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Biol& 260 Microbiology M-Th 8:30-10:40 am E. Stavney Summer 2010 Room AS1622 North Seattle Community College

Tentative Lecture/Lab Schedule

Date Lecture or Lab Topic Textbook Reading Mon 6/28 Registration; Lab Safety; Lab 4: Wet Mounts; Lab 1: Ubiquity of Microorgs Tue 6/29 Introduction, Expectations, History of Microbiology; Extra lab time? Chp 1 Wed 6/30 Lab 5: Simple Stains; Lab 2: Pure Culture & Aseptic Technique; Interp.Lab1 Thu 6/31 Biochemistry Review Chp 2 Cellular Structure: Prokaryotes & Eukaryotes Chp 3

Mon 7/5 NO CLASS - Independence Day Holiday Tues 7/6 Cellular Structure cont.; Microbial Metabolism I: Enzymes, Cell Respiration Chp 3, 6 Wed 7/7 Quiz 1; Lab 6: Gram Stains; Lab 7: Defined, Complex Media; Interp. Lab 2 Thu 7/8 Microbial Growth Chp 4

Mon 7/12 Lab 8: Quant. of Micorgs; Lab 9: Aerobic & Anaer. Growth; Interp. Lab 7 Tue 7/13 Lecture Exam I (Intro-Metabolism and Respiration); Microbial Control Chp 5 Wed 7/14 Lab 12: Control of Microbial Growth Using UV Light; Interpret Labs 8 & 9, Gram Staining and Microscope Test (students with last names A-L) Thu 7/15 Microbial Control Chp 5

Mon 7/19 Quiz 2; Lab 22: Skin Biota;Lab 14: Antiseptics and Disinfectants;Interp. 12 Tues 7/20 Gene Expression: Transcription, Translation, Mutation Chp 7 Wed 7/21 Lab 16: Transformation; Interp. 14; Lab 22 Part 2; Gram Staining and Microscope Test (students with last names L-Z) Thur 7/22 Gene Transfer & Biotechnology Chp 8, 9 Taxonomy and Bacterial Diversity I Chp 10,(11)

Mon 7/26 Lab 24: Ident.Gram Negative Rods; Lab 16 Part 2; Lab 22 Part 3 Tue 7/27 Taxonomy and Bacterial Diversity II; Euk. Pathogens: Protozoans Chp 10, 12 Wed 7/28 Quiz 3; Lab 32: Bact. Exam. Water; Interp. Labs 16, 22, 24 Thu 7/29 Lecture Exam II (Microbial Control-Biotechnology) Euk Pathogens: Fungal Diseases, Helminthic, & Arthropod Diseases Chp 12

Mon 8/2 Lab 23: Resp. Microorgs.; Lab 25: Unknown Ident (finished dichotomous Key due today); Lab 32 Part2 Tue 8/3 Viruses of Bacteria; Eukaryotic Viruses and Diseases Chp 13, 14 Wed 8/4 Interp. 23; Lab 25 Unknown Ident Part 2; Lab 32 Part 3 Thu 8/5 Eukaryotic Viruses and Diseases; Epidemiology & Pathogenicity I Chp 14, 20

Mon 8/9 Quiz 4; Lab 25 Part 3; Interp. 32; Epidemiology Lab Tue 8/10 Lecture Exam III (Bacterial Diversity-Euk Viruses); Epidemiology & Pathogenicity II Chp 17 Wed 8/11 Interp. 25, Epidemiology expts Thu 8/12 Innate Immune System: Non-specific Defense Chp 15 Acquired Immune System: Humoral Response Chp 16

Date Lecture or Lab Topic Textbook Reading Mon 8/16 Lab Practical Exam Tue 8/17 Acq. Immune System: Cell Med. Response, Imm. Disorders Chp 16,(18,19) Antimicrobial Drugs and Chemotherapy Chp 21 Wed 8/18 Antimicrobial Drugs; Catch up with lecture material Chp 21 Thur 8/19 Final Exam (Comprehensive, 50% on Epidemiology to Antimicrobials)

Please note that this schedule as well as the course information that follows is subject to change and modification by the instructor. Changes will be announced in class, usually at the beginning of class. Assignments and exams may be added, dropped, or changed in point value. You are responsible for changes made in the class even if you are not present to hear a particular announcement.

Course Description History and methods of microbiology: microbial classification, metabolism, culture requirements, molecular genetics, viruses, antimicrobial methods and drugs, immunology, epidemiology and pathogenesis. Lab included. Prereq: Two college-level biology or chemistry lab courses, or permission.

Intended Learning Outcomes

After completing this course, students should be able to: 1. Describe the main themes of microbiology today. 2. Identify the scientists relevant to microbiology and describe the contributions they made to the discipline. 3. Describe the major parts of the immune system and the nature of host defenses to foreign invasion. 4. Demonstrate knowledge of viral and bacterial structure, metabolism, and reproduction. 5. List the elements of microbial nutrition, ecology, and growth. 6. List and describe major physical and chemical controls of microbial growth. 7. Identify the major types of chemotherapy used to help a human host to maintain a balance between health and disease. 8. Analyze advances in microbial genetics and genetic engineering as they relate to biotechnology today. 9. Demonstrate knowledge of the medical importance of the major bacterial divisions and viral families associated with human health and disease. 10. Use general laboratory techniques of an introductory microbiology lab (e.g., staining, growth on culture media, the use of the appropriate media and biochemical tests to grow microorganisms). 11. Develop the general conceptual skills (e.g., observation, problem solving hypothesis generation, and testing) that are used in the life sciences. 12. Work safely in the laboratory and use basic laboratory equipment.

Texts and Supplies for BIOL 260

Required texts  Microbiology: A Human Perspective, Sixth Ed., Nester, Anderson, and Roberts. McGraw-Hill, 2009.

 Microbiology Experiments: A Health Science Perspective, Sixth Ed., Kleyn and Bicknell, McGraw-Hill, 2009. [This book is nearly all in black and white, and color pictures are very useful]. Note: It is the policy of the NSCC Biology Department that all students purchase a new lab book. Xeroxed copies of lab worksheets won't be accepted.

 Closed-toed shoes, long pants and a way to tie back long hair during lab sessions.

Required Supplies

• Eight Scantron forms (Type 882) for exams, available in the bookstore • Several #2 or mechanical pencils and erasers for taking Scantron exams

Optional Texts and Supplies

 Photographic Atlas for the Microbiology Lab, Third Ed., LeBoeffe and Pierce, Morton Publishing, 1999. [This atlas provides useful color information for key metabolic reactions as well as good photomicrographs of bacterial shapes]

 A set of colored pencils or pens for creating color notes

 The Microbiology Coloring Book, Third Ed., Alcamo and Lawrence M. Elson, Benjamin Cummings, 1977.

Supplemental Resources

You are strongly encouraged to use the textbook offers a Student Website at: http://mhhe.com/nester6 that accompanies the textbook for reviewing and testing yourself on the parts and functioning of the human body. When you first access this site, you will be asked to register with a name and password. If possible, use the following browser versions: Firefox 3.x, Safari 3.x, Internet Explorer 6.x, and Internet Explorer 7.x,8.x. This site has excellent quizzes, crossword puzzles, and other review materials. This site should be accessible regardless of whether you bought a used or new textbook. You also are directed to look for course materials on the website for this specific course. Here you can find review sheets, practice tests, and other helpful materials. The Bio 260 website is on the North Seattle faculty website at http://facweb.northseattle. edu/estavney/bio260. How to do well in Microbiology

While this course is challenging and rigorous, I want you to succeed. I want microbiology to be a compelling, fascinating, and captivating science for you. To this end, be sure to read the reading assignment before coming to class. Catch-up immediately on notes and reading if you fall behind. In the laboratory, pre-reading and making notes about an upcoming experiment is critical to your success and understanding of what you are doing. Use our website at facweb.northseattle.edu/bio260! Follow the instructions once you get there on how to log in. Select the link to our Microbiology class. Study aids, practice tests, and handouts will be made available on this website. Check this frequently. Use the CD in your book and the textbook website at www.microbiologyplace.com. There are some excellent tutorials, review questions, and engaging interactive animations on the CD and the website. Use the Access Code in the front of your textbook to get signed onto the website. Review your notes at least twice a week, make flashcards, study with friends, visit our excellent tutors (free!) in the tutoring center, follow-up your curiosity and questions in the library. Your responsibility in this class is to keep up with the material and to ask questions and seek help when you need it; I can’t help you personally unless you inform me of your need. There is no such thing as a stupid question about something you don't understand. Bring in questions and newspaper articles that intrigue you, and we'll talk about them. To be successful in this class, you should spend 2 hours studying outside class for every hour spent in class. Have you budgeted time to meet this requirement?

Instructor Information

Mr. Eric Stavney Office: IB 2324C Phone: (206) 527-3755 Email: [email protected] Office Hours for Summer 2010 will be by appointment, generally right after class M-Th You may leave messages for me at email address above.

Attendance and Policies

Students should attend every class session. It is the student's responsibility to obtain lecture notes, handouts, or other materials in case of an absence. Please see my policy in the Grades section about missing exams. In general, I will do all I can to help students who must miss class due to illness or other emergencies, but I must know as soon as possible. A student who stops attending class without an official withdrawal will be assigned a grade based on the work completed up to that point. This is a course that will require a great deal of individual effort by each student. I have given you a detailed schedule of the quarter for a reason. With this schedule, you will be able to stay on top of the material, and should not be pressed for time. Attendance, attentiveness, and effort are essential for success in the class. I also highly recommend that you find some fellow students to study with! You have the option of withdrawing from this course as late as Friday, the 11th week of the term. Withdrawing or dropping is the responsibility of the student, not the instructor. Please note that no food or drink is allowed in the classrooms, except in sealed containers inside of a bag or backpack. We ask that you leave coffee, water bottles, or any other "exposed comestible" outside of the classroom. No food or drink is allowed in the laboratory room in any form, for additional reasons of lab safety. This rule will be rigorously enforced. Please turn off your cell phones and all other audible devices out of courtesy to your classmates and the instructor. I will ask you to leave class if the device goes off twice in the same class session. Many people suffer from allergies and/or chemical sensitivities. As NSCC is officially a “fragrance-free” campus, please minimize your use of perfumes, colognes, and other heavily scented products.

Grading

Your final grade in this course will be based on the total amount of points that you earn on quizzes, lectures exams, lab exams, and homework assignments as follows:

3 Lecture Exams @ 100 pts each 300 1 Final Exam at 200 pts 200 4 Lab Quizzes at 20 pts. each 80 1 Final Lab Practical Exam @ 80 pts 80 1 Lab Book Grade (for all but Ex 25) 100 1 Gram Stain and Microscope Test 50 1 Double Unknown ID Report (Ex 25 in lab book) 50 860 total possible

You are also expected to complete the Review Sheets accompanying each lab but these will not be graded until the very end of the course, when you submit our lab book. Lab quiz and lab exam questions will come directly from the labs and the review sheets, however.

Grades will be assigned as follows:

Perc. Grade Perc. Grade Perc. Grad >95% 4.0 83% 2.8 71% 1.6 94% 3.9 82% 2.7 70% 1.5 93% 3.8 81% 2.6 69% 1.4 92% 3.7 80% 2.5 68% 1.3 91% 3.6 79% 2.4 67% 1.2 90% 3.5 78% 2.3 66% 1.1 89% 3.4 77% 2.2 65% 1.0 88% 3.3 76% 2.1 64% 0.9 87% 3.2 75% 2.0 63% 0.8 86% 3.1 74% 1.9 62% 0.7 85% 3.0 73% 1.8 <62% 0.0 84% 2.9 72% 1.7

You cannot miss the final exam or more than 2 laboratories. If you have unavoidable and compelling circumstances that prevent you from taking any exam or quiz, be sure to contact me by email or phone immediately at your earliest opportunity and be prepared to show documentation demonstrating why you missed the exam. Only under very compelling circumstances (as defined by me) will a makeup be possible, and that makeup exam may be in an oral, rather than a written, format. If you don't inform me promptly that you needed to miss class, this will give you a zero on that test. You may then not be able to earn a passing grade with a zero on a quiz or exam. Extra credit questions may be offered on any of the exams to help you increase your point total. Several off-campus extra credit opportunities will also be available to you this semester (see our course website at facweb.north.edu).

Exams and Quizzes

Exams will be approximately 75% multiple choice, true/false, or matching questions and 25% essay questions. You must use the Scantron 882-E for all exams in this course. Because of the nature of computerized answer forms, you will be responsible for grading errors due to incomplete erasures. You are encouraged to bring good erasers or "Liquid Paper" to any exam. Exams may require you to write one or more essays to show your mastery of the material. You are encouraged to review the basics of essay writing: a topic sentence or paragraph, supporting paragraphs for each sub-item, and a summary sentence or paragraph. Quizzes in this course will be held during laboratory days at the start of the period. If you arrive late, you lose time to complete your quiz since the papers are collected at the same time from everybody (about 20 minutes after the start of the period). Quizzes will largely cover laboratory topics and questions that are part of the worksheets and experiments in your laboratory manual.

Regrades

You have the option of submitting a request for me to re-evaluate specific questions or grade calcuations on assignments or tests. To be considered, you must include a full 8 ½ x 11" cover sheet (on the front) stapled to all parts of the test or assignment. This cover sheet must describe in specific detail which question or questions that need to be looked at, and what issue you have with how they were graded. Simply writing "See #3" is insufficient, as is "Grade is wrong, please fix". For a question where you wish to argue the fairness of the grade, you must include a quote, including the page number from your textbook or lab book (internet or web printouts are not accepted, no matter how authoritative the source) AND you must demonstrate persuasively in writing that your answer is right based on the book citation. I may or may not grant you the points your seek. Note: You must submit a separate, stapled packet with an independent cover sheet for each assignment or test that you wish to get a regrade. A packet that includes more than one assignment will be returned. All regrades, including grade calculation errors you find on an an assignment, MUST be submitted within one week after the handback of that assignment. In no case will a regrade be considered if you turn it in after the one week deadline, even if you were absent when the assignment was returned. If you fail to notice a grade problem before the one week deadline is up, you will have to live with that grade. Keep in mind that I carefully grade assignments before handing them back and that though your argumentation for points may be persuasive, I may still stand by how the assignment was graded. I do this sometimes so that all students are graded evenly and that whole class adjustments in the final grade (upwards, of course) are possible. Academic Honesty

Academic dishonesty will not be tolerated, and will result in a ZERO for the affected exam, quiz, or assignment. A second offense will result in a failing grade and you will be barred from the class for the remainder of the quarter. Additionally, I will notify the Vice President of Students of your academic dishonesty. Plagiarism is a form of academic dishonesty where you present ideas, diagrams, or other information without crediting your source; you present the ideas or writings as if they were your own. Even if you do credit your source, you will not receive a good grade if your writing consists of direct quotations. If you’re not familiar with plagiarism, or have any concerns about what constitutes plagiarism, please talk with your instructor!

Disability Accommodation

NSCC supports students with special needs. Students with disabilities must contact Student Services to arrange any special accommodations.

Expectations of a Successful Microbiology Student

1. You come to class on time and are rarely or never absent. 2. You read the textbook chapter before each lecture and each lab manual exercises before every lab. 3. You take responsibility for reviewing or learning the basic chemistry and cell biology that are pre-requisites for this course. 4. You take complete and thorough notes of what we discuss in class and lab. 5. You take full responsibility for your learning, reviewing your notes, and pursuing answers to your questions from your instructor or your classmates. 6. You take responsibility for monitoring your grade , carefully reviewing graded assignments, and pursuing any grade changes within a week after the assignment is handed back. 7. You take responsibility for submitting regrades exactly as described in the syllabus in order to receive consideration. 8. You treat your instructor and your fellow classmates with respect and good manners. 9. You act professionally and safely in all lab activities, always wearing your lab coat.

Extra Credit

Extra credit questions may be offered on any of the exams to help you increase your point total. You may also earn extra credit for making a concept map of any lecture, aside from the first lecture. Concept maps are worth 5 points each. The criteria for concept maps are given in the following paragraphs. Note that late extra credit submissions will not be considered. The maximum amount of extra credit you can earn in this class is 25 points. One of the most helpful ways to remember lots of facts and names is to weave these items together by association, such as in a concept map. Concept mapping is the drawing of an elaborate diagram showing the topics, subtopics, and sub-sub topics of a particular subject. The goal of a concept map is to get you to associate ideas and organize lecture material. It requires you to be fairly familiar with how the subjects of a lecture are linked together. It is a great way to review your notes and study. Instructions for setting up a concept map (as an example assignment) can be found at http://biology.arizona.edu/sciconn/lessons2/renfro/concept_map_assess.htm. Examples of concept maps can be found at http://www.fed.cuhk.edu.hk/~johnson/ misconceptions/ concept_map/concept_maps.html . Concept maps should be done on an 8 ½ x 11” piece of paper, but you can use both sides. Each map must cover an entire lecture on a topic. Typing up concepts maps using text boxes in Word works well, but you can also draw them neatly by hand. Legibility and neatness are part of your concept map grade. To get full credit for a map, you must not only show how ideas and terms are connected, but you also must use linking phrases between every box or concept. Example linking phrases can be found below. We may draw some maps together in groups during lecture time; these maps will be considered a regular activity and not eligible for extra credit. You will have 1 week to complete a concept map for any particular lecture and to turn it in. That is, a lecture given on a Monday can be mapped for extra credit and submitted the following Monday in lecture.. Note: don’t copy or print out someone else’s map as your own! Copied concept maps will not earn any credit and will be considered an act of academic dishonest (for which there are severe penalties). Concept maps turned in after the one-week deadline will not be accepted.

A paritally complete concept map about membrane function. This is too simple for our purposes since it only covers a small topic, but it does illustrate the diagramming process. Note how the concept map above shows ideas organized into hierarchies of association. Also, "linking phrases" are used between boxes to show how the subtopics fit in with the larger topic.

Good linking phrases are:

 Include  Which Includes  Such As  Which Are Involved In  Are Divided Into  Which Communicates  Is Controlled By  Which Secrete/Secretes  Which Relates (To)  Which Is Divided Into  Which Contains  Which Consists Of  Made Of  Into The Categories of  Which Is Made Of  Results In  Occurs In  Causes the Production of  Which Drains, Services, or Leads to A Concept Map about concept maps. Note how "Concept Maps" is the central concept and all else flows from this. In place of "Concept Maps", you would write the lecture topic you are diagramming. Note especially the linking phrases between concepts.

Study Tip: How to Preread a Textbook Chapter

1. Read the chapter title. The title provides the overall topic of the chapter.

2. Read the introduction or first paragraph. The introduction or fist paragraph if there is not introduction, serves as a lead-in to the chapter. It gives you an idea of where the material is starting and where it is leading.

3. Read each major heading. The boldface heading will give you an idea of what is contained in the following chapter section.

4. Read the first (topic) sentence of each paragraph. The first sentence often tells you what the paragraph is about or states the central thought. However, be aware that in some material the first sentence may instead function as a transition or lead-in statement. In this case, go on to the second sentence to try to determine the central thought.

5. Look over any typographical aids. Notice words in slanted italic type or in dark boldface type; usually a definition of an important term follows.

6. Look over any visual aids carefully. Notice any material that is numbered 1, 2, 3, lettered a, b, c, or presented in list form. Graphs, charts, pictures, diagrams, and maps are very important means of conveying information in science. Read the captions that go with these graphic aids. Visual aids are included to point out what is important in the chapter.

7. Read the last paragraph or summary. The last paragraph or summary give a condensed view of the chapter and helps you identify important ideas. Often the summary outlines the main points of the chapter.

8. Read quickly any end-of-chapter material. If there are study questions, read through them quickly since they will indicate what is important in the chapter. If a vocabulary item is included, skim through the list rapidly to identify terms you will need to learn as you read.

Adapted from Kate Kinsella, San Francisco State University, 1994 How To Take Great Lecture Notes

BEFORE THE LECTURE

1. Read the required assignments in your textbook. 2. Review any notes you took in the previous class session. 3. Write down any questions about the homework reading or assignments that you want to ask your teacher during the next day's lecture and discussion. 4. Come to class ready to take notes. Bring a binder with enough paper and a pen. 5. Sit near the front of the class to better see the chalkboard and hear your teacher. 6. Keep a separate section in your binder for each class. 7. Get your paper ready to take notes. Draw a 2" margin on the left side of the page. 8. Write the date and the name of the class at the top of the page.

DURING THE LECTURE

1. Use a blue or black ink pen. 2. Use standard 81/2" x 11" paper 3. Write the topic of the lecture at the top of the page. 4. Write down the main ideas of the lecture on the right side of the page. Save the 2" column on the left to write down your recall clues after the lecture. 5. Only write key words and phrases; don't try to copy your teacher's exact sentences 6. Write down any examples your teacher or classmates use 7. Write down any new terms your teacher defines. 8. Use abbreviations whenever possible. 9. Write as neatly as possible. 10. Leave plenty of blank space between ideas so you can add missing information after asking the teacher a questions or asking a classmate for help. 11. Ask questions during the lecture if you don't understand something. You can also write a question mark next to any ideas that are unclear. Later you can ask your teacher or a classmate to explain this idea.

AFTER THE LECTURE

1. Edit your notes immediately after the lecture to remember more facts and examples. 2. Underline important new words and important ideas in your notes. 3. Fill in the left margin with words and phrases that briefly summarize your notes. These recall clues should be words that will help you remember the complete information in your notes. You can also write questions in the left margin. 4. To study for a test, cover your notes with a piece of paper, showing only the recall clues in the left margin. Read the first recall clue and try to remember the information in the notes beside it. Then slide the paper down and check that portion to see if you remembered all the important facts. If you remembered only part of the information, cover up your notes again and try to remember. 5. Make a chart or diagram that links together concepts or ideas from your notes. Try to show how details are linked together the greater subject or concept. 6. Study the details of a complex subject together with other related details. Make connections. 7. Look for the big picture that holds the details together.

Adapted from Kate Kinsella, San Francisco State, 1994

Biology 160 General Biology E. Stavney pg 12 SAMPLE LECTURE NOTES DATE 0/00/00 Page 1 of 2 The History of Microbiology

Introduction How microbes affect humans Microbiology studied since invention of the microscope

Microbes involve in many things: bread, yogurt, infectious Disease, food processing, genetic engineering, sanitation

Definition of Microbiology Study of organisms smaller than the naked eye— Includes bacteria, fungi, protozoans, algae, viruses This class focuses on human and animal pathogens

Pathogenic Capable of causing disease. Most bacteria actually are not pathogenic

History of Microbiology

Discovery of the Microscope Two early microscopists: Robert Hooke (1665) Named cork tree boxes “cells” using a primitive microscope Anton van Leeuwenhoek Saw “animalcules’ in rainwater with lens in a metal plate

Cell Theory (early version) developed by Schleiden and Schwann and Virchow First statement: “All living things are made of cells”

Spontaneous Generation Idea that organisms appeared magically or spontaneously, sometimes from “vapors”

Francesco Redi (1668) Showed by expt. That rotten meat “produced” maggots overnight, but not with cheesecloth over jar (no adult flies to lay eggs)

Lazzaro Spallanzani (1765) Showed by expt. That nutrient media (chicken broth) produced no microbes if sealed and heated

Louis Pasteur (1861) Showed with thin and long swan -necked flasks which admitted air that no microbes grew

John Tyndall (1820-1893) Showed that air without dust grew no microbes. More significantly showed that different "infusions" required different boiling times; some had heat-resistant endospores.

Cell Theory (later version, as All living things are made of cells, AND All existing cells come from modified by Pasteur) pre-existing cells

Golden Age of Microbiology 1857-1914 (rapid advances in the field of micro)

Fermentation Pasteur: sugaralcohol and CO2 in bread, wine, beer

Pasteurization Pasteur: Mildly heating but not boiling milk, beer prevented spoiling

Biology 160 General Biology E. Stavney pg 13 History of Micro, continued DATE 0/00/00 Page 2 of 2

Germ Theory of Disease Josef Lister (1860) and others: diseases caused by microbes; chemicals can be used to reduce disease (antiseptics)

Koch’s Postulates Robert Koch (1876) showed that Bacillus anthracis caused anthrax disease in cattle. He extracted blood, reinfected a host, & reisolated the bacteria in dead cattle (proved origin of disease)

Vaccination Edward Jenner discovered less virulent disease of cowpox prevented smallpox; invented inoculation/ vaccination of disabled microbes to prevent disease

Antimicrobial agents

salvarsan arsenic derived discovered by Paul Ehrlich to treat syphilis (bacterial disease) circa 1910

sulfa drugs impt. (wonder drugs” which killed bacteria inside humans synthetic (human-made) chemical; in 1930s

antibiotics naturally occurring antibacterial drugs

Alex Fleming Discovered Penicillium mold made substance that killed bacteria; called it penicillin. Many derivatives of penicillin made today, also other antibiotics

Science of Virology Viruses are non-living but pathogenic; smaller even than bacteria. Now of huge concern since antibiotics can’t kill

Electron microscopy Invented after WWII which allowed very small organisms (e.g. viruses) to be seen for first time; cell structure

Molecular biology Study of how genes make molecules called proteins in cells;1960s onward

James Watson and Discoverers of DNA structure Francis Crick (1960s)

Molecular genetics Study of genes and how they are inherited and changed in cells

Recombinant DNA Technology Splicing and moving of genes between organisms to create cells with new abilities; 1970s onward

Human Genome Project Identification of genetic code in one person’s cellular DNA Late 1980s to 2000s

Cloning and the growing of Possible replacement of diseased or non-functional organs new organs Engineering of bacteria to clean up environment 1990s onward

Biology 160 General Biology E. Stavney pg 14 History of Micro, continued DATE 0/00/00 Page 2 of 2

Microbial Ecology How microbes grow in nature; important in understanding microbial requirements in order to foster or control growth (such as on medical implants)

Bioremediation Using microbes to clean up environmental problems such as oil spills under consideration for the 2010 Gulf Oil Spill

Other Specialties in Microbiology

Bacteriology Study of bacteria or prokaryotes; their structure and how they live.

Virology Study of (non-living) viruses; their structure and how they cause infection.

Immunology Study of the human immune response; includes working with vaccines, antibody chemotherapy drugs, tests to measure chemicals (assays)

Epidemiology Study of disease transmission and how to prevent infection spread.

Parasitology Study of microcopic parasites like protozoans, fungi, helminths (worms) that cause infection

Mycology Study of Kingdom Fungi; structure and how they live

Biology 160 General Biology E. Stavney pg 15 How to Write a Good Exam Essay: An Example

Question: Name three ways that DNA differs from RNA. Topic sentence and introductory paragraph lay out the points that will be covered. Deoxyribonucleic acid (DNA) differs from ribonucleic acid (RNA) in three structural respects. DNA is double-stranded, it uses a different sugar, and it uses the nitrogenous base T instead of U. DNA is composed of two antiparallel strands of deoxyribonucleotides. The two strands are held together by hydrogen bonds between the nitrogenous bases of each strand. Unlike DNA, RNA is composed of only a single strand. It sometimes folds upon itself (as in transfer RNA) and forms hydrogen bonds between bases in the same strand. DNA has the sugar deoxyribose, which has only a hydrogen atom attached to the 2’ carbon. RNA, on the other hand, has the sugar ribose, which has a hydroxyl group (OH) attached to the 2’ carbon. Finally, DNA utilizes four nitrogenous bases: Adenine, Guanine, Cytosine, and Thymine. RNA utilizes three of these four bases, with the exception of Thymine. RNA has the base Uracil instead of Thymine. In summary, DNA and RNA differ in three important ways, all related to their structure. These nucleic acids also differ with respect to their function within cells.

Supporting paragraphs take up each The summary paragraph recaps point separately, providing detail. the nature of the question and Each point mentioned in the how it was answered. It need not introductory paragraph has its own be lengthy, and can often be a paragraph. single sentence.

Biology 160 General Biology E. Stavney pg 16

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