomy Overview: The Cardiovascular System
• Complete this lab as you explore the Cardiovascular System multimedia piece.

Cardiovascular System: The Heart

Roll over each component of the Cardiovascular System multimedia piece. Roll over and click the heart. Refer to the Heart component of the multimedia piece and Ch. 23 in Microbiology: Principles and Explorations to label the structures in the following diagrams of a healthy cardiovascular system.

PART three: investigate and apply

Select one of the following diseases related to the cardiovascular system, discussed in Ch. 23 of Microbiology: Principles and Explorations:

• Rheumatic fever
• Bacterial endocarditis

Describe the causal agent of the selected disease, mode of transmission, disease characteristics, and the component(s) of the cardiovascular system that are damaged by the disease.

[Type your response below]

Section: Multiple Choice

1. The normal microflora of the heart includes species of ________

• Gram-positive bacteria.
• Gram-negative bacteria.
• fungi.
• viruses.
• None of the above

2. What causes septic shock?

• Staphylococcus aureus
• Any organism growing in the bloodstream
• Lipopolysaccharide from Gram-negative bacteria
• Teichoic acids from Gram-positive bacteria
• None of the above

3. What organism can cause cutaneous infections and can be transmitted by endospores?

• Staphylococcus aureus
• Pseudomonas aeruginosa
• Yersinia pestis
• Bacillus anthracis
• Streptococcus pyogenes

4. A pathogen of both humans and cattle that causes undulant fever is a member of the genus ________

• Yersinia.
• Borellia.
• Brucella.
• Pediculus.
• Streptococcus.

5. Both deer and black-legged ticks are involved in the transmission of the agent of Lyme disease, which is caused by ________

• Ixodes scapularis.
• Borrelia burgdorferi.
• Rickettsia akari.
• Bartonella bacilliformis.
• Yersinia pestis.

6. A tumor of the jaw and viscera (Burkitt’s lymphoma) occurs approximately six years after a primary infection with what virus?

• Yellow fever virus
• Rift Valley fever virus
• Ebola virus
• Dengue virus
• Epstein-Barr virus

7. Filoviruses have an unusual shape that may be U- or fishhook-shaped. One disease caused by a filovirus is ________

• yellow fever virus.
• Rift Valley fever virus.
• Epstein-Barr virus.
• Ebola virus.
• dengue virus.

8. A childhood disease (fifth disease) is caused by ________

• Epstein-Barr virus.
• Coxsackie viruses.
• Streptococcus pyogenes.
• Staphylococcus aureus.
• Erythrovirus B19.

9. The presence of a single gene for sickle-cell anemia protects individuals against malaria by ________

• neutralizing the toxin produced by malarial parasites.
• preventing malarial parasites from growing in erythrocytes.
• stimulating the individual to produce an excess of red blood cells.
• interfering with the ability of mosquitoes to detect individuals.
• coding for antibodies against the malarial parasite.

10. Mild lymph node inflammation in adults; can cross placenta and cause serious damage to nervous system of fetus; also causes damage in small children and immunosuppressed patients

• Dengue fever
• Yellow fever
• Infectious mononucleosis
• Malaria
• Toxoplasmosis

SCI 250 Week 7 Nervous System Lab and Quiz

Complete the Nervous System Lab.

Complete the open-book quiz about the nervous system and associated diseases. The quiz will be provided by your instructor.

Nervous System Lab – Week Seven

Introduction

The nervous system has two components: the central nervous system, which consists of the brain and spinal chord; and the peripheral nervous system, which is composed of nerves. As you learn about the various diseases that affect the nervous system, it is important for you to understand the structures that can be affected by disease. Complete this lab to become familiar with a healthy system and to identify diseases related to the brain, spinal chord, and nerves.

PART ONE: basic functions

Provide brief answers to the following questions to help you get acquainted with the basic functions of a healthy nervous system. Refer to Ch. 24 in Microbiology: Principles and Explorations.

4. How do the meninges and cerebrospinal fluid (CSF) function together in a healthy nervous system; what are their roles?
5. What is the blood-brain barrier?
6. What normal microflora reside in the nervous system?

PART two: basic structures

Visit Chapter 24 of Microbiology: Principles and Explorations in WileyPlus to view an in-depth presentation of a healthy nervous system by completing the following steps:

• Select the Chapter 24 WileyPlus reading link located on your student Web page.
• Locate the heading Chapter Review.
• Select the Anatomy Overview: The Nervous System
• Complete this lab as you explore the Nervous System multimedia piece.

Nervous System: The Brain

Roll over each component of the Nervous System multimedia piece. Click on the brain. Refer to the Brain component of the multimedia piece to label the structures in the following diagram of a healthy brain.

Nervous System: The Spinal Cord

Click the icon in the upper left corner of the Brain diagram to return to the main menu in the Nervous System multimedia piece. Click the Spinal Cord component to navigate to the Spinal Cord diagram. Refer to the Spinal Cord diagram of the multimedia piece to label the following structures of a healthy spinal cord.

PART three: investigate and apply

Several different pathogenic bacteria can cause bacterial meningitis, an infection and inflammation of the meninges. Select any form of bacterial meningitis discussed in Ch. 24 of Microbiology: Principles and Explorations, and answer the following:

1. Which form of bacterial meningitis did you select and what is its causal agent?
2. What symptoms are typical of this form of meningitis?
3. Which age group or population is most susceptible to this form of meningitis and do typical activities within that age group have any influence on a person contracting the disease?

SCI250 Week 7 Chapter 24 Nervous System Quiz each question worth .25 point (10 questions x .25 point per question = total 2.5 points

10/10 Correct

Section: Multiple Choice

1. Which of the following is associated with serious infection of the meninges?

• Clogging of blood vessels
• Increased pressure within the skull
• Decreased cerebrospinal fluid flow
• Impaired central nervous system function
• All of the above

2. Which of the following is a common cause of meningitis in non-immunized young children?

• Streptococcus pneumoniae
• Escherichia coli
• Staphylococcus
• Haemophilus influenzae
• None of the above

3. Which of the following bacteria that may cause meningitis is Gram positive and therefore does not cause endotoxin shock in infected individuals?

• Escherichia coli
• Neisseria meningitidis
• Listeria monocytogenes
• Haemophilus influenzae
• None of the above

4. An immunofluorescent antibody test (IFAT) has replaced the older test for the presence of inclusions in neurons (Negri bodies) for the detection of infections caused by ________

• Neisseria meningitides.
• Enteroviruses.
• Mumps virus.
• Rabies virus.
• Haemophilus influenzae.

5. What viruses most likely cause encephalitis?

• Togaviruses
• Enteroviruses
• Mumps virus
• Rabies virus
• Hepatitis viruses

6. What is the only bacterium known to damage peripheral nerves?

• Naegleria fowleri
• Mycobacterium leprae
• Streptococcus pneumoniae
• Neisseria meningitidis
• Haemophilus influenzae

7. Preventing African sleeping sickness is nearly impossible because ________

• the trypanosomes change their surface glycoproteins evading the host immune response.
• the tsetse fly has a wide range and eradication is difficult.
• vaccines must target many antigens.
• All of the above
• A and B

8. A major difference between infections with prions and other agents is that infections with prions:

• Do not lead to an inflammatory response
• Are not transmissible
• Do not cause an increase in the size of astrocytes
• Are not fatal
• All of the above

9. Invades nerves and brain; headache, fever, nausea, partial paralysis, coma, and death ensue unless patient has immunity

• Bacterial meningitis
• Listeriosis
• Rabies
• Encephalitis
• Hansen’s disease
• Tetanus
• Botulism
• Pliomyelitis
• Transmissable spongiform encephalopathies
• Chagas’ disease

10. Shrinkage and lysis of neurons of the central nervous system; headache, fever, and sometimes brain necrosis and convulsions

• Bacterial meningitis
• Listeriosis
• Rabies
• Encephalitis
• Hansen’s disease
• Tetanus
• Botulism
• Poliomyelitis
• Transmissable spongiform encephalopathies
• Chagas’ disease

SCI 250 Week 7 Final Exam

Complete the final exam. The final exam will be provided by your instructor.

SCI250 Week 7 Final Examination – each question worth .5 point (20 questions x .5 point totals 10 points)

20/20 Correct

Section: Multiple Choice

1. Which of the following is NOT true of microorganisms?

• They produce antibiotics.
• They are used in the production of many types of food and beverages.
• They decompose dead animals.
• They all cause disease in humans.

2. Which of the following is NOT one of the phases of bacterial growth?

• lag phase
• stationary phase
• doubling phase
• log phase

3. Which of the following is NOT a differential stain?

• Gram stain
• Schaeffer-Fulton
• acid-fast stain
• flagellar stain

4. In a properly executed Gram stain, Gram positive organisms appear ______ while Gram negative organisms appear ______

• pink, clear.
• pink, purple.
• purple, pink.
• purple, blue.

5. Classification is necessary to _________

• establish criteria for identifying organisms.
• arrange related organisms into groups.
• provide information about how organisms evolved.
• All of the above

6. An organism that lives at the expense of another organism is a ________

• host.
• commensal.
• parasite.
• symbiont.

7. Undercooked pork is most likely to pass along ________

• Schistosoma.
• Tania.
• Wuchereria.
• Trichinella.

8. Arthropods are responsible for transmitting _____ pathogens.

• viral
• bacterial
• protozoan
• viral, bacterial, and protozoan

9. All of the following are true of the relationship between microorganisms and diseases EXCEPT:

• Sickle cell anemia patients are resistant to malaria.
• Bacterial infections can lead to endocarditis.
• Viral infections invariably lead to nutritional deficiency.
• Infections in the brain can result in mental disease.

10. Which of the following represents the correct order of steps in a typical viruses replication cycle?

• Maturation, adsorption, penetration, release
• Adsorption, penetration, release, maturation
• Adsorption, penetration, synthesis, maturation
• Adsorption, penetration, maturation, synthesis

11. What special group of chemical substances are used to treat diseases by microbes?

• Antibiotics
• Synthetic drugs
• Semi-synthetic drugs
• Antimicrobial agents
• Chemotherapeutic agents

12. Which of the following is NOT considered a mode of action by antimicrobial agents?

• Action as an antimetabolite
• Inhibition of protein synthesis
• Inhibition of cell wall sysnthesis
• Inhibition of membrane permeability
• Disruption of selective toxicity

13. All of the following characteristics are components of nonspecific host defenses EXCEPT:

• Fever
• Mucus
• Antibodies
• Interferon
• Inflammation

14. What name is given to a substance that is recognized by the body as foreign and normally produces an immune response?

• Antibody
• Antigen
• Agglutinin
• Antitoxin
• Apoptosis

15. There are a number of different species that can live on the skin as resident microflora. Which of the following is NOT considered resident microflora of the skin?

• Staphylococcus
• Corynebacterium
• E. coli
• Demodex
• All of the above

16. Defense mechanisms in the urogenital system are numerous and include ________

• normal flora complete with opportunists.
• sphincter muscles.
• flushing action of fluids.
• low pH.
• All of the above

17. Food poisoning can be caused by a variety of microbes. Which of the following pairs is incorrect?

• Clostridium botulinum — enterotoxin which is heat liable
• Staphylococcus aureus — enterotoxin which is heat stable
• Pseudomonas cocovenenans — bongkrek disease
• Bacillus cereus — toxin is an emetic
• Clostridium perfringens — enterotoxin and wound infection

18. Group B Streptococcal disease include ________

• early onset neonatal sepsis and meningitis.
• late onset neonatal meningitis.
• etiology is Streptococcus agalactiae
• All of the above
• Only A and C

19. In closed environments, such as military bases, dormitories, and day-care centers, 90% of the population can be carriers of this organism, yet only 1 per 1000 develops the meningitis. What is the etiology?

• Neisseria meningitidis
• Haemophilus influenzae
• Haemophilus influenzae
• Streptococcus pneumoniae
• Listeria monocytogenes

20. Food contamination occurs as a result of ________

• unsanitary practices by food handlers.
• improper storage.
• importation.
• All of the above
• Only A and B