Scope and History of Microbiology

Full file at http://testbank360.eu/solution-manual-microbiology-principles-and-explorations-9th- edition-black CHAPTER 1 SCOPE AND HISTORY OF MICROBIOLOGY

Chapter Overview

Microbiology is a science course that some students are required to take to fulfill a prerequisite for a particular program or major, yet few students know what the course encompasses or what a microbiologist does. In fact, few students even know why they need to study microbiology at all! In view of this, the first part of this chapter is devoted to a presentation of how microbiology relates to all our lives, which microbes we need to be aware of and why, and what kinds of work microbiologists normally do. The second part of this chapter provides a brief historical presentation of the most important developments that transformed microbiology into a "true" science. By studying only the most significant events along with interesting anecdotes, the student is provided with a fascinating journey through time without being encumbered with excessive dates and events. Beginning with the first Biblical accounts, the Greek and Roman contributions, and the events leading to the first observations of microbes, the student is given the opportunity to understand how difficult it was to believe in the presence and importance of these microorganisms. The chapter describes the observation and documentation of microbes by Leeuwenhoek. It then presents the major contributors to the development of the germ theory of disease, the problems of the spontaneous generation theory, the work of Louis Pasteur, and the contributions of Robert Koch. Next comes a brief and fascinating review of the emergence of the many special fields of microbiology and how they are continually changing and expanding. In summary, this first chapter provides an excellent opportunity for the instructor to set the stage for the many exciting and relevant topics that will be discussed in the later chapters.

Chapter Objectives

 Describe the scope of microbiology, noting especially the variety of microbes and the kinds of work that microbiologists do.  Identify two reasons for studying microbiology and explain why each is important.  Summarize the early history of microbiology, noting especially the development of the microscope.  Cite major events in the development of immunology, virology, chemotherapy, microbial genetics, and molecular biology.

 Teaching Tips

 Throughout this instructor’s manual, there will be many opportunities to use technology and classroom activities in your course. Although many of these are easily available through

1-1 websites and other media (newspapers, journals, and movies), some very good animations, online movies, and learning activities are free but you have to register in order to access them. These are provided under the section Using Technology in Your Microbiology Classroom found below and will be noted throughout the manual. It would be a good idea to register for these websites and check some of these over prior to the course in order to be prepared. Have fun!  Have library periodicals that relate to microbiology available for students to peruse. Examples of interesting publications include Scientific American and Science.  Bring several issues of the American Society of Microbiology journals that highlight jobs available to microbiologists.  Video: Maps of Life: Science, Society, and the Human Genome Project (46 min, C, VHS) Dr. James Watson narrates the activities of the Human Genome Project. (53-6500-UJ, CAR)  Have students cut out articles from the local newspaper that relate to microbiology or infectious diseases.  Video: Louis Pasteur: Germs Cause Disease (18 min, C, VHS) Examines contributions of Louis Pasteur to the fields of microbiology and medicine. (BN496, IM)

 In-Class Activity

Activity – Microbiological history Time: Approximately 2-3 minutes per student (or group) Procedures: Have members of the class research either a historical microbiologist or microbial event such as the plague and give a brief summary of their findings to the class. The specific topics could be chosen by the students themselves (making sure there are no duplications) or given to them in class by drawing from a hat or assigning them. Then, throughout the course, ask students to identify information covered in future chapters that relates to their historical scientist or event. This keeps them looking for connections between information covered in the first chapter and how it relates to the rest of the course. Student Instructions: You will chose (or have chosen for you) a historical microbiologist or event and you will then need to look up information on that person or event and give a brief summary to the class. Then, throughout the course, you should identify when a certain topic covered in future chapters can apply to your person or event. Additionally, you can also look at current events in the news that also apply to your historical perspective. Specific Suggestions: You will need to make sure two students do not have the same topic (or you can have them work in teams to build those skills) and you will want to have the students sign up in advance to keep track of their person or event. It may be helpful to provide specific suggestions or topics since students may not be familiar with many of the scientists and/or events that concern microbiology at the start of this course. Full file at http://testbank360.eu/solution-manual-microbiology-principles-and-explorations-9th- edition-black Objectives: This activity gets students involved from the very beginning in researching microbiology and being able to identify important events and scientists that have shaped the field of microbiology. The students will also then have a personal connection to something for the remainder of the course (and hopefully the rest of their lives) that will make things more interesting for them. The ability to make connections with something they have researched in future chapters and current events helps hold their interest in the course and provides for a more interesting learning experience.

 Using Technology in Your Microbiology Classroom

1. Websites that have good microbiology lesson plans, class activities, animations, and movies but require registration. Get signed up early so that you can familiarize yourself with many of the wonderful free resources available. http://biology.merlot.org/ The Merlot website requires registration. This site has great learning materials on microbes and biology in general. http://www.biosciednet.org/portal/ The BiosciEdNet website requires registration. It is a digital library portal for teaching and learning in the biological sciences. http://www.learner.org/resources/series121.html Unseen Life on Earth: An Introduction to Microbiology website requires registration. This site was produced by Oregon Public Broadcasting in association with Baker and Simon Associates and the American Society for Microbiology. There are 12 half hour videos and books which can be purchased, but you can also access the videos for free for use in the classroom. 2. Urge your students to sign up for microbiology podcasts which can be found at places like Microbe World - http://www.microbeworld.org/ 3. Suggest to students that they can also follow current microbiological news in blogs that can be found at different websites, some of which are listed. http://www.horizonpress.com/blogger/ http://wordpress.com/tag/microbiology/ http://microbiologybytes.wordpress.com/ Additionally, you can start your own blog for your class by going to www.blogger.com and signing up. 4. Wikis can also be used in classes and you can create your own for your class. See http://en.wikipedia.org/wiki/Wiki for more information. 5. Annenberg Foundation (registration required) video on The Microbial Universe http://www.learner.org/vod/vod_window.html?pid=1363

 Web Destinations

1-3  http://www.envsci.rutgers.edu/~phelps/lessons/lesson1.pdf What is Microbiology lesson developed by Jennifer Lamke and Craig Phelps for the National Science Foundation which is very similar to but more elaborate than the In-Class Activity 1 listed above. There are also good links provided on page 9.  http://www.asm.org/ American Society for Microbiology web site  http://journals.asm.org/ America Society for Microbiology online journal  http://www.virology.net/garryfavweb.html This site is a comprehensive resource for information about virology  http://www.cellsalive.com The Cells Alive! site offers images of microbes  http://www.microbiol.org/ The microbiology network for regulated industries.  http://www.genome.gov/ Human Genome Project web site  http://www.tigr.org/ This site provides information and databases about the J. Craig Venter Institute.  http://www.accessexcellence.org/RC/AB/BC/Spontaneous_Generation.html The spontaneous generation debate discussed on the Access Excellence web site

 Discussion Topics

 Discuss why it is important for the companies such as Campbell's soup, Miller Brewing and Blue Bell ice cream that make food products to hire microbiologists.  Discuss why it was essential to dispel the spontaneous generation theory before the germ theory of disease could be believed.  Discuss the pros and cons of the Human Genome Project.

 Track It Down  Have students identify several areas of industry where microbes or microbial research is very important.  Several companies have been founded on the basis of discoveries in areas of microbiology. Using The Wall Street Journal, Value Line, and other sources, try to identify several of these companies. Find out their current areas of research and how the company is faring financially.  The development of immunotoxins has led to their potential use as "magic bullets" in cancer therapy. Find articles that relate to this exciting area of research.

Chapter Outline Full file at http://testbank360.eu/solution-manual-microbiology-principles-and-explorations-9th- edition-black I. Why Study Microbiology? A. Microbial interactions with other organisms and the environment B. Beneficial aspects of microbes C. Microbial relationships to life processes D. Microbes in research

II. Scope of Microbiology A. The microbes 1. Bacteria 2. Algae 3. Fungi 4. Viruses 5. Protozoa 6. Others B. The microbiologists

III. Historical Roots A. Biblical accounts B. Greek and Roman contributions C. Bubonic plague D. Development of microscopy 1. Robert Hooke 2. Anton van Leeuwenhoek

IV. The Germ Theory of Disease A. Spontaneous generation theory B. Early studies C. Pasteur's contributions D. Koch's contributions 1. Pure culture techniques 2. Koch's Postulates E. Work toward controlling infections 1. Ignaz Semmelweiz 2. Joseph Lister

V. Emergence of Special Fields of Microbiology A. Immunology B. Virology C. Chemotherapy D. Genetics and Molecular Biology

VI. Tomorrow's History A. Early microbiologists B. Nobel Prize winners C. Human Genome Project

1-5  Additional Resources  Humans and Bacteria (41 min., C, 1994, VHS). The program presents the human body as a complex ecosystem of bacteria. (FHC 6899, FFH)  Life Itself (23 min., C, VHS). The program delves into the essence of the processes of life and the world of microbes. (EJC 5568, FFH)  Beyond the Naked Eye: Microscopic Organisms (50 min., C, VHS). The program explores the hidden world of single-celled creatures including plankton, diatoms, and bacteria. (EJC 8842, FFH)  Intimate Strangers: Unseen Life on Earth (20 min., C, 1999, VHS). This video explains the unseen world of microbes and their relationships with humans. (BZ 1460, IM)  Unseen Life on Earth: An Introduction to Microbiology Part 1 - The Microbial Universe (30 min., C, 1999, VHS). A 12-part series produced in part by the American Society for Microbiology which explains basic microbial principles and how microbes affect everything from medicine to environmental issues to global politics. (CA00125-ULSVE, CPB)  Exploring Biology: Careers & Issues (1999, CD-ROM). This program examines the major fields of biology including microbiology using animations, visual displays, and questions designed to raise interest in biology. (AAZ 31320, EDU)  Louis Pasteur Proves Germs Cause Disease (23 min., C, VHS). This video takes students on a field trip to the many places where Pasteur discovered how germs actually do cause disease. (193, HV)