Test Bank Of Prescotts Microbiology 10th Edition Willey Sherwood Woolverton

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INSTANT DOWNLOAD WITH ANSWERS

 

Prescotts Microbiology 10th Edition Willey Sherwood Woolverton – Test Bank 

 

Chapter 01

The Evolution of Microorganisms and Microbiology

 

 

True / False Questions

  1. Extant microorganisms are organisms from the fossil record that are no longer present on Earth today.
    FALSE

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Topic: Module 01 Evolution
Blooms Level: 2. Understand
Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe
Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it
Section: 01.02
Topic: Taxonomy of Microorganisms

 

Fill in the Blank Questions

  1. All cellular organisms can be placed into one of three __________, which include the Bacteria, Archaea, and the Eukarya.
    domains

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Topic: Module 01 Evolution
Blooms Level: 2. Understand
Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe
Section: 01.02
Topic: Taxonomy of Microorganisms

 

  1. Archaea are cellular organisms that have unique cell membrane __________.
    lipids

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe
Learning Outcome: 01.02.02 Design a set of experiments that could be used to place a newly discovered cellular microbe on a phylogenetic tree based on small subunit (SSU) rRNA sequences
Section: 01.01
Topic: Archaea

 

True / False Questions

  1. Microbiologists study a variety of organisms, but all are considered either Bacteria or Archaea.
    FALSE

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists
Section: 01.01
Topic: Taxonomy of Microorganisms

  1. All eukaryotes have a membrane-delimited nucleus.
    TRUE

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists
Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe
Section: 01.01
Topic: Taxonomy of Microorganisms

 

  1. Viruses are not generally studied by microbiologists because they are not classified as living organisms.
    FALSE

 

ASM Objective: 02.05 The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists
Section: 01.01
Topic: Taxonomy of Microorganisms

  1. Viruses constitute the fourth domain of life in current biological classification schemes.
    FALSE

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Topic: Module 01 Evolution
Blooms Level: 2. Understand
Learning Outcome: 01.01.02 Explain Carl Woese’s contributions in establishing the three-domain system for classifying cellular life
Section: 01.01
Topic: Taxonomy of Microorganisms

 

Multiple Choice Questions

  1. Protists contain all of the following forms of life EXCEPT
    A. protozoa.
    B.  fungi.
    C.  slime molds.
    D.  algae.

 

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists
Section: 01.01
Topic: Taxonomy of Microorganisms

 

  1. Cells with a relatively complex morphology that have a true membrane-delimited nucleus are called
    A. prokaryotes.
    B.  eukaryotes.
    C.  urkaryotes.
    D.  nokaryotes.

 

ASM Objective: 01.01 Cells, organelles (e.g. mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.
ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Topic: Module 01 Evolution
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists
Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe
Section: 01.01
Topic: Taxonomy of Microorganisms

  1. Cells with a relatively simple cell morphology that do not have a true membrane-delimited nucleus are called
    A.prokaryotes.
    B. eukaryotes.
    C. urkaryotes.
    D. nokaryotes.

 

ASM Objective: 01.01 Cells, organelles (e.g. mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.
ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Topic: Module 01 Evolution
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists
Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe
Section: 01.01
Topic: Taxonomy of Microorganisms

 

  1. The ribosomal RNA studies that led to the division of prokaryotic organisms into the Bacteria and the Archaea were begun by
    A. Pasteur.
  2. Woese.
  3. Needham.
  4. Watson.

 

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 01 Evolution
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 01.01.02 Explain Carl Woese’s contributions in establishing the three-domain system for classifying cellular life
Section: 01.01
Topic: Archaea
Topic: Bacteria
Topic: Taxonomy of Microorganisms

  1. Proteins function in modern cells as
    A. catalysts.
    B.  hereditary information.
    C.  structural elements.
    D.  both catalysts and structural elements.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it
Section: 01.02
Topic: Bacterial Cellular Morphology

 

  1. RNA serves to convert the information stored in DNA to ________.
    A. carbohydrates
    B.  protein
    C.  lipids
    D.  RNA

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 04 Information Flow and Genetics
Blooms Level: 2. Understand
Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it
Section: 01.02
Topic: Taxonomy of Microorganisms

 

True / False Questions

  1. The earliest microbial fossils that have been found are dated from approximately 4.5 million years ago.
    FALSE

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Topic: Module 01 Evolution
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it
Section: 01.02
Topic: Bacteria

 

Multiple Choice Questions
 

  1. Which of the following distinguish the field of microbiology from other fields of biology?
    A. The size of the organism studied.
  2. The techniques used to study organisms regardless of their size.
  3. Both the size of the organism studied and the techniques employed in the study of organisms.
  4. Neither the size of the organism studied nor the techniques employed in the study of organisms regardless of their size.

 

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 04 Information Flow and Genetics
ASM Topic: Module 05 Microbial Systems
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has improved human conditions
Section: 01.02
Section: 01.03
Section: 01.04
Topic: History of Microbiology

 

  1. Who of the following developed a set of criteria that could be used to establish a causative link between a particular microorganism and a particular disease?
    A.Fracastoro
    B. Koch
    C. Pasteur
    D. Lister

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Learning Outcome: 01.03.02 Outline a set of experiments that might be used to decide if a particular microbe is the causative agent of a disease
Section: 01.03
Topic: Bacteria
Topic: History of Microbiology

  1. Who of the following was the first to observe and accurately describe microorganisms?
    A.Pasteur
    B. Lister
    C. van Leeuwenhoek
    D. Tyndall

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

  1. Who of the following provided the evidence needed to discredit the concept of spontaneous generation?
    A.Pasteur
    B. Koch
    C. Semmelweiss
    D. Lister

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. The concept that living organisms arise from nonliving material is called
    A.biogenesis.
    B. cell theory.
    C. spontaneous generation.
    D. germ theory.

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

  1. The concept that human and animal diseases are caused by microorganisms is called the
    A.cell theory.
    B. germ theory.
    C. causative theory.
    D. disease theory.

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Learning Outcome: 01.03.02 Outline a set of experiments that might be used to decide if a particular microbe is the causative agent of a disease
Section: 01.03
Topic: History of Microbiology

  1. Whose work on spontaneous generation first demonstrated the existence of a very heat-resistant form of bacteria that are called endospores?
    A.Schwann
    B. Redi
    C. Tyndall
    D. Pasteur

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

  1. Antiseptic surgery was pioneered by
    A.Pasteur.
    B. Lister.
    C. Jenner.
    D. Kitasato.

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. Studies by Emil von Behring and Shibasaburo Kitasato demonstrated that inactivated toxins can induce the synthesis of antitoxins in the blood of rabbits. These antitoxins (antibodies) are the basis of
    A.humoral immunity.
    B. cell-mediated immunity.
    C. antibiotic immunity.
    D. phagocyte-mediated immunity.

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Section: 01.03
Topic: History of Microbiology

 

  1. The first surgical antiseptic to be used was
    A.iodine.
    B. ethanol.
    C. phenol.
    D. None of the choices are correct.

 

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. Old cultures of bacteria that have lost their ability to cause disease are said to be
    A.impotent.
    B. virulent.
    C. pathogenic.
    D. attenuated.

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

  1. Who is credited with developing and documenting the first vaccination procedure against smallpox?
    A.Koch
    B. Pasteur
    C. Jenner
    D. Lister

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. Who is credited with developing a vaccine against chicken cholera?
    A.Koch
    B. Pasteur
    C. Jenner
    D. Lister

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

  1. Who of the following first discovered that some blood leukocytes could engulf disease-causing bacteria?
    A.von Behring
    B. Meister
    C. Metchnikoff
    D. Ivanowski

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. The use of enrichment cultures and selective media was pioneered by
    A.Beijerinck.
    B. Jenner.
    C. Pasteur.
    D. von Behring.

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

True / False Questions
 

  1. Fanny Hesse first suggested that agar be used to solidify microbiological media.
    TRUE

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. M. J. Berkeley demonstrated that the great potato blight of Ireland was caused by a fungus.
    TRUE

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. Invisible living creatures were thought to exist and cause disease long before they were ever observed.
    TRUE

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

  1. Koch’s postulates were instrumental in establishing that Mycobacterium leprae is the cause of leprosy.
    FALSE

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Learning Outcome: 01.03.03 Predict the difficulties that might arise when using Koch’s postulates to determine if a microbe causes a disease unique to humans
Section: 01.03
Topic: History of Microbiology

  1. Edward Jenner’s work in preventing rabies led to the use of the term vaccination to describe a type of procedure used in the prevention of disease.
    FALSE

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. Although developed over 100 years ago, Koch’s postulates continue to be used successfully in all known human infectious diseases.
    FALSE

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 01.03.03 Predict the difficulties that might arise when using Koch’s postulates to determine if a microbe causes a disease unique to humans
Section: 01.03
Topic: History of Microbiology

 

  1. Viruses and bacteria were first cultured in the laboratory at about the same time.
    FALSE

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. Charles Chamberland developed porcelain filters that allowed other scientists to demonstrate that viruses are smaller than bacteria.
    TRUE

 

ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. The first disease to be identified as being caused by a virus was tobacco mosaic disease.
    TRUE

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Learning Outcome: 01.03.02 Outline a set of experiments that might be used to decide if a particular microbe is the causative agent of a disease
Section: 01.03
Topic: History of Microbiology

 

  1. John Tyndall demonstrated that microorganisms present in the air are carried on dust particles.
    TRUE

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. Agastino Bassi demonstrated that a type of silkworm disease was caused by a fungus and proposed that many diseases are caused by microorganisms.
    TRUE

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. The usefulness of agar in solidifying microbiological growth media is limited because it does not remain solid at temperatures above 28oC.
    FALSE

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

  1. Robert Koch developed a vaccine that could be used to prevent anthrax.
    FALSE

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

Fill in the Blank Questions

  1. Elie Metchnikoff discovered __________, which is a major feature of the host immune response.
    phagocytosis

 

ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Section: 01.03
Topic: History of Microbiology

  1. An Italian physician, __________, challenged the concept of spontaneous generation by demonstrating that maggots do not arise from decaying meat but rather from developing fly eggs.
    Redi

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

  1. __________ discovered that soil bacteria could oxidize iron, sulfur, and ammonia to obtain energy.
    Winogradsky

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 05 Microbial Systems
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. __________ was the first to isolate a root nodule bacterium capable of nitrogen fixation.
    Beijerinck

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

True / False Questions

  1. The endosymbiotic hypothesis is generally accepted as the origin of two eukaryotic organelles: mitochondria and chloroplasts.
    TRUE

 

ASM Objective: 01.01 Cells, organelles (e.g. mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.
ASM Topic: Module 01 Evolution
Blooms Level: 2. Understand
Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it
Section: 01.02
Topic: Taxonomy of Microorganisms

 

  1. The relationship between specific bacteria and specific diseases was first demonstrated by Koch.
    TRUE

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

  1. Some microorganisms are useful in bioremediation processes that reduce the effects of pollution.
    TRUE

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.
ASM Topic: Module 05 Microbial Systems
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has improved human conditions
Learning Outcome: 01.04.02 Support the belief held by many microbiologists that microbiology is experiencing its second golden age
Section: 01.04
Topic: History of Microbiology

 

Fill in the Blank Questions

  1. The branch of microbiology that deals with diseases of humans and animals is called __________ microbiology.
    medical

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has improved human conditions
Section: 01.04
Topic: History of Microbiology

 

  1. The branch of microbiology that deals with the mechanisms by which the human body protects itself from disease-causing organisms is called __________.
    immunology

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.04.02 Support the belief held by many microbiologists that microbiology is experiencing its second golden age
Section: 01.04
Topic: History of Microbiology

  1. __________ _____________microbiologists monitor community food establishments and water supplies in order to control the spread of communicable diseases.
    Public health

 

ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has improved human conditions
Section: 01.04
Topic: History of Microbiology

  1. The branch of microbiology that studies the relationship between microorganisms and their habitats is called __________ ______________.
    microbial ecology

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has improved human conditions
Section: 01.04
Topic: History of Microbiology

 

  1. __________ and __________ microbiology investigates the spoilage of products for human consumption and the use of microorganisms in the production of cheese, yogurt, pickles, beer, and the like.
    Food, dairy

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has improved human conditions
Section: 01.04
Topic: History of Microbiology

  1. __________ microbiology involves the use of microorganisms to make products such as antibiotics, vaccines, steroids, alcohols, vitamins, amino acids, and enzymes.
    Industrial

 

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 1. Remember
Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has improved human conditions
Section: 01.04
Topic: History of Microbiology

  1. Microbial __________ are scientists who investigate the synthesis of antibiotics and toxins, the production of energy with microorganisms, and the ways in which microorganisms survive harsh environmental conditions.
    physiologists

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has improved human conditions
Section: 01.04
Topic: History of Microbiology

 

  1. Microbial __________ focuses on the nature of heredity and how it regulates the development and function of cells and organisms.
    genetics

 

ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes.
ASM Objective: 04.03 The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
ASM Topic: Module 04 Information Flow and Genetics
Blooms Level: 1. Remember
Learning Outcome: 01.04.01 Construct a concept map, table, or drawing that illustrates the diverse nature of microbiology and how it has improved human conditions
Section: 01.04
Topic: History of Microbiology

 

Multiple Choice Questions

  1. Which of the following provides the best explanation for why viruses are not included in the three domain system?
    A. Viruses are too small.
    B.  Viruses have either DNA or RNA, not both.
    C.  Viruses are not a cellular life form.
    D.  Viruses show no evidence of evolution.

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Topic: Module 01 Evolution
Blooms Level: 5. Evaluate
Learning Outcome: 01.01.02 Explain Carl Woese’s contributions in establishing the three-domain system for classifying cellular life
Section: 01.01
Topic: Taxonomy of Microorganisms

 

  1. A new microbe has been discovered in the rumen of sheep. Microscopy shows no evidence of a nuclear membrane and biochemical studies of the cell wall demonstrate the lack of peptidoglycan. Metabolic studies show that this microbe generates methane. This microbe would most likely be classified in the:
    A. Domain Bacteria
    B.  Domain Archaea
    C.  Domain Eukarya, Kingdom Fungi
    D.  Domain Eukarya, Protists

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 4. Analyze
Learning Outcome: 01.01.02 Explain Carl Woese’s contributions in establishing the three-domain system for classifying cellular life
Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe
Section: 01.01
Topic: Taxonomy of Microorganisms

  1. What is the most compelling reason why “protists” are not considered to be a taxonomic group?
    A. They are not cellular life forms.
    B.  They are too small to be included among the eukaryotes.
    C.  The group includes both prokaryotic and eukaryotic cell types.
    D.  The organisms often included in this group are very diverse and don’t form a cohesive taxon.

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Topic: Module 01 Evolution
ASM Topic: Module 05 Microbial Systems
Blooms Level: 5. Evaluate
Learning Outcome: 01.01.02 Explain Carl Woese’s contributions in establishing the three-domain system for classifying cellular life
Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe
Section: 01.01
Topic: Taxonomy of Microorganisms

 

  1. Scientists study microorganisms on Earth today to search for life forms elsewhere, as well as to explore the origins of life on Earth. These microorganisms that are studied are referred to as:
    A. existing.
    B.  extant.
    C.  extinct.
    D.  extirpated.

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes.
ASM Topic: Module 05 Microbial Systems
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 3. Apply
Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists
Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it
Section: 01.01
Section: 01.02
Topic: Taxonomy of Microorganisms

  1. The most important aspect of agar that makes it a useful ingredient for solidifying media for bacterial culture is
    A. It provides an excellent nitrogen source for bacteria.
    B.  Bacteria are unable to break it down so it stays solidified.
    C.  It melts at 100oC and solidifies at temperatures below 50oC.
    D.  It provides an excellent carbon and energy source for bacteria.

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 5. Evaluate
Learning Outcome: 01.03.01 Evaluate the importance of the contributions to microbiology made by Hooke, Leeuwenhoek, Pasteur, Koch, Cohn, Beijerinck, von Behring, Kitasato, Metchnikoff, and Winogradsky
Section: 01.03
Topic: History of Microbiology

 

  1. Which molecule is believed to have preceded the other three during the evolution of life?
    A. ATP
    B.  Proteins
    C.  DNA
    D.  RNA

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Objective: 04.01 Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
ASM Topic: Module 01 Evolution
ASM Topic: Module 04 Information Flow and Genetics
Blooms Level: 3. Apply
Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it
Section: 01.02
Topic: Taxonomy of Microorganisms

  1. What is the most compelling reason why DNA, rather than RNA, evolved to be the storage repository for genetic information in cellular life forms?
    A. DNA has deoxyribose rather than ribose.
    B.  DNA molecules are more chemically stable than RNA molecules.
    C.  DNA is double-stranded rather than single-stranded.

 

ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes.
ASM Topic: Module 04 Information Flow and Genetics
Blooms Level: 5. Evaluate
Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it
Section: 01.02
Topic: Taxonomy of Microorganisms

  1. Each of the following provides evidence in support of the primary role of RNA in the evolution of life EXCEPT:
    A. Some RNA molecules are catalytic.
    B.  RNA catalyzes peptide bond formation during protein synthesis.
    C.  ATP (energy currency of the cell) is a ribonucleotide.
    D.  RNA is less chemically stable than DNA.
    E.  RNA can regulate gene expression.

 

ASM Topic: Module 01 Evolution
ASM Topic: Module 04 Information Flow and Genetics
Blooms Level: 4. Analyze
Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it
Section: 01.02
Topic: Taxonomy of Microorganisms

 

  1. While each of these processes are believed to have evolved prior to aerobic respiration, which one is the most critical process, without which aerobic respiration could never have developed?
    A. Oxygenic photosynthesis
    B.  Anoxygenic photosynthesis
    C.  Alcohol fermentation
    D.  Lactic acid fermentation

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 4. Analyze
Learning Outcome: 01.02.01 Propose a time line of the origin and history of microbial life and integrate supporting evidence into it
Section: 01.02
Topic: History of Microbiology

  1. Which term is most inclusive? In other words, which term includes all the others?
    A. Microbial species
    B.  Microbial strain
    C.  Biovars
    D.  Serovars

 

ASM Objective: 01.04 The traditional concept of species is not readily applicable to microbes due to asexual reproduction and the frequent occurrence of horizontal gene transfer.
ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Topic: Module 01 Evolution
Blooms Level: 4. Analyze
Learning Outcome: 01.02.03 Compare and contrast the definitions of plant and animal species, microbial species, and microbial strains
Section: 01.02
Topic: Bacteria
Topic: Taxonomy of Microorganisms

 

  1. Which of the processes named here is the least likely to contribute to the evolution of genetic diversity of bacteria and archaea?
    A. Mutation
    B.  Sexual reproduction
    C.  Binary fission
    D.  Horizontal gene transfer

 

ASM Objective: 01.02 Mutations and horizontal gene transfer, with the immense variety of microenvironments, have selected for a huge diversity of microorganisms.
ASM Objective: 01.04 The traditional concept of species is not readily applicable to microbes due to asexual reproduction and the frequent occurrence of horizontal gene transfer.
ASM Topic: Module 01 Evolution
Blooms Level: 4. Analyze
Learning Outcome: 01.02.03 Compare and contrast the definitions of plant and animal species, microbial species, and microbial strains
Section: 01.02
Topic: Archaea
Topic: Bacteria
Topic: Taxonomy of Microorganisms

  1. A student is observing microorganisms in a sample of pond water. One organism of interest has an obvious nucleus, small oval structures containing a green pigment, and does not appear to be motile. In which of the following groups would this microbe most likely be classified?
    A. Eukaryotes (Fungi)
    B.  Eukaryotes (Algae)
    C.  Bacteria
    D.  Archaea
    E.  Eukaryotes (Protozoa)

 

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 05 Microbial Systems
Blooms Level: 4. Analyze
Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe
Section: 01.01
Topic: Taxonomy of Microorganisms

 

  1. A student is observing microorganisms in a sample of pond water. One organism of interest has an obvious nucleus and has been moving rapidly during observation and appears to have rows of cilia along its surface. In which of the following groups would this microbe most likely be classified?
    A. Eukaryotes (Fungi)
    B.  Eukaryotes (Algae)
    C.  Bacteria
    D.  Eukaryotes (Protozoa)

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 4. Analyze
Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe
Section: 01.01
Topic: Taxonomy of Microorganisms

 

Fill in the Blank Questions

  1. A microbial __________ is a collection of strains that share many stable properties and differ significantly from other groups of strains.
    species

 

ASM Objective: 01.04 The traditional concept of species is not readily applicable to microbes due to asexual reproduction and the frequent occurrence of horizontal gene transfer.
ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Topic: Module 01 Evolution
Blooms Level: 2. Understand
Learning Outcome: 01.02.03 Compare and contrast the definitions of plant and animal species, microbial species, and microbial strains
Section: 01.02
Topic: Taxonomy of Microorganisms

 

Multiple Choice Questions
 

  1. Morphovars, serovars, biovars, and pathovars are examples of terms that refer to microbial _______________.
    A. species
    B.  strains
    C.  types
    D.  Archaea

 

ASM Objective: 01.02 Mutations and horizontal gene transfer, with the immense variety of microenvironments, have selected for a huge diversity of microorganisms.
ASM Objective: 01.04 The traditional concept of species is not readily applicable to microbes due to asexual reproduction and the frequent occurrence of horizontal gene transfer.
ASM Topic: Module 01 Evolution
Blooms Level: 2. Understand
Learning Outcome: 01.02.03 Compare and contrast the definitions of plant and animal species, microbial species, and microbial strains
Section: 01.02
Topic: Taxonomy of Microorganisms

  1. In a search for new antibiotics, a previously unknown organism has been recovered from the soil. It is nonmotile and is composed of long threadlike structures formed from nucleated cells. It is not-photosynthetic and absorbs its nutrients. This organism will most likely be classified among the
    A. Bacteria
    B.  Archaea
    C.  Eukaryotes (Fungi)
    D.  Eukaryotes (Protozoa)
    E.  Eukaryotes (Algae)

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 06.04 Because the true diversity of microbial life is largely unknown, its effects and potential benefits have not been fully explored.
ASM Topic: Module 01 Evolution
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 05 Microbial Systems
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 3. Apply
Learning Outcome: 01.01.01 Differentiate the biological entities studied by microbiologists from those studied by other biologists
Learning Outcome: 01.01.04 Determine the type of microbe (e.g., bacterium, fungus, etc.) when given a description of a newly discovered microbe
Section: 01.01
Topic: Taxonomy of Microorganisms

 

Matching Questions
 

  1. Match the microbe with an example of its importance to humans.
1.  Members of this group have caused “mad cow diseaese” and Creutzfeld Jacob disease.       Viruses   5
2.  Members of this group are photosynthetic, include unicellular and multicellular forms, and are the foundation of aquatic food chains.       Prions   1
3.  This group includes beneficial microorganisms that fix nitrogen, make antibiotics, vitamins and enzymes, as well as harmful microorganisms that cause disease such as plague and strep throat.       Fungi   4
4.  Members of this group include decomposers, associate with plant roots and help plants grow, produce antibiotics, help bread rise, and help make wine.       Algae   2
5.  Members of this microbial group cause serious diseases such as smallpox, AIDS, and Ebola fever.       Bacteria   3

 

ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.
ASM Topic: Module 05 Microbial Systems
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 3. Apply
Learning Outcome: 01.01.03 Provide an example of the importance to humans of each of the major types of microbes
Section: 01.01
Topic: Taxonomy of Microorganisms

 

Multiple Choice Questions
 

  1. Three the SSU rRNA sequences of 3 organisms have been compared. For organisms 1 and 2, two of the twelve nucleotides in the sequence are different. For organisms 1 and 3, six of the twelve nucleotides are different. Which organism has greater evolutionary distance from organism 1?
    A. Organism 2
    B.  Organism 3
    C.  The evolutionary distance is the same.
    D.  Evolutionary distance cannot be predicted from this data.

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Topic: Module 01 Evolution
Blooms Level: 3. Apply
Learning Outcome: 01.02.02 Design a set of experiments that could be used to place a newly discovered cellular microbe on a phylogenetic tree based on small subunit (SSU) rRNA sequences
Section: 01.02
Topic: Taxonomy of Microorganisms

 

Ranking Questions

  1. The following are steps in using SSU rRNA molecules to develop phylogenetic trees. Place these steps in the correct order.
    5 Count the number of nucleotide differences between each pair of sequences and calculate the evolutionary distance.
    6   Input data into computer and use appropriate software to construct a phylogenetic tree.
    4   Align nucleotide sequences to compare.
    1   Isolate DNA from cells of each organism being tested.
    2   Amplify the DNA of the SSU rRNA genes of each organism using polymerase chain reaction.
    3   Determine the nucleotide sequence of the SSU rRNA genes of each organism.

 

ASM Objective: 01.05 The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
ASM Topic: Module 01 Evolution
Blooms Level: 3. Apply
Learning Outcome: 01.02.02 Design a set of experiments that could be used to place a newly discovered cellular microbe on a phylogenetic tree based on small subunit (SSU) rRNA sequences
Section: 01.02
Topic: Taxonomy of Microorganisms

 

Multiple Choice Questions
 

  1. Which group of microbes contains organisms necessary for production of wine and bread?
    A. Bacteria
    B.  Archaea
    C.  Fungi
    D.  Algae

 

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 1. Remember
Learning Outcome: 01.01.03 Provide an example of the importance to humans of each of the major types of microbes
Section: 01.01
Topic: Taxonomy of Microorganisms

Chapter 03

Bacterial Cell Structure

 

 

Fill in the Blank Questions

  1. The genus of bacteria that undergoes cell division in random planes, forming grapelike clusters of round bacteria, are the __________.
    staphylococcior  
    staphylococcus

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Learning Outcome: 03.02.02 Discuss the factors that determine the size and shape of a bacterial cell
Section: 03.02
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: Gram-Positive Staphylococci

  1. Bacteria that do not have a fixed shape are said to be __________.
    pleomorphic

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Section: 03.02
Topic: Bacteria
Topic: Bacterial Cellular Morphology

 

  1. A branched network of hyphae formed by the Actinomycetes is called a __________.
    mycelium

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Learning Outcome: 03.02.02 Discuss the factors that determine the size and shape of a bacterial cell
Section: 03.02
Topic: Actinomycetes
Topic: Bacteria
Topic: Bacterial Cellular Morphology

  1. Actinomycetes form long filaments called ___________.
    hyphae

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Learning Outcome: 03.02.02 Discuss the factors that determine the size and shape of a bacterial cell
Section: 03.02
Topic: Actinomycetes
Topic: Bacterial Cellular Morphology

 

True / False Questions
 

  1. Sterol-like molecules called hopanoids are thought to be important for the structural integrity of many bacteria because of their suspected role in membrane stabilization.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.03.01 Describe the fluid mosaic model of membrane structure and identify the types of lipids typically found in bacterial membranes
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.03
Section: 03.05
Topic: Bacteria
Topic: Cellular Organization
Topic: External Bacterial Structures

  1. The cell membrane is a rigid structure that provides bacteria with their characteristic shapes.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.02.02 Discuss the factors that determine the size and shape of a bacterial cell
Learning Outcome: 03.03.01 Describe the fluid mosaic model of membrane structure and identify the types of lipids typically found in bacterial membranes
Section: 03.02
Section: 03.03
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures

  1. Gram-positive bacteria have a thinner layer of peptidoglycan than gram-negative bacteria.
    FALSE

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.04.01 Describe peptidoglycan structure
Learning Outcome: 03.04.02 Compare and contrast the cell walls of typical Gram-positive and Gram-negative bacteria
Section: 03.04
Topic: Bacteria
Topic: External Bacterial Structures

 

  1. Gram-positive bacteria have a structurally and chemically more complex cell wall than gram-negative bacteria.
    FALSE

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity and phage infection.
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.04.01 Describe peptidoglycan structure
Learning Outcome: 03.04.02 Compare and contrast the cell walls of typical Gram-positive and Gram-negative bacteria
Section: 03.04
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures

  1. Bacteria growing at lower temperatures have more saturated fatty acids in their membranes.
    FALSE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 3. Apply
Learning Outcome: 03.03.01 Describe the fluid mosaic model of membrane structure and identify the types of lipids typically found in bacterial membranes
Section: 03.03
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures

 

Multiple Choice Questions
 

  1. Predict how the plasma membrane fatty acid composition would change as the temperature of the habitat of an aquatic bacterial species warms from 2oC to 15oC during the spring and summer months.
    A. The percentage of saturated fatty acids would increase.
    B.  The percentage of unsaturated fatty acids would increase.
    C.  The percentage of saturated fatty acids would decrease.
    D.  The percentage of saturated fatty acids would remain unchanged.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 05 Microbial Systems
Blooms Level: 4. Analyze
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.05
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures

 

Fill in the Blank Questions

  1. When the cell wall is removed from a Gram-negative bacterium without removing the outer membrane, the resulting form is called a(n) __________.
    spheroplast

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity and phage infection.
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.04.02 Compare and contrast the cell walls of typical Gram-positive and Gram-negative bacteria
Learning Outcome: 03.04.03 Relate bacterial cell wall structure to the Gram-staining reaction
Section: 03.04
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures

 

  1. Enzymes that are secreted out of the cell to aid in the acquisition and digestion of environmental nutrients are called __________.
    exoenzymes

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.04.02 Compare and contrast the cell walls of typical Gram-positive and Gram-negative bacteria
Section: 03.04
Topic: Bacteria
Topic: Cellular Transport

  1. Molecules or regions of molecules that readily interact with water are said to be __________, whereas molecules or regions of molecules that are insoluble in water or do not readily interact with water are said to be hydrophobic.
    hydrophilic

 

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity and phage infection.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.03.01 Describe the fluid mosaic model of membrane structure and identify the types of lipids typically found in bacterial membranes
Section: 03.03
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures

 

  1. A __________ layer consists of diffuse unorganized polysaccharide material that lies outside the cell wall and is easily removed.
    slime

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity and phage infection.
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.05
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: Cellular Organization
Topic: External Bacterial Structures

  1. A __________ is a polysaccharide layer that lies outside the cell wall and is not easily removed.
    capsule

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity and phage infection.
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.05
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: Cellular Organization
Topic: External Bacterial Structures

 

  1. _______ bind ferric iron and transport it into a bacterial cell.
    Siderophores

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.05 Discuss the difficulty of iron uptake and describe how bacteria overcome this difficulty
Section: 03.03
Topic: Bacteria

  1. Nutrients that are used by bacteria in relatively large amounts are _______________.
    macronutrients

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.02 Distinguish macroelements (macronutrients) from micronutrients (trace elements) and provide examples of each
Section: 03.03
Topic: Bacteria

 

True / False Questions

  1. Prokaryotes were once described based on structures that were present in eukaryotes, but absent in prokaryotes.
    TRUE

 

ASM Objective: 01.01 Cells, organelles (e.g. mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.01.01 List the characteristics originally used to describe prokaryotic cells
Section: 03.01
Topic: Bacteria
Topic: Cellular Organization

 

Multiple Choice Questions
 

  1. You discover a new transport system used by a newly discovered bacterial species. The sugars that are transported using this system are phosphorylated as they enter the bacterial cell. You would describe this transport system as a(n) _____.
    A. facillitated diffusion
    B.  micronutrient regulator
    C.  passive diffusion
    D.  group translocation

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

 

True / False Questions

  1. Growth factors cannot by synthesized by the bacteria that use them and include amino acids, pyrimidines, and vitamins.
    TRUE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 03.03.03 Provide examples of growth factors needed by some microorganisms
Section: 03.03
Topic: Bacteria

 

Fill in the Blank Questions
 

  1. Endospores are resistant to most environmental stressors because they have _____ complexed with calcium ions which stabilize DNA.
    Dipicolinic acid

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.09.01 Describe the structure of a bacterial endospore
Learning Outcome: 03.09.04 Describe those properties of endospores that are thought to contribute to its resistance to environmental stresses
Section: 03.09
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: Gram-Positive Spore-Forming Bacilli

 

Multiple Choice Questions
 

  1. Which of the following structures is NOT found in an endospore?
    A.Capsule
  2. Coat
  3. Core
  4. Exosporium

 

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.09.01 Describe the structure of a bacterial endospore
Section: 03.09
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: Internal Bacterial Structure

 

True / False Questions
 

  1. If you remove the peptidoglycan layer from a Gram-positive cell, it would still stain purple with a Gram stain.
    FALSE

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity and phage infection.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 3. Apply
Learning Outcome: 03.04.02 Compare and contrast the cell walls of typical Gram-positive and Gram-negative bacteria
Learning Outcome: 03.04.03 Relate bacterial cell wall structure to the Gram-staining reaction
Section: 03.04
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures

 

Fill in the Blank Questions

  1. The most widely accepted current model for membrane structures is called the __________ model.
    fluid mosaic

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.03.01 Describe the fluid mosaic model of membrane structure and identify the types of lipids typically found in bacterial membranes
Section: 03.03
Topic: Bacteria
Topic: External Bacterial Structures

 

True / False Questions
 

  1. The layers of peptidoglycan of the bacterial cell wall can be cross-linked by peptide intrabridges or by direct cross-linking.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.04.01 Describe peptidoglycan structure
Section: 03.04
Topic: Bacteria
Topic: External Bacterial Structures

  1. Some photosynthetic bacteria produce gas vacuoles that regulate their buoyancy but contain no lipid.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.06.01 Create a table or concept map that identifies the components of the bacterial cytoplasm and describes their structure, molecular makeup, and functions
Section: 03.06
Topic: Bacteria
Topic: Internal Bacterial Structure

 

Fill in the Blank Questions

  1. Intracellular granules of organic or inorganic material that are stockpiled by bacteria for future use are called __________.
    inclusions

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.06.01 Create a table or concept map that identifies the components of the bacterial cytoplasm and describes their structure, molecular makeup, and functions
Section: 03.06
Topic: Bacteria
Topic: Internal Bacterial Structure

 

  1. Bacteria have a region of the cytoplasm known as the __________, which is not bounded by a membrane but contains the chromosome.
    nucleoid

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.06.01 Create a table or concept map that identifies the components of the bacterial cytoplasm and describes their structure, molecular makeup, and functions
Section: 03.06
Topic: Bacteria
Topic: Internal Bacterial Structure

  1. Small circular DNA molecules capable of replicating and containing genes that are useful but not necessary to the bacterium are called __________.
    plasmids

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.06.01 Create a table or concept map that identifies the components of the bacterial cytoplasm and describes their structure, molecular makeup, and functions
Section: 03.06
Topic: Bacteria
Topic: Internal Bacterial Structure

  1. Some species of aquatic bacteria use inclusion bodies known as ________ to orient themselves in Earth’s magnetic field.
    magnetosomes

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.06.01 Create a table or concept map that identifies the components of the bacterial cytoplasm and describes their structure, molecular makeup, and functions
Section: 03.06
Topic: Bacteria
Topic: Internal Bacterial Structure

 

  1. _______ are the site of protein synthesis in the cell.
    Ribosomes

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 04.02 Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.06.01 Create a table or concept map that identifies the components of the bacterial cytoplasm and describes their structure, molecular makeup, and functions
Section: 03.06
Topic: Bacteria
Topic: Internal Bacterial Structure

 

True / False Questions

  1. Sedimentation coefficients are proportional to the molecular weight of a particle and are not affected by the volume and shape of the particle.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.06.01 Create a table or concept map that identifies the components of the bacterial cytoplasm and describes their structure, molecular makeup, and functions
Section: 03.06
Topic: Bacteria
Topic: Internal Bacterial Structure

 

Fill in the Blank Questions
 

  1. Bacterial flagella are composed of three parts: the ______ body, which is embedded in the cell, the hook, and the _______, which is the longest part of the flagellum.
    basal; filament

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.07.01 Distinguish pili (fimbriae) and flagella
Section: 03.07
Topic: Bacteria
Topic: External Bacterial Structures

  1. Proteinacious projections from the surface of a bacterium that are used to mediate conjugation are called sex __________, whereas projections that mediate attachment to surfaces such as host cells are called __________.
    pili; fimbriae

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.07.01 Distinguish pili (fimbriae) and flagella
Section: 03.07
Topic: Bacteria
Topic: Cellular Organization
Topic: External Bacterial Structures

 

True / False Questions

  1. During the assembly of the flagellar filament, the flagellin protein monomers assemble at the cell proximal base of the flagellum.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.07.01 Distinguish pili (fimbriae) and flagella
Learning Outcome: 03.08.01 Compare and contrast flagellar swimming motility, spirochete flagellar motility, and twitching and gliding motility
Section: 03.07
Topic: Bacteria
Topic: External Bacterial Structures

 

 

Fill in the Blank Questions

  1. Matching: Match the definition with the word. 1) monotrichous 2) peritrichous 3) lophotrichous 4) amphitrichous a. a single flagellum b. a single flagellum at each pole of an organism c. a cluster of flagella at one or both ends of an organism d. a relatively even distribution of flagella over the entire surface of the bacterium
    1-a, 2-d, 3-c, 4-b

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
Blooms Level: 1. Remember
Blooms Level: 2. Understand
Learning Outcome: 03.07.02 Illustrate the various patterns of flagella distribution
Section: 03.07
Topic: Bacteria
Topic: External Bacterial Structures

 

True / False Questions

  1. The rotation of bacterial flagella is powered by ATP hydrolysis.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.08.01 Compare and contrast flagellar swimming motility, spirochete flagellar motility, and twitching and gliding motility
Learning Outcome: 03.08.02 State the source of energy that powers flagellar motility
Section: 03.08
Topic: Bacteria
Topic: External Bacterial Structures

 

Fill in the Blank Questions
 

  1. The bacterium E. coli swims in a straight line, called a __________, for a few seconds; then it stops, tumbles, then swims away in a new direction.
    run

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Blooms Level: 2. Understand
Learning Outcome: 03.08.01 Compare and contrast flagellar swimming motility, spirochete flagellar motility, and twitching and gliding motility
Learning Outcome: 03.08.03 Explain why bacterial chemotaxis is referred to as a “biased random walk”
Section: 03.08
Topic: Bacteria
Topic: External Bacterial Structures

  1. In many spirochetes, multiple flagella combine to form a bundle known as a(n) ____________ fibril, which winds around the cell and confers motility on the cell.
    axial

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.07.02 Illustrate the various patterns of flagella distribution
Learning Outcome: 03.08.01 Compare and contrast flagellar swimming motility, spirochete flagellar motility, and twitching and gliding motility
Section: 03.07
Section: 03.08
Topic: Bacteria
Topic: External Bacterial Structures

  1. __________ is the process through which endospores are formed within a vegetative cell.
    Sporulation

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.09.03 Describe in general terms the process of sporulation
Section: 03.09
Topic: Bacteria
Topic: Internal Bacterial Structure

 

  1. __________ is the main part of the process through which a vegetative cell is formed from an endospore.
    Germination

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.09.05 Describe the three stages that transform an endospore into an active vegetative cell
Section: 03.09
Topic: Bacteria
Topic: Internal Bacterial Structure

 

Multiple Choice Questions

  1. The concept of a prokaryote was first fully outlined in 1962 by
    A. Watson and Crick.
  2. Stanier and Van Niel.
  3. Hershey and Chase.
  4. Gilbert and Cech.

 

 

ASM Objective: 01.01 Cells, organelles (e.g. mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 01 Evolution
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.01.02 Form an opinion on the “prokaryote” controversy using current evidence about bacterial cells
Section: 03.01
Topic: Bacteria

 

  1. Bacterial cells that are variable in shape are called
    A.vibrio.
    B. pleomorphic.
    C. coccobacilli.
    D. hyphal.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Learning Outcome: 03.02.02 Discuss the factors that determine the size and shape of a bacterial cell
Section: 03.02
Topic: Bacteria
Topic: Bacterial Cellular Morphology

  1. The term used to describe bacteria that are intermediate in shape between spherical and rod-shaped is
    A. cocci.
    B.  bacilli.
    C.  vibrio.
    D.  coccobacilli.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Section: 03.02
Topic: Bacteria
Topic: Bacterial Cellular Morphology

 

  1. Square planar arrangement of cells that forms when round bacteria remain attached to each other during reproduction are called
    A.streptococci.
    B. staphylococci.
    C. tetrads.
    D. sarcinae.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Section: 03.02
Topic: Bacteria
Topic: Bacterial Cellular Morphology

  1. Flexible bacteria with a helical shape are called
    A.vibrios.
    B. spirilla.
    C. spirochetes.
    D. coccobacilli.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Section: 03.02
Topic: Bacteria
Topic: Bacterial Cellular Morphology

 

  1. Rigid bacteria with a helical cell shape are called
    A.vibrios.
    B. spirilla.
    C. spirochetes.
    D. coccobacilli.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Section: 03.02
Topic: Bacteria
Topic: Bacterial Cellular Morphology

  1. The term used to describe bacteria that are shaped like curved rods is
    A.coccus.
    B. bacillus.
    C. vibrio.
    D. coccobacillus.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Section: 03.02
Topic: Bacteria
Topic: Bacterial Cellular Morphology

 

  1. The term used to describe bacteria that are rod-shaped is
    A. coccus.
    B.  bacillus.
    C.  vibrio.
    D.  coccobacillus.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Section: 03.02
Topic: Bacteria
Topic: Bacterial Cellular Morphology

  1. The term used to describe bacteria that have a spherical shape is
    A.coccus.
    B. bacillus.
    C. vibrio.
    D. coccobacillus.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.02.01 Distinguish a typical bacterial cell from a typical plant or animal cell in terms of cell shapes and arrangements, size, and cell structures
Section: 03.02
Topic: Bacteria
Topic: Bacterial Cellular Morphology

 

  1. The cytoplasmic membrane of bacteria
    A.retains the cytoplasm and its contents.
    B. acts as a selectively permeable barrier, allowing some molecules to pass while preventing the movement of others.
    C. is the major site of ATP synthesis in aerobes.
    D.

All of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.03.01 Describe the fluid mosaic model of membrane structure and identify the types of lipids typically found in bacterial membranes
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.03
Section: 03.05
Topic: Bacteria
Topic: Cellular Organization
Topic: External Bacterial Structures

  1. The lipopolysaccharide (LPS) that is found in the outer membrane of gram-negative bacteria is also known as
    A.exotoxin.
    B. teichoic acid.
    C. murein.
    D. endotoxin.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.05
Topic: Bacteria
Topic: Cellular Organization
Topic: External Bacterial Structures

 

  1. Which of the following is/are true of capsules?
    A.They help bacteria escape phagocytosis by host cells.
    B. They retain water and help prevent desiccation of the bacteria.
    C. They prevent entry of many bacterial viruses.
    D.

All of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.05
Topic: Bacteria
Topic: Cellular Organization
Topic: External Bacterial Structures

  1. Proteins that are loosely associated with the cytoplasmic membrane are called __________ proteins.
    A. peripheral
    B.  integral
    C.  external
    D.  internal

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.03.01 Describe the fluid mosaic model of membrane structure and identify the types of lipids typically found in bacterial membranes
Section: 03.03
Topic: Bacteria
Topic: External Bacterial Structures

 

  1. Proteins that are embedded within the cytoplasmic membrane and not easily extracted are called __________ proteins.
    A.peripheral
    B. integral
    C. external
    D. internal

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.03.01 Describe the fluid mosaic model of membrane structure and identify the types of lipids typically found in bacterial membranes
Section: 03.03
Topic: Bacteria
Topic: External Bacterial Structures

  1. Shrinkage of the plasma membrane away from the cell wall when the bacterium is placed in a hypertonic environment is called
    A.osmolysis.
    B. plasmolysis.
    C. hydrolysis.
    D. hypertonolysis.

 

ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport
Topic: External Bacterial Structures

 

  1. Lipids with polar and nonpolar ends are said to be
    A.amphipathic.
    B. amphibolic.
    C. bilateral.
    D.

None of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.03.01 Describe the fluid mosaic model of membrane structure and identify the types of lipids typically found in bacterial membranes
Section: 03.03
Topic: Bacteria
Topic: External Bacterial Structures

  1. Although penicillin inhibits peptidoglycan synthesis, bacterial cells will continue to grow normally in the presence of penicillin in a(n) __________ environment.
    A.hypotonic
    B. isotonic
    C. hypertonic
    D. nonpolar

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Learning Outcome: 03.04.01 Describe peptidoglycan structure
Section: 03.03
Section: 03.04
Topic: Bacteria
Topic: Cellular Transport
Topic: External Bacterial Structures

 

  1. All of the following statements about the periplasmic space are true except:
    A.It is found only in gram-positive bacteria.
    B. It is located between the plasma membrane and outer membrane of gram-negative bacteria.
    C. It contains hydrolytic enzymes and binding proteins involved in nutrient acquisition.
    D. All of the choices are true.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.04.02 Compare and contrast the cell walls of typical Gram-positive and Gram-negative bacteria
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.04
Section: 03.05
Topic: Bacteria
Topic: Cellular Organization
Topic: External Bacterial Structures

 

  1. Which of the following protects bacteria from lysis in dilute solutions and helps to determine their cellular morphology or shape?
    A.Plasma membrane
  2. Peptidoglycan
  3. Capsule
  4. Gas vacuoles

 

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity and phage infection.
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.04.01 Describe peptidoglycan structure
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.04
Section: 03.05
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: Cellular Organization
Topic: External Bacterial Structures

 

  1. Sortase is a protein enzyme of bacteria that
    A.plays a key role in directing proteins to the periplasm.
    B. catalyzes covalent attachment of some surface proteins to peptidoglycan.
    C. directs secretion of proteins across the outer membrane.
    D. functions by transporting flagellum proteins to their extracellular site of assembly.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.04.01 Describe peptidoglycan structure
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.04
Section: 03.05
Topic: Bacteria
Topic: Cellular Organization
Topic: External Bacterial Structures

  1. Which of the following is not true of bacterial plasmids?
    A.They can replicate independently of the chromosome.
    B. They may carry genes for drug resistance.
    C. They are required for host growth and/or reproduction.
    D. They may carry genes that enhance survival of the bacterium under certain conditions.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.06.01 Create a table or concept map that identifies the components of the bacterial cytoplasm and describes their structure, molecular makeup, and functions
Section: 03.06
Topic: Bacteria
Topic: Cellular Organization
Topic: Internal Bacterial Structure

 

  1. Bacterial and archaeal ribosomes are known as _____ ribosomes, based on their sedimentation coefficient.
    A. 50S
    B.  30S
    C.  80S
    D.  70S

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.06.01 Create a table or concept map that identifies the components of the bacterial cytoplasm and describes their structure, molecular makeup, and functions
Section: 03.06
Topic: Bacteria
Topic: Internal Bacterial Structure

  1. The type III bacterial protein secretion machinery
    A. has a needlelike structure through which proteins are secreted.
    B.  includes structural features that may be evolutionarily related to the basal bodies of bacterial flagella.
    C.  is found in gram-negative bacteria.
    D.  All of the choices are correct.

 

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity and phage infection.
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.07.01 Distinguish pili (fimbriae) and flagella
Section: 03.07
Topic: Bacteria
Topic: External Bacterial Structures

 

  1. Export of flagellin subunits is mediated by
    A. an apparatus in the basal body of the flagellum that is related to the type II secretion pathway.
    B.  the type I secretion pathway.
    C.  an apparatus in the basal body of the flagellum that is related to the type III secretion pathway.
    D.  None of the choices are correct.

 

ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity and phage infection.
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.07.01 Distinguish pili (fimbriae) and flagella
Section: 03.07
Topic: Bacteria
Topic: External Bacterial Structures

  1. The power used by most bacterial flagellar motors is produced by
    A. synthesis of glucose.
  2. ATP hydrolysis.
  3. proton motive force (PMF).
  4. All of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.08.02 State the source of energy that powers flagellar motility
Section: 03.08
Topic: Bacteria
Topic: External Bacterial Structures

 

  1. Chemotaxis is a process by which bacteria
    A.move toward an attractant or away from a repellent.
    B. avoid phagocytosis.
    C. respond metabolically to the presence of autoinducer molecules.
    D. move on solid surfaces by means of type IV fimbriae.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.08.03 Explain why bacterial chemotaxis is referred to as a “biased random walk”
Section: 03.08
Topic: Bacteria
Topic: External Bacterial Structures

  1. Twitching or gliding motility involves
    A. type IV pili.
    B.  axial fibrils.
    C.  movement of slime.
    D.  both type IV pili and movement of slime can be involved in twitching or gliding motility.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.08.01 Compare and contrast flagellar swimming motility, spirochete flagellar motility, and twitching and gliding motility
Section: 03.08
Topic: Bacteria
Topic: External Bacterial Structures

 

  1. Endospores represent a challenge to the fields of industrial and medical microbiology because
    A.they are resistant to harsh environments, thus allowing survival of endospore-forming organisms under conditions in which non-endospore-forming cells would not survive.
    B. endospore-forming organisms are often dangerous pathogens.
    C. endospores are significantly smaller than vegetative cells.
    D.

endospores are resistant to harsh environments, thus allowing survival of endospore-forming organisms under conditions in which non-endospore-forming cells would not survive, and endospore-forming organisms are often dangerous pathogens.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.09.02 Explain why bacterial endospores are of particular concern to the food industry and why endospore-forming bacteria are important model organisms
Section: 03.09
Topic: Bacteria
Topic: Gram-Positive Spore-Forming Bacilli
Topic: Internal Bacterial Structure

  1. Elements that are required in relatively large amounts by microorganisms are called
    A.multivitamins.
    B. meganutrients.
    C. macronutrients.
    D. macromolecules.

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.02 Distinguish macroelements (macronutrients) from micronutrients (trace elements) and provide examples of each
Section: 03.03
Topic: Bacteria

 

  1. Which of the following is not considered a macronutrient?
    A.Carbon (C)
  2. Calcium (Ca)
  3. Potassium (K)
  4. Cobalt (Co)

 

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.02 Distinguish macroelements (macronutrients) from micronutrients (trace elements) and provide examples of each
Section: 03.03
Topic: Bacteria

 

  1. Which of the following is not considered a micronutrient?
    A.Manganese (Mn)
  2. Magnesium (Mg)
  3. Zinc (Zn)
  4. Copper (Cu)

 

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.02 Distinguish macroelements (macronutrients) from micronutrients (trace elements) and provide examples of each
Section: 03.03
Topic: Bacteria

 

True / False Questions

  1. The trace amounts of micronutrients needed by microorganisms are usually supplied as inadvertent contaminants in water and regular media components.
    TRUE

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 03.03.02 Distinguish macroelements (macronutrients) from micronutrients (trace elements) and provide examples of each
Section: 03.03
Topic: Bacteria

 

  1. Zinc (Zn) is considered a macronutrient.
    FALSE

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.02 Distinguish macroelements (macronutrients) from micronutrients (trace elements) and provide examples of each
Section: 03.03
Topic: Bacteria

  1. Copper (Cu) is considered a micronutrient.
    TRUE

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.02 Distinguish macroelements (macronutrients) from micronutrients (trace elements) and provide examples of each
Section: 03.03
Topic: Bacteria

  1. Sulfur can be obtained from inorganic sources only.
    FALSE

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.02 Distinguish macroelements (macronutrients) from micronutrients (trace elements) and provide examples of each
Section: 03.03
Topic: Bacteria

  1. Phosphorus can be obtained from organic sources only.
    FALSE

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 03.03.02 Distinguish macroelements (macronutrients) from micronutrients (trace elements) and provide examples of each
Section: 03.03
Topic: Bacteria

 

  1. Nitrogen can be obtained from either organic or inorganic sources.
    TRUE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.02 Distinguish macroelements (macronutrients) from micronutrients (trace elements) and provide examples of each
Section: 03.03
Topic: Bacteria

 

Fill in the Blank Questions

  1. __________ __________ are required organic compounds because they are essential cell components or precursors of such components that cannot be synthesized by the organism. (2 words)
    Growth factors

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.03 Provide examples of growth factors needed by some microorganisms
Section: 03.03
Topic: Bacteria

 

Multiple Choice Questions
 

  1. Which of the following is not a major class of growth factors?
    A.Amino acids
  2. Purines and pyrimidines
  3. Vitamins
  4. Nucleic acids

 

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 03.03.03 Provide examples of growth factors needed by some microorganisms
Section: 03.03
Topic: Bacteria

 

Fill in the Blank Questions

  1. Small organic molecules called __________ function as enzyme cofactors.
    vitamins

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.03 Provide examples of growth factors needed by some microorganisms
Section: 03.03
Topic: Bacteria

 

Multiple Choice Questions
 

  1. A wide variety of microorganisms are commercially used to manufacture _________ for human consumption.
    A.vitamins
    B. sugars
    C. fatty acids
    D. none of the choices

 

ASM Objective: 06.03 Humans utilize and harness microorganisms and their products.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 03.03.03 Provide examples of growth factors needed by some microorganisms
Section: 03.03
Topic: Bacteria

 

Fill in the Blank Questions

  1. Many bacteria facilitate the uptake of iron by secreting low molecular weight molecules, called ___________, to form complexes with the iron that can then be readily transported into the cell.
    siderophores

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 03.03.05 Discuss the difficulty of iron uptake and describe how bacteria overcome this difficulty
Section: 03.03
Topic: Bacteria

 

  1. Transport of two different substances can be linked. If the transport is in the same direction it is called __________; if the transport is in opposite directions it is called __________.
    symport, antiport

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 06.02 Microorganisms provide essential models that give us fundamental knowledge about life processes.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 1. Remember
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

  1. __________ are carrier proteins embedded in the membrane that increase the rate of diffusion of specific molecules across selectively permeable membranes.
    Permeases

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

 

True / False Questions

  1. Organisms usually have only a single transport system for any nutrient.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

 

  1. Different transport systems for the same nutrient that are part of the same organism are usually regulated in different ways.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

  1. Permease proteins that aid in the transport of nutrients resemble enzymes in their specificity for the substance to be transported. Each carrier is selective and will transport only a closely related set of substances.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

  1. The extreme insolubility of ferric iron leaves little free iron available for transport into bacterial cells.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.03.05 Discuss the difficulty of iron uptake and describe how bacteria overcome this difficulty
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

 

Multiple Choice Questions
 

  1. Which of the following processes can be used to bring nutrients into a cell against a concentration gradient?
    A.Active transport
  2. Facilitated diffusion
  3. Passive diffusion
  4. Active transport and facilitated diffusion

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

 

  1. Which of the following is a characteristic of active transport?
    A.Saturable uptake rate
  2. Use of ATP or a proton gradient as a source of metabolic energy
  3. Can move materials against a concentration gradient
  4. All of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

  1. The movement of molecules across a membrane from an area of lower concentration to an area of higher concentration with the expenditure of energy is called
    A.facilitated diffusion.
    B. osmosis.
    C. passive diffusion.
    D. active transport.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

 

  1. The movement of molecules across a membrane from an area of higher concentration to an area of lower concentration with the use of a carrier molecule embedded in the membrane is called
    A.facilitated diffusion.
    B. osmosis.
    C. passive diffusion.
    D. active transport.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

  1. The movement of molecules from an area of higher concentration to an area of lower concentration without the participation of specific carrier molecules is called
    A.facilitated diffusion.
    B. osmosis.
    C. passive diffusion.
    D. active transport.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

 

  1. Nutrients can be concentrated from dilute solutions by
    A.pinocytosis.
    B. endocytosis.
    C. active transport and group translocation.
    D. electron transport.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

  1. __________ membranes allow some molecules to pass but not others.
    A.Permeable
    B. Inverted monolayer
    C. Selectively permeable
    D. Impermeable

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 03.03.01 Describe the fluid mosaic model of membrane structure and identify the types of lipids typically found in bacterial membranes
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

 

  1. Motile bacteria have been placed in an environment with a gradient of a chemical attractant. Which of the following behaviors would you predict?
    A. Bacteria will randomly switch back and forth between runs and tumbles.
    B.  The bacteria will only exhibit runs away from the chemical.
    C.  The bacteria will reduce tumbling frequency.
    D.  The bacteria will reduce run duration in the direction of the chemical.
    E.  The bacteria will both reduce tumbling frequency and increase run duration in the direction of the chemical.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 4. Analyze
Learning Outcome: 03.08.03 Explain why bacterial chemotaxis is referred to as a “biased random walk”
Section: 03.08
Topic: External Bacterial Structures

 

Ranking Questions

  1. Order the following structures (layers) that a small molecule must pass through as it moves from outside of an encapsulated gram negative cell to the cytoplasm.
    3 Periplasm and Peptidoglycan
    4   Plasma membrane
    1   Capsule
    2   Outer membrane

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 3. Apply
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.05
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures

 

Multiple Choice Questions
 

  1. How do spheroplasts and protosplasts differ?
    A. Spheroplasts retain the peptidoglycan but protoplasts do not.
    B.  Spheroplasts retain their outer membrane but protoplasts do not.
    C.  There is no difference; these terms are synonyms.
    D.  Spheroplasts form from cocci and protoplasts form from bacilli.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.02 Bacteria have unique cell structures that can be targets for antibiotics, immunity and phage infection.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 4. Analyze
Learning Outcome: 03.02.02 Discuss the factors that determine the size and shape of a bacterial cell
Learning Outcome: 03.04.02 Compare and contrast the cell walls of typical Gram-positive and Gram-negative bacteria
Section: 03.02
Section: 03.04
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures

  1. A pathogenic bacterial species has mutated and is no longer able to synthesize a capsule. Which outcome would you predict?
    A. The mutated bacteria will be more virulent.
    B.  The mutated bacteria will not be able to cause disease as readily.
    C.  The mutated bacteria will be protected from plasmolysis in hypertonic environments.
    D.  The mutated bacteria will undergo osmotic lysis in hypotonic environments.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 4. Analyze
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.05
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures

 

  1. All of the following are reasons why some scientists believe that the term “prokaryote” is a somewhat artificial designation and should be discarded except
    A. Some bacteria have internal membranous structures.
    B.  Some bacteria have their genetic material enclosed within a membrane.
    C.  Some bacteria have 80S ribosomes.
    D.  Many bacterial have cytoskeletal elements.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.04 While microscopic eukaryotes (for example, fungi, protozoa and algae) carry out some of the same processes as bacteria, many of the cellular properties are fundamentally different.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.01.01 List the characteristics originally used to describe prokaryotic cells
Learning Outcome: 03.01.02 Form an opinion on the “prokaryote” controversy using current evidence about bacterial cells
Section: 03.01
Topic: Bacteria
Topic: Cellular Organization

  1. A strain of Neisseria gonorrhoeae has undergone a mutation and is no longer able to make pili. Predict the most likely outcome.
    A. The bacterial strain will no longer be able to transport certain sugars into the cell.
    B.  The bacteria will become more virulent and will more readily establish infection.
    C.  The bacteria will become more resistant to antibiotics.
    D.  The bacteria will become less virulent and will not be able to readily establish infection.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 05 Microbial Systems
Blooms Level: 4. Analyze
Learning Outcome: 03.07.01 Distinguish pili (fimbriae) and flagella
Section: 03.07
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures

 

  1. Predict the change in surface area and volume of a spherical cell if the diameter of the cell doubles:
    A. The surface area will increase by a factor of 4, while the volume will increase by a factor of 8.
    B.  The surface area will increase by a factor of 8 while the volume will increase by a factor of 4.
    C.  The surface area and volume will both increase by a factor of 4.
    D.  The surface area will increase by a factor of 2 and the volume will increase by a factor of 4.

 

ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 3. Apply
Learning Outcome: 03.02.02 Discuss the factors that determine the size and shape of a bacterial cell
Section: 03.02
Topic: Bacterial Cellular Morphology
Topic: Cellular Organization

  1. A new protein has been described that transports a growth factor across the plasma membrane. This protein is most likely a/an:
    A. peripheral membrane protein, facing outward.
    B.  peripheral membrane protein, facing the cytoplasmic side.
    C.  integral membrane protein.
    D.  cytoplasmic protein.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 3. Apply
Learning Outcome: 03.03.01 Describe the fluid mosaic model of membrane structure and identify the types of lipids typically found in bacterial membranes
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacterial Cellular Morphology
Topic: Cellular Transport

 

  1. You have been studying the effect of a concentration gradient on the rate of transport of a nutrient into a bacterial cell. If a carrier protein is involved in the transport of this nutrient, which curve would you expect to see?

    A.  A
    B.  B
    C.  C

 

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 4. Analyze
Learning Outcome: 03.03.04 Compare and contrast passive diffusion, facilitated diffusion, active transport, and group translocation, and provide examples of each
Section: 03.03
Topic: Bacteria
Topic: Cellular Transport

 

True / False Questions

  1. Endotoxic shock, resulting from the release of endotoxin by bacteria infecting a patient, is only caused by Gram-negative bacteria.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 05 Microbial Systems
Blooms Level: 3. Apply
Learning Outcome: 03.04.02 Compare and contrast the cell walls of typical Gram-positive and Gram-negative bacteria
Learning Outcome: 03.05.01 Compile a list of the structures found in all the layers of bacterial cell envelopes, noting the functions and the major component molecules of each
Section: 03.04
Section: 03.05
Topic: Bacteria
Topic: Bacterial Cellular Morphology
Topic: External Bacterial Structures
Topic: Gram-Negative Cocci

 

Ranking Questions
 

  1. Place the steps of sporulation in the correct order.
    1 Replication of DNA
    5   Spore coat formation
    2   In-folding of the plasma membrane to enclose a copy of DNA, forming forespore and septum
    6   Maturation and release of endospore
    4   Deposition of spore cortex
    3   Engulfment of the forespore with a second membrane

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 3. Apply
Learning Outcome: 03.09.03 Describe in general terms the process of sporulation
Section: 03.09
Topic: Bacteria
Topic: Bacterial Cellular Morphology

 

True / False Questions

  1. Endospores are reproductive structures.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.09.01 Describe the structure of a bacterial endospore
Section: 03.09
Topic: Gram-Positive Spore-Forming Bacilli

  1. The original differentiation of prokaryotes and eukaryotes was based on structures found in prokaryotes that are lacking in eukaryotes.
    FALSE

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 03.01.01 List the characteristics originally used to describe prokaryotic cells
Section: 03.01
Topic: Bacteria
Topic: Cellular Organization

 

 

Multiple Choice Questions

  1. Which bacterial structure may survive if temperatures applied during food preservation processes are too low?
    A. Flagella
    B.  Endospores
    C.  Plasma membranes
    D.  Ribosomes

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 03.09.02 Explain why bacterial endospores are of particular concern to the food industry and why endospore-forming bacteria are important model organisms
Section: 03.09
Topic: Bacterial Cellular Morphology
Topic: Cellular Organization
Topic: Gram-Positive Non-Spore-Forming Bacilli

  1. Which of the following contribute to the environmental resistance of bacterial endospores?
    A. Spore coat
    B.  Low water content of endospore
    C.  Presence of calcium dipicolinate
    D.  Lower pH
    E.  All of the choices are correct.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 03.09.04 Describe those properties of endospores that are thought to contribute to its resistance to environmental stresses
Section: 03.09
Topic: Bacterial Cellular Morphology
Topic: Cellular Organization
Topic: Gram-Positive Spore-Forming Bacilli

 

  1. Which of the following is not part of the process by which an endospore transforms to become a vegetative cell?
    A. Germination
    B.  Activation
    C.  Induction
    D.  Outgrowth

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 03.09.05 Describe the three stages that transform an endospore into an active vegetative cell
Section: 03.09
Topic: Bacterial Cellular Morphology
Topic: Cellular Organization
Topic: Gram-Positive Spore-Forming Bacilli

 

Chapter 11

Catabolism: Energy Release and Conservation

 

 

Multiple Choice Questions

  1. The sum total of all chemical reactions occurring in a cell is called
    A.anabolism.
    B. catabolism.
    C. metabolism.
    D.  None of the choices are correct.

 

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.01.01 Use the terms that describe a microbe’s carbon source, energy source, and electron source
Section: 11.01
Topic: Biochemistry

 

True / False Questions

  1. Although most metabolic reactions are freely reversible, a few irreversible catabolic steps are bypassed during biosynthesis with special enzymes that catalyze the reverse reaction in order to allow for independent regulation of catabolic and anabolic pathways.
    TRUE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.02.03 Propose an explanation that accounts for the existence of amphibolic pathways
Section: 11.02
Topic: Biochemistry

 

  1. Metabolic pathways can be either catabolic or anabolic but not both.
    FALSE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.02.03 Propose an explanation that accounts for the existence of amphibolic pathways
Section: 11.02
Topic: Biochemistry

 

Fill in the Blank Questions

  1. __________ pathways are those that function both catabolically and anabolically.
    Amphibolic

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.02.03 Propose an explanation that accounts for the existence of amphibolic pathways
Section: 11.02
Topic: Biochemistry

 

True / False Questions

  1. The catabolism of glucose begins with one or more of the glycolytic pathways that yield pyruvate.
    TRUE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.04.01 List the three major pathways that catabolize glucose to pyruvate
Section: 11.04
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

 

 

Fill in the Blank Questions

  1. ____________ ____________ is a process that can completely catabolize an organic energy source to CO2 using the glycolytic pathways and TCA cycle with O2 as the terminal electron acceptor for an electron transport chain.
    Aerobic respiration

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.03.01 Describe in general terms what happens to a molecule of glucose during aerobic respiration
Section: 11.03
Topic: Aerobic/Anaerobic Respiration

 

True / False Questions

  1. Very few Gram-positive bacteria utilize the Entner-Doudoroff glycolytic pathway.
    TRUE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.04.01 List the three major pathways that catabolize glucose to pyruvate
Learning Outcome: 11.04.04 Identify those reactions of the Embden-Meyerhof, Entner-Doudoroff, and pentose phosphate pathways that consume ATP, produce ATP and NAD(P)H, generate precursor metabolites, or are redox reactions
Section: 11.04
Topic: Aerobic/Anaerobic Respiration

  1. Some aerobic bacteria lack the Entner-Doudoroff and Embden-Meyerhoff pathways and instead use the pentose phosphate pathway for glycolysis.
    FALSE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.04.01 List the three major pathways that catabolize glucose to pyruvate
Learning Outcome: 11.04.06 Summarize the function of the Embden-Meyerhof, Entner-Doudoroff, and pentose phosphate pathways
Section: 11.04
Topic: Aerobic/Anaerobic Respiration

 

  1. An organism may use glycolysis and the pentose phosphate pathway simultaneously.
    TRUE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.04.01 List the three major pathways that catabolize glucose to pyruvate
Learning Outcome: 11.04.03 Diagram the major changes made to glucose as it is catabolized by the Embden-Meyerhof, Entner-Doudoroff, and pentose phosphate pathways
Learning Outcome: 11.04.04 Identify those reactions of the Embden-Meyerhof, Entner-Doudoroff, and pentose phosphate pathways that consume ATP, produce ATP and NAD(P)H, generate precursor metabolites, or are redox reactions
Learning Outcome: 11.04.06 Summarize the function of the Embden-Meyerhof, Entner-Doudoroff, and pentose phosphate pathways
Learning Outcome: 11.04.07 Draw a simple diagram that shows the connection between the Entner-Doudoroff pathway and the Embden-Meyerhof pathway and the connection between the pentose phosphate pathway and the Embden-Meyerhof pathway
Section: 11.04
Topic: Aerobic/Anaerobic Respiration

 

Multiple Choice Questions

  1. The net gain of ATP per molecule of glucose metabolized anaerobically via the Embden-Meyerhof pathway in prokaryotes is
    A. 2.
    B.  36.
    C.  38.
    D.  85.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.04.05 Calculate the yields of ATP and NAD(P)H by the Embden-Meyerhof, Entner-Doudoroff, and pentose phosphate pathways
Section: 11.04
Topic: Aerobic/Anaerobic Respiration

 

  1. The net gain of ATP per molecule of glucose metabolized to pyruvate using Entner-Doudoroff pathway is
    A. 4.
    B.  2.
    C.  1.
    D.  0.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.04.05 Calculate the yields of ATP and NAD(P)H by the Embden-Meyerhof, Entner-Doudoroff, and pentose phosphate pathways
Section: 11.04
Topic: Aerobic/Anaerobic Respiration

  1. The pentose phosphate pathway produces
    A.CO2.
    B. NADPH.
    C. glyceraldehyde 3-phosphate.
    D. All of the choices are correct.

 

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.04.03 Diagram the major changes made to glucose as it is catabolized by the Embden-Meyerhof, Entner-Doudoroff, and pentose phosphate pathways
Learning Outcome: 11.04.04 Identify those reactions of the Embden-Meyerhof, Entner-Doudoroff, and pentose phosphate pathways that consume ATP, produce ATP and NAD(P)H, generate precursor metabolites, or are redox reactions
Learning Outcome: 11.04.05 Calculate the yields of ATP and NAD(P)H by the Embden-Meyerhof, Entner-Doudoroff, and pentose phosphate pathways
Learning Outcome: 11.04.06 Summarize the function of the Embden-Meyerhof, Entner-Doudoroff, and pentose phosphate pathways
Section: 11.04
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

  1. The synthesis of ATP from ADP and Pi, when coupled with an exergonic chemical reaction is called __________ phosphorylation.
    A.chemiosmotic
    B. oxidative
    C. substrate-level
    D. conformational change

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.04.02 Describe substrate-level phosphorylation
Section: 11.04
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

  1. The most common pathway for conversion of glucose to pyruvate is
    A.Entner-Doudoroff.
    B. Pentose phosphate.
    C. Embden-Meyerhoff.
    D. mixed acid fermentation.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.04.01 List the three major pathways that catabolize glucose to pyruvate
Section: 11.04
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

  1. The TCA cycle generates all of the following from each acetyl-CoA molecule oxidized except
    A.three NADH molecules.
    B. two CO2 molecules.
    C. one FADH2 molecule.
    D. two ATP or GTP molecules.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.05.03 Identify those reactions of the TCA cycle that produce ATP (or GTP) and NAD(P)H, generate precursor metabolites, or are redox reactions
Learning Outcome: 11.05.04 Calculate the yields of ATP (or GTP), NAD(P)H, and FADH2 by the TCA cycle
Section: 11.05
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

  1. The pyruvate dehydrogenase complex oxidizes and cleaves pyruvate to form one CO2 and
    A. lactate.
    B.  isocitric acid.
    C.  acetyl-CoA.
    D.  succinyl-CoA.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.05.02 Diagram the major changes made to pyruvate as it is catabolized by the TCA cycle
Learning Outcome: 11.05.06 Diagram the connections between the various glycolytic pathways and the TCA cycle
Section: 11.05
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

Fill in the Blank Questions
 

  1. After glycolysis, pyruvate is oxidized to one CO2 and the two-carbon molecule acetyl-CoA by a multienzyme system called the ________ ________ complex.
    pyruvate dehydrogenase

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.05.02 Diagram the major changes made to pyruvate as it is catabolized by the TCA cycle
Learning Outcome: 11.05.05 Summarize the function of the TCA cycle
Learning Outcome: 11.05.06 Diagram the connections between the various glycolytic pathways and the TCA cycle
Section: 11.05
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

  1. TCA cycle enzymes are found in the _____________ _________ of eukaryotic cells.
    mitochondrial matrix

 

ASM Objective: 01.01 Cells, organelles (e.g. mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.
ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 01 Evolution
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.05.07 Locate the TCA cycle enzymes in bacterial, archaeal, and eukaryotic cells
Section: 11.05
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

Multiple Choice Questions
 

  1. In the TCA cycle, two carbons are removed from citric acid in the form of __________, thereby regenerating oxaloacetate to complete the cycle.
    A.acetyl-CoA
    B. ethanol
    C. carbon dioxide
    D. methanol

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.05.03 Identify those reactions of the TCA cycle that produce ATP (or GTP) and NAD(P)H, generate precursor metabolites, or are redox reactions
Learning Outcome: 11.05.05 Summarize the function of the TCA cycle
Section: 11.05
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

  1. In the TCA cycle, two carbons in the form of __________ are added to oxaloacetate at the start of the cycle.
    A.acetyl-CoA
    B. ethanol
    C. carbon dioxide
    D. methanol

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.05.02 Diagram the major changes made to pyruvate as it is catabolized by the TCA cycle
Learning Outcome: 11.05.03 Identify those reactions of the TCA cycle that produce ATP (or GTP) and NAD(P)H, generate precursor metabolites, or are redox reactions
Learning Outcome: 11.05.05 Summarize the function of the TCA cycle
Learning Outcome: 11.05.06 Diagram the connections between the various glycolytic pathways and the TCA cycle
Section: 11.05
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

  1. The major function(s) of the TCA cycle is(are)
    A.energy production.
    B. provision of carbon skeletons for biosynthesis of cell components.
    C. electron transport.
    D. energy production and provision of carbon skeletons for biosynthesis of cell components.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Figure: 11.05
Learning Outcome: 11.05.05 Summarize the function of the TCA cycle
Section: 11.05
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

Fill in the Blank Questions

  1. When mitochondria pass electrons donated by NADH through the electron transport chain to molecular oxygen, a theoretical maximum of __________ molecules of ATP can be made per oxygen molecule reduced.
    threeor  
    3

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.06.03 Correlate length of an ETC and the carriers in it with the magnitude of the proton motive force (PMF) it generates
Learning Outcome: 11.06.05 Draw a simple diagram that shows the connections between the glycolytic pathways, TCA cycle, ETC, and ATP synthesis
Learning Outcome: 11.06.06 List the ways the PMF is used by bacterial cells in addition to ATP synthesis
Learning Outcome: 11.06.07 Calculate the maximum possible ATP yields when glucose is completely catabolized to six molecules of CO2 during aerobic respiration
Section: 11.06
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

  1. The hypothesis that proton motive force drives ATP synthesis is called the __________ hypothesis.
    chemiosmotic

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.06.02 Describe the chemiosmotic hypothesis
Learning Outcome: 11.06.04 Explain how ATP synthase uses PMF to generate ATP
Learning Outcome: 11.06.06 List the ways the PMF is used by bacterial cells in addition to ATP synthesis
Section: 11.06
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

  1. The most commonly accepted hypothesis for the production of ATP that results from electron transport system is called the __________ hypothesis.
    chemiosmotic

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.06.02 Describe the chemiosmotic hypothesis
Learning Outcome: 11.06.06 List the ways the PMF is used by bacterial cells in addition to ATP synthesis
Section: 11.06
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

True / False Questions
 

  1. Bacterial electron transport chains may be comprised of fewer components and have lower P/O ratios than mitochondrial transport chains.
    TRUE

 

ASM Objective: 01.01 Cells, organelles (e.g. mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Topic: Module 01 Evolution
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.06.01 Compare and contrast the mitochondrial electron transport chain (ETC) and bacterial ETCs
Learning Outcome: 11.06.03 Correlate length of an ETC and the carriers in it with the magnitude of the proton motive force (PMF) it generates
Section: 11.06
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

  1. The electron transport systems in eukaryotes and prokaryotes use different electron carriers.
    TRUE

 

ASM Objective: 01.01 Cells, organelles (e.g. mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 01 Evolution
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.06.01 Compare and contrast the mitochondrial electron transport chain (ETC) and bacterial ETCs
Section: 11.06
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

  1. In addition to being used in the making of ATP, proton motive force is used directly to power the rotation of bacterial flagella.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.06.06 List the ways the PMF is used by bacterial cells in addition to ATP synthesis
Section: 11.06
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

Multiple Choice Questions

  1. Differences between mitochondrial and E. coli electron transport chains include the following:
    A.The E. coli chain contains a different array of cytochromes.
    B. The fundamental principles on which they operate are different.
    C. Higher P/O values are observed in E. coli.
    D. The electron transport chain does not involve membranes in E. coli.

 

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.06.01 Compare and contrast the mitochondrial electron transport chain (ETC) and bacterial ETCs
Section: 11.06
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

  1. Which of the following is NOT true regarding ATP synthases?
    A.They require proton motive force to make ATP.
    B. They span the inner membrane of mitochondria.
    C. The proton flow is outward during ATP synthesis.
    D. The subunits of ATP synthase undergo conformational changes during ATP production.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.06.04 Explain how ATP synthase uses PMF to generate ATP
Section: 11.06
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

  1. The theoretical maximum net gain of ATP per molecule of glucose metabolized aerobically in eukaryotes is
    A.2.
    B. 32.
    C. 38.
    D. 85.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.06.07 Calculate the maximum possible ATP yields when glucose is completely catabolized to six molecules of CO2 during aerobic respiration
Section: 11.06
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

  1. Production of ATP using the energy liberated when electrons from reduced chemical bonds are passed through the electron transport system is generally referred to as
    A. chemiosmotic.
    B.  respiration.
    C.  substrate-level.
    D.  conformational change.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.03.02 List the end products made during aerobic respiration
Learning Outcome: 11.03.03 Identify the process that generates the most ATP during aerobic respiration
Learning Outcome: 11.06.02 Describe the chemiosmotic hypothesis
Learning Outcome: 11.06.04 Explain how ATP synthase uses PMF to generate ATP
Learning Outcome: 11.06.05 Draw a simple diagram that shows the connections between the glycolytic pathways, TCA cycle, ETC, and ATP synthesis
Section: 11.03
Section: 11.06
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

  1. Mitochondrial electron transport takes place
    A.on the outer mitochondrial membrane.
    B. on the inner mitochondrial membrane.
    C. in the fluid matrix of the mitochondria.
    D. on the outer mitochondrial membrane and on the inner mitochondrial membrane.

 

 

ASM Objective: 01.01 Cells, organelles (e.g. mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.
ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 01 Evolution
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.06.01 Compare and contrast the mitochondrial electron transport chain (ETC) and bacterial ETCs
Section: 11.06
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

  1. In higher eukaryotes, most aerobically generated ATP is produced by
    A.glycolysis.
    B. the TCA cycle.
    C. a membrane-bound proton translocating ATP synthase during oxidative phosphorylation.
  2. all of these generate equal amounts of ATP.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.06.05 Draw a simple diagram that shows the connections between the glycolytic pathways, TCA cycle, ETC, and ATP synthesis
Learning Outcome: 11.06.07 Calculate the maximum possible ATP yields when glucose is completely catabolized to six molecules of CO2 during aerobic respiration
Learning Outcome: 11.07.01 Compare and contrast aerobic respiration and anaerobic respiration using glucose as carbon source
Learning Outcome: 11.08.01 Compare and contrast aerobic respiration, anaerobic respiration, and fermentation of glucose
Section: 11.06
Section: 11.07
Section: 11.08
Topic: Aerobic/Anaerobic Respiration

  1. The number of ATP molecules generated per atom of oxygen that is reduced when electrons are passed from NADH or reduced FAD (FADH) to O2 is called the
    A. utilization ratio.
    B.  energy yield.
    C.  P/O ratio.
    D.  phosphorylation coefficient.

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.06.07 Calculate the maximum possible ATP yields when glucose is completely catabolized to six molecules of CO2 during aerobic respiration
Learning Outcome: 11.07.04 Predict the relative amount of energy released for each of the common terminal electron acceptors used during anaerobic respiration, as compared to energy released during aerobic respiration
Learning Outcome: 11.08.01 Compare and contrast aerobic respiration, anaerobic respiration, and fermentation of glucose
Section: 11.06
Section: 11.07
Section: 11.08
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

  1. In aerobic conditions, it takes __________ sugar to produce the same amount of ATP when compared to anaerobic conditions.
    A.more
    B. less
    C. the same amount of

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.07.01 Compare and contrast aerobic respiration and anaerobic respiration using glucose as carbon source
Learning Outcome: 11.08.01 Compare and contrast aerobic respiration, anaerobic respiration, and fermentation of glucose
Section: 11.07
Section: 11.08
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry
Topic: Fermentation

 

True / False Questions

  1. Prokaryotes may use several different terminal oxidases for the electron transport system.
    TRUE

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.07.01 Compare and contrast aerobic respiration and anaerobic respiration using glucose as carbon source
Learning Outcome: 11.07.02 List examples of terminal electron acceptors used during anaerobic respiration
Learning Outcome: 11.08.01 Compare and contrast aerobic respiration, anaerobic respiration, and fermentation of glucose
Section: 11.07
Section: 11.08
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

  1. Reduction of nitrate to nitrite by Paracoccus denitrificans is an example of anaerobic respiration.
    TRUE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.07.03 Defend this statement: “The use of nitrate (NO3-) as a terminal electron acceptor is dissimilatory nitrate reduction.”
Learning Outcome: 11.07.05 List three examples of the importance of anaerobic respiration
Section: 11.07
Topic: Aerobic/Anaerobic Respiration

 

Fill in the Blank Questions

  1. When cells of a facultative anaerobe such as Paracoccus denitrificans are growing under anaerobic conditions and using nitrate as the terminal electron acceptor, ______________ nitrate reduction is occurring.
    dissimilatory

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 03.04 The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological methods.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.07.03 Defend this statement: “The use of nitrate (NO3-) as a terminal electron acceptor is dissimilatory nitrate reduction.”
Section: 11.07
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

Multiple Choice Questions
 

  1. Which of the following can be used as electron acceptors during anaerobic respiration?
    A.Nitrate
  2. Sulfate
  3. Carbon dioxide
  4. All of the choices are correct.

 

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.07.02 List examples of terminal electron acceptors used during anaerobic respiration
Section: 11.07
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

Fill in the Blank Questions

  1. Organisms that form lactate, ethanol, and CO2 as end products of glucose metabolism are called __________ fermenters.
    heterolactic

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.08.02 List the pathways that may function during fermentation if glucose is the organism’s carbon and energy source
Learning Outcome: 11.08.03 Create a table that lists some of the common fermentation pathways and their products, and gives examples of their importance
Section: 11.08
Topic: Fermentation

 

 

True / False Questions

  1. Fermentation involves the use of pyruvate and/or other organic molecules as electron acceptors.
    TRUE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.08.01 Compare and contrast aerobic respiration, anaerobic respiration, and fermentation of glucose
Learning Outcome: 11.08.02 List the pathways that may function during fermentation if glucose is the organism’s carbon and energy source
Learning Outcome: 11.08.03 Create a table that lists some of the common fermentation pathways and their products, and gives examples of their importance
Section: 11.08
Topic: Fermentation

  1. In the process of fermentation an organic substrate, such as glucose, is reduced and an intermediate of the pathway, such as pyruvate, is oxidized.
    FALSE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.08.01 Compare and contrast aerobic respiration, anaerobic respiration, and fermentation of glucose
Learning Outcome: 11.08.02 List the pathways that may function during fermentation if glucose is the organism’s carbon and energy source
Section: 11.08
Topic: Fermentation

 

Fill in the Blank Questions
 

  1. Organisms that directly reduce almost all of their pyruvate to lactate are called __________ fermenters.
    homolactic

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.08.01 Compare and contrast aerobic respiration, anaerobic respiration, and fermentation of glucose
Learning Outcome: 11.08.02 List the pathways that may function during fermentation if glucose is the organism’s carbon and energy source
Learning Outcome: 11.08.03 Create a table that lists some of the common fermentation pathways and their products, and gives examples of their importance
Section: 11.08
Topic: Biochemistry
Topic: Fermentation

 

True / False Questions

  1. Oxygen is always required for the regeneration of NAD from NADH.
    FALSE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.08.01 Compare and contrast aerobic respiration, anaerobic respiration, and fermentation of glucose
Learning Outcome: 11.08.02 List the pathways that may function during fermentation if glucose is the organism’s carbon and energy source
Learning Outcome: 11.08.03 Create a table that lists some of the common fermentation pathways and their products, and gives examples of their importance
Section: 11.08
Topic: Biochemistry
Topic: Fermentation

 

Fill in the Blank Questions
 

  1. Large external polysaccharides are degraded by bacteria and archaea using ________ ________, which they secrete outside the cell.
    hydrolytic enzymes

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.09.02 Differentiate the catabolism of disaccharides and polysaccharides by hydrolysis from their catabolism by phosphorolysis
Section: 11.09
Topic: Biochemistry
Topic: Microbial Nutrition

  1. Disaccharides and polysaccharides can be processed as nutrients after first being cleaved to monosaccharides by either __________ or __________.
    hydrolysis; phosphorolysisor  
    phosphorolysis; hydrolysis

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.09.02 Differentiate the catabolism of disaccharides and polysaccharides by hydrolysis from their catabolism by phosphorolysis
Section: 11.09
Topic: Biochemistry
Topic: Microbial Nutrition

 

Multiple Choice Questions
 

  1. Fatty acids are metabolized by the __________ pathway.
    A.alpha-oxidation
    B. beta-oxidation
    C. gamma-oxidation
    D. delta-oxidation

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.09.03 Discuss the fate of the fatty acid and glycerol components of triglycerides when triglycerides are catabolized
Learning Outcome: 11.09.06 Draw a simple diagram that illustrates how the pathways used to catabolize reduced organic molecules other than glucose connect to the glycolytic pathways and the TCA cycle
Section: 11.09
Topic: Biochemistry
Topic: Microbial Nutrition

  1. During breakdown of fatty acids, carbons are removed __________ at a time with each turn of the cycle, and two carbon units are released  as __________.
    A.one; carbon dioxide
    B. one; methane
    C. two; acetyl-CoA
    D. two; ethanol

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.09.03 Discuss the fate of the fatty acid and glycerol components of triglycerides when triglycerides are catabolized
Learning Outcome: 11.09.06 Draw a simple diagram that illustrates how the pathways used to catabolize reduced organic molecules other than glucose connect to the glycolytic pathways and the TCA cycle
Section: 11.09
Topic: Biochemistry
Topic: Microbial Nutrition

 

Fill in the Blank Questions
 

  1. Proteins are catabolized by hydrolytic cleavage to amino acids by the action of enzymes called __________.
    proteases

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.09.04 State the name of the enzymes responsible for hydrolyzing proteins into amino acids
Learning Outcome: 11.09.06 Draw a simple diagram that illustrates how the pathways used to catabolize reduced organic molecules other than glucose connect to the glycolytic pathways and the TCA cycle
Section: 11.09
Topic: Biochemistry
Topic: Microbial Nutrition

 

Multiple Choice Questions

  1. Amino acids are processed first by the removal of the amino group through
    A.deamination.
    B. transamination.
    C. phosphorolytic cleavage.
    D. deamination or transamination.

 

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.09.05 Distinguish deamination from transamination and explain how the two are related
Section: 11.09
Topic: Biochemistry
Topic: Microbial Nutrition

 

True / False Questions
 

  1. Nitrification of ammonia occurs when ammonia is first converted to nitrite and then is converted to nitrate by the nitrogen-fixing bacteria.
    FALSE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.10.01 Describe in general terms the fueling reactions of chemolithotrophs
Learning Outcome: 11.10.02 List the molecules commonly used as energy sources and electron donors by chemolithotrophs
Learning Outcome: 11.10.06 List three examples of important chemolithotrophic processes
Section: 11.10
Topic: Biochemistry

 

Fill in the Blank Questions

  1. _______________ is a two-step process that depends on the activity of at least two genera to carry out the oxidation of ammonia to nitrate.
    Nitrification

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.10.01 Describe in general terms the fueling reactions of chemolithotrophs
Learning Outcome: 11.10.02 List the molecules commonly used as energy sources and electron donors by chemolithotrophs
Learning Outcome: 11.10.05 Differentiate nitrification from denitrification
Learning Outcome: 11.10.06 List three examples of important chemolithotrophic processes
Section: 11.10
Topic: Biochemistry

 

Multiple Choice Questions
 

  1. Which of the following may be used as sources of energy by chemolithotrophs?
    A. Hydrogen gas
  2. Reduced nitrogen compounds
  3. Reduced sulfur compounds
  4. All of the choices are correct.

 

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.10.01 Describe in general terms the fueling reactions of chemolithotrophs
Learning Outcome: 11.10.02 List the molecules commonly used as energy sources and electron donors by chemolithotrophs
Section: 11.10
Topic: Biochemistry

 

  1. How many molecules of ATP are needed to reduce one molecule of carbon dioxide to carbohydrate by oxygenic phototrophs during the dark reactions of photosynthesis?
    A.2
    B. 3
    C. 4
    D. 10-12

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.11.01 Describe in general terms the fueling reactions of phototrophs
Learning Outcome: 11.11.03 Describe the light and dark reactions that occur during photosynthesis
Section: 11.11
Topic: Biochemistry

  1. How many molecules of NADPH are needed to reduce one molecule of carbon dioxide to carbohydrate by oxygenic phototrophs during the dark reactions of photosynthesis?
    A.2
    B. 3
    C. 4
    D. 10-12

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.11.01 Describe in general terms the fueling reactions of phototrophs
Learning Outcome: 11.11.03 Describe the light and dark reactions that occur during photosynthesis
Section: 11.11
Topic: Biochemistry

 

  1. How many quanta of light are needed to reduce one molecule of carbon dioxide to carbohydrate during photosynthesis?
    A.2
    B. 3
    C. 4
    D. 10-12

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.11.03 Describe the light and dark reactions that occur during photosynthesis
Learning Outcome: 11.11.06 Distinguish cyclic photophosphorylation from noncyclic photophosphorylation
Section: 11.11
Topic: Biochemistry

 

True / False Questions

  1. All prokaryotic photosynthesizers are anoxygenic.
    FALSE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.11.01 Describe in general terms the fueling reactions of phototrophs
Learning Outcome: 11.11.07 Compare and contrast oxygenic photosynthesis, anoxygenic phototrophy, and rhodopsin-based phototrophy
Section: 11.11
Topic: Biochemistry

 

  1. Photosynthetic organisms serve as the base for most food chains in the biosphere.
    TRUE

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.03 Microorganisms and their environment interact with and modify each other.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 05 Microbial Systems
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 11.11.08 List two examples of the importance of chlorophyll-based phototrophy
Section: 11.11
Topic: Biochemistry
Topic: Microbial Nutrition

  1. All eukaryotic photosynthesizers are oxygenic.
    TRUE

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.11.07 Compare and contrast oxygenic photosynthesis, anoxygenic phototrophy, and rhodopsin-based phototrophy
Learning Outcome: 11.11.08 List two examples of the importance of chlorophyll-based phototrophy
Section: 11.11
Topic: Biochemistry

 

Multiple Choice Questions
 

  1. In the process of noncyclic photophosphorylation
    A.water is split to form oxygen gas.
    B. electrons from water flow through electron transport chains resulting in synthesis of ATP and NADPH.
    C. photosystems I and II are both required.
    D.  All of the choices are correct.

 

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.11.06 Distinguish cyclic photophosphorylation from noncyclic photophosphorylation
Section: 11.11
Topic: Biochemistry

  1. In the process of __________, ATP is synthesized when excited electrons from chlorophyll P700 pass through a series of electron carriers then return to chlorophyll P700.
    A.photosynthesis
    B. cyclic photophosphorylation
    C. acyclic photophosphorylation
    D. noncyclic photophosphorylation

 

ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.11.06 Distinguish cyclic photophosphorylation from noncyclic photophosphorylation
Section: 11.11
Topic: Biochemistry

 

  1. Photosynthetic electron transport in cyanobacteria takes place
    A.on the plasma membrane.
    B. in the chloroplast.
    C. in the cytoplasm.
    D. on the thylakoid membranes.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.11.04 Summarize the structure and function of the light-absorbing pigments used by oxygenic and anoxygenic phototrophs
Section: 11.11
Topic: Biochemistry

 

Check All That Apply Questions

  1. Select the terms that describe an organism’s carbon source.
    __X__  Heterotroph
    _____  Lithotroph
    _____  Chemotroph
    __X__  Autotroph
    _____  Organotroph

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 11.01.01 Use the terms that describe a microbe’s carbon source, energy source, and electron source
Section: 11.01
Topic: Microbial Nutrition

 

Multiple Choice Questions
 

  1. The terms phototroph and chemotroph refer to an organism’s source of
    A. energy.
    B.  electrons.
    C.  carbon.
    D.  nitrogen.

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 11.01.01 Use the terms that describe a microbe’s carbon source, energy source, and electron source
Section: 11.01
Topic: Microbial Nutrition

  1. A newly described bacterial species has been shown to use CO2 as its carbon source. Its energy source and its source of reducing power (electrons) are inorganic chemicals. Which term would best describe this nutritional type?
    A. Chemolithoheterotroph
    B.  Photoorganoheterotroph
    C.  Photolithoheterotroph
    D.  Chemolithoatotroph

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 3. Apply
Learning Outcome: 11.01.02 State the carbon, energy, and electron sources of photolithoautotrophs, photoorganoheterotrophs, chemolithoautotrophs, chemolithoheterotrophs, and chemoorganoheterotrophs
Section: 11.01
Topic: Microbial Nutrition

 

  1. Which nutritional classification would you predict to fit most of the well-known members of the human microbiome?
    A. Photolithoautotrophs
    B.  Chemoorganoheterotrophs
    C.  Chemolithoautotrophs
    D.  Chemolithohetertrophs

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Objective: 05.04 Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 4. Analyze
Learning Outcome: 11.01.02 State the carbon, energy, and electron sources of photolithoautotrophs, photoorganoheterotrophs, chemolithoautotrophs, chemolithoheterotrophs, and chemoorganoheterotrophs
Section: 11.01
Topic: Microbial Nutrition

  1. Processes that supply ATP, reducing power, and precursor metabolites are collectively referred to as ____________ reactions.
    A. redox
    B.  fueling
    C.  synthetic
    D.  generating

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.01.03 Describe the products of the fueling reactions
Section: 11.01
Topic: Microbial Nutrition

  1. In most cases, fueling reactions are__________reactions.
    A. catabolic
    B.  anabolic
    C.  reducing
    D.  synthesizing

 

ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 11.01.03 Describe the products of the fueling reactions
Section: 11.01
Topic: Microbial Nutrition

 

True / False Questions

  1. An organism can fit into only one nutritional pattern, such as photoheterotrophy, and cannot change if the environmental conditions change.
    FALSE

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 11.01.04 Discuss the metabolic flexibility of microorganisms
Section: 11.01
Topic: Microbial Nutrition

  1. An organism can take advantage of energy available from both light and from organic molecules and exhibit both phototrophy and chemoorganotrophy.
    TRUE

 

ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Objective: 05.01 Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
ASM Topic: Module 03 Metabolic Pathways
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 11.01.04 Discuss the metabolic flexibility of microorganisms
Section: 11.01
Topic: Microbial Nutrition

 

Check All That Apply Questions
 

  1. Indicate the processes below that represent the basic types of chemoorganotrophic metabolism.
    _____  Photosynthesis
    __X__  Aerobic respiration
    __X__  Fermentation
    _____  Oxidation-reduction
    __X__  Anaerobic respiration

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.02.01 List the three types of chemoorganotrophic metabolisms
Section: 11.02
Topic: Aerobic/Anaerobic Respiration
Topic: Fermentation

 

Multiple Choice Questions

  1. Aerobic respiration, anaerobic respiration, and fermentation are the three basic types of
    A. chemoorganoheterotrophic metabolism.
    B.  photolithoautotrophic metabolism.
    C.  chemolithoautotrophic metabolism.
    D.  chemoorganoautotrophic metabolism.

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.02.01 List the three types of chemoorganotrophic metabolisms
Section: 11.02
Topic: Aerobic/Anaerobic Respiration
Topic: Fermentation

 

True / False Questions
 

  1. Glycolysis and the TCA cycle are two of the most important catabolic pathways in chemoorganotrophs.
    TRUE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.02.02 List the pathways of major importance to chemoorganotrophs and explain their importance
Section: 11.02
Topic: Aerobic/Anaerobic Respiration
Topic: Fermentation

 

Multiple Choice Questions

  1. What distinguishing feature characterizes aerobic and anaerobic respiration but does not play a role in fermentation pathways?
    A. Oxidation-reduction reactions
    B.  Hydrolysis reactions
    C.  The absence of O2
    D.  The presence of an electron transport chain

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.02.02 List the pathways of major importance to chemoorganotrophs and explain their importance
Section: 11.02
Topic: Aerobic/Anaerobic Respiration
Topic: Fermentation

 

Fill in the Blank Questions
 

  1. The six carbons of the glucose molecule that enter the cell respiration pathway end up in/as _______  ______ by the end of the process.
    carbon dioxide

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.03.01 Describe in general terms what happens to a molecule of glucose during aerobic respiration
Learning Outcome: 11.03.02 List the end products made during aerobic respiration
Section: 11.03
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

Check All That Apply Questions

  1. Indicate the products of aerobic respiration.
    __X__  Water
    _____  O2
    __X__  CO2
    _____  NADH
    __X__  ATP
    _____  All of the choices are correct.

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.03.02 List the end products made during aerobic respiration
Section: 11.03
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

Multiple Choice Questions
 

  1. Which of the following produces the most ATP during aerobic respiration?
    A. Glycolysis
    B.  TCA cycle
    C.  Fermentation
    D.  Electron transport chain and chemiosmosis
    E.  Susbstrate level phosphorylation

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.03.03 Identify the process that generates the most ATP during aerobic respiration
Section: 11.03
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

  1. During glycolysis, ATP is produced when 1,3 bisphosphoglycerate transfers a phosphate to ADP forming ATP.  This is an example of
    A. photophosphorylation.
    B.  oxidative phosphorylation.
    C.  substrate-level phosphorylation.
    D.  glycolytic phosphorylation.

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.04.02 Describe substrate-level phosphorylation
Section: 11.04
Topic: Biochemistry

 

  1. In order for a substance to transfer a phosphate to ADP in a substrate-level phosphorylation reaction, which of the following must be true?
    A. The phosphate donor must have a lower phosphate transfer potential than ATP.
    B.  The phosphate donor must have a higher oxidation-reduction potential than ATP.
    C.  The phosphate donor must have a higher phosphate transfer potential than ATP.
    D.  The phosphate donor must have a lower oxidation-reduction potential than ATP.

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.04.02 Describe substrate-level phosphorylation
Section: 11.04
Topic: Biochemistry

 

Fill in the Blank Questions

  1. Whereas the Embden-Meyerhof pathway produces two molecules of pyruvate (net) for each glucose, the Entner-Doudoroff pathway produces one molecule each of ___________ and ____________.
    pyruvate; glyceraldehydeor  
    Alternative answer: glyceraldehyde; pyruvate

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.04.07 Draw a simple diagram that shows the connection between the Entner-Doudoroff pathway and the Embden-Meyerhof pathway and the connection between the pentose phosphate pathway and the Embden-Meyerhof pathway
Section: 11.04
Topic: Biochemistry

 

Multiple Choice Questions
 

  1. Which of the following is the major glycolytic pathway used by plants and animals?
    A. Tricarboxylic acid cycle
    B.  Embden-Meyerhof pathway
    C.  Entner-Doudoroff pathway
    D.  Pentose phosphate pathway

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.04.08 Create a table that shows which types of organisms use each of the glycolytic pathways
Section: 11.04
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

True / False Questions

  1. The pentose phosphate pathway is the major glycolytic pathway used by archaea.
    FALSE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.04.08 Create a table that shows which types of organisms use each of the glycolytic pathways
Section: 11.04
Topic: Biochemistry

 

Check All That Apply Questions
 

  1. Which of the following names refer to the tricarboxlic acid cycle?
    __X__  Krebs cycle
    _____  Pentose phosphate pathway
    _____  Calvin cycle
    __X__  Citric acid cycle
    _____  Cyclic phosphorylation

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.05.01 State the alternate names for the tricarboxylic acid (TCA) cycle
Section: 11.05
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

True / False Questions

  1. The terms Krebs cycle, tricarboxylic acid cycle, and citric acid cycle all refer to the same process.
    TRUE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.05.01 State the alternate names for the tricarboxylic acid (TCA) cycle
Section: 11.05
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

Multiple Choice Questions
 

  1. Which of the following is produced in largest numbers by the TCA cycle?
    A. ATP (GTP)
    B.  NADH
    C.  FADH
    D.  CO2

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.05.04 Calculate the yields of ATP (or GTP), NAD(P)H, and FADH2 by the TCA cycle
Section: 11.05
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

  1. The TCA cycle is located in the ______________ of bacteria, and in the _____________ of eukaryotes.
    A. cytoplasm;  mitochondrial matrix
    B.  plasma membrane; inner mitochondrial membrane
    C.  plasma membrane; mitochondrial matrix
    D.  cytoplasm; inner mitochondrial membrane

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.05.07 Locate the TCA cycle enzymes in bacterial, archaeal, and eukaryotic cells
Section: 11.05
Topic: Aerobic/Anaerobic Respiration

 

True / False Questions

  1. The major difference between aerobic and anaerobic respiration is the final electron acceptor at the end of the electron transport chain.
    TRUE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.07.01 Compare and contrast aerobic respiration and anaerobic respiration using glucose as carbon source
Section: 11.07
Topic: Aerobic/Anaerobic Respiration

 

 

Multiple Choice Questions

  1. When nitrate is used as a final electron acceptor by bacteria growing in anoxic soils, the nitrogen is no longer available for the construction of precursor metabolites.  This is referred to as
    A. nitrification.
    B.  nitrogen fixation.
    C.  nitrogen respiration.
    D.  dissimilatory nitrate reduction.

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.07.03 Defend this statement: “The use of nitrate (NO3-) as a terminal electron acceptor is dissimilatory nitrate reduction.”
Section: 11.07
Topic: Biochemistry

  1. The amount of ATP produced during anaerobic respiration is ___________ that produced during aerobic respiration, because the difference in the standard reduction potential between NADH and the final electron acceptor is _______________.
    A. less than; larger
    B.  less than; smaller
    C.  greater than; larger
    D.  greater than; smaller

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.07.04 Predict the relative amount of energy released for each of the common terminal electron acceptors used during anaerobic respiration, as compared to energy released during aerobic respiration
Section: 11.07
Topic: Biochemistry

 

Check All That Apply Questions
 

  1. Which of the following are consequences of anaerobic respiration?  (Check all that apply.)
    __X__  Some bacteria are able to readily survive in both well-oxygenated as well as anoxic environments.
    __X__  Some bacteria may cause denitrification.
    _____  Some bacteria are able to perform nitrogen fixation.
    __X__  Bacteria are able to reduce the levels of  NO3 ¯ in sewage plant effluents.

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.07.05 List three examples of the importance of anaerobic respiration
Section: 11.07
Topic: Aerobic/Anaerobic Respiration
Topic: Biochemistry

 

Multiple Choice Questions

  1. How is ATP produced during fermentation?
    A. Cyclic phosphorylation
    B.  Substrate-level phosphorylation
    C.  Oxidative phosphorylation
    D.  Use of proton motive force to drive ATP synthase
    E.  Chemosynthetic phosphorylation

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.08.04 Compare the use of ATP synthase during respiration and fermentation
Section: 11.08
Topic: Aerobic/Anaerobic Respiration
Topic: Fermentation

 

  1. How does a fermenter generate proton motive force (PMF) to drive active transport?
    A. Fermenters use an electron transport chain for this purpose.
    B.  Fermenters cannot generate proton motive force.
    C.  Fermenters can reverse the direction of the ATP synthase to generate PMF.

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.08.04 Compare the use of ATP synthase during respiration and fermentation
Section: 11.08
Topic: Fermentation

  1. How does the phosphorylation of galactose differ from the phosphorylation of glucose, mannose, and fructose prior to catabolism?
    A. Phosphorylation of galactose requires NADPH to phosphorylate galactose-1-phosphate
    B.  Phosphorylation of galactose requires PEP (phosphoenolpyruvate) to phosphorylate galactose-1-phosphate
    C.  Phosphorylation of galactose requires ATP to phosphorylate galactose-1-phosphate
    D.  Phosphorylation of galactose requires TTP to phosphorylate galactose-1-phosphate
    E.  Phosphorylation of galactose requires UTP to phosphorylate galactose-1-phosphate

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.09.01 Discuss the role of ATP and UTP in the catabolism of monosaccharides other than glucose
Section: 11.09
Topic: Biochemistry

  1. Complete catabolism of lactose requires
    A. ATP, NAD, and appropriate enzymes.
    B.  ATP, UTP, NAD, and appropriate enzymes.
    C.  NAD and appropriate enzymes.

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.09.01 Discuss the role of ATP and UTP in the catabolism of monosaccharides other than glucose
Section: 11.09
Topic: Biochemistry

 

  1. What enzymes hydrolyze proteins, releasing amino acids?
    A. Tranaminases
    B.  Proteases
    C.  Decarboxylases
    D.  Deaminases

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.09.04 State the name of the enzymes responsible for hydrolyzing proteins into amino acids
Section: 11.09
Topic: Biochemistry

 

Fill in the Blank Questions

  1. A _________ hydrolyzes a protein into its constituent amino acid monomers and a ___________enzyme removes amino groups from the amino acids.
    protease; deaminase

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.09.04 State the name of the enzymes responsible for hydrolyzing proteins into amino acids
Section: 11.09
Topic: Biochemistry

 

Multiple Choice Questions
 

  1. ______________ refers to the removal of an amino group from an amino acid. One mechanism for this removal is _____________, in which the amino group is transferred to an acceptor molecule.
    A. Deamination; hydrolysis
    B.  Deamination; transamination
    C.  Transamination; deamination
    D.  Hydrolysis; transamination

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.09.05 Distinguish deamination from transamination and explain how the two are related
Section: 11.09
Topic: Biochemistry

  1. The substances that donate electrons to the electron transport chains of chemolithotrophs are ___________.
    A. carbohydrates
    B.  inorganic compounds
    C.  lipids
    D.  methane gas and alcohols

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.10.03 Discuss the use of electron transport chains and oxidative phosphorylation by chemolithotrophs
Section: 11.10
Topic: Biochemistry

 

True / False Questions
 

  1. Most chemolithotrophs have electron transport chains that terminate with O2 as the final electron acceptor.
    TRUE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.10.03 Discuss the use of electron transport chains and oxidative phosphorylation by chemolithotrophs
Section: 11.10
Topic: Biochemistry

  1. Many chemolithotrophs are able to produce more ATP from oxidation of their inorganic energy source than chemoheterotrophs produce from the aerobic oxidation of glucose.
    FALSE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.10.04 Predict the relative amount of energy released for each of the commonly used energy sources of chemolithotrophs, as compared to energy released during aerobic and anaerobic respiration of glucose
Section: 11.10
Topic: Biochemistry

 

Multiple Choice Questions

  1. Chemolithotrophs generally derive ________ ATP from oxidation of inorganic substrates because the reduction potentials of those substrates are much more ________ than the reduction potential of organic substrates.
    A. more; positive
    B.  more; negative
    C.  less; positive
    D.  less; negative

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.10.04 Predict the relative amount of energy released for each of the commonly used energy sources of chemolithotrophs, as compared to energy released during aerobic and anaerobic respiration of glucose
Section: 11.10
Topic: Biochemistry

 

  1. ____________ is an aerobic chemolithotrophic process that ultimately oxidizes ammonia to nitrate, whereas __________ is a form of anaerobic respiration involving the oxidation of an organic compound using an oxidized nitrogenous compound, such as nitrate, as the terminal electron acceptor.
    A. Ammonification; nitrification
    B.  Denitrification; nitrification
    C.  Ammonification; denitrification
    D.  Nitrification; denitrification

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.10.05 Differentiate nitrification from denitrification
Section: 11.10
Topic: Biochemistry

 

True / False Questions

  1. All forms of phototropy “harvest” light energy to fix carbon, producing sugar.
    FALSE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.11.02 Differentiate phototrophy from photosynthesis
Section: 11.11
Topic: Biochemistry

 

Check All That Apply Questions
 

  1. Photoheterotrophs that use light to generate ATP, but do not fix CO2 (Check all that apply.)
    _____  would best be described as photosynthetic.
    _____  would use both the light reactions and the Calvin cycle.
    _____  would use neither the light reactions nor the Calvin cycle.
    __X__  would best be described as phototropic.
    __X__  would use the light reactions but not the Calvin cycle.

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 3. Apply
Learning Outcome: 11.11.02 Differentiate phototrophy from photosynthesis
Section: 11.11
Topic: Biochemistry

 

Multiple Choice Questions

  1. Chlorophyll a and chlorophyll b as well as the accessory pigments are arranged in an antenna array with a reaction center chlorophyll.  These antenna arrays with the reaction center chlorophyll are known as
    A. reaction center systems.
    B.  photomembrane systems.
    C.  photosystems.
    D.  Calvin systems.

 

ASM Objective: 02.01 The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Topic: Module 02 Cell Structure and Function
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 11.11.04 Summarize the structure and function of the light-absorbing pigments used by oxygenic and anoxygenic phototrophs
Section: 11.11
Topic: Biochemistry

 

Check All That Apply Questions
 

  1. Which of the following described roles attributed to accessory pigments such as carotenes and phycobiliproteins?  (Check all that apply.)
    __X__  These pigments absorb light in ranges not absorbed by chlorophylls and transfer the energy to chlorophylls.
    __X__  These pigments extend the spectrum of wavelengths that will drive photosynthesis.
    _____  The accessory pigments are involved in maintaining the Calvin cycle.
    __X__  Accessory pigments protect organisms from potentially damaging intense sunlight.

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 03.02 The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
ASM Objective: 03.03 The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.11.04 Summarize the structure and function of the light-absorbing pigments used by oxygenic and anoxygenic phototrophs
Section: 11.11
Topic: Biochemistry

  1. In what ways are oxidative phosphorylation and photophosphorylation similar?
    _____  The source of energy is highly reduced organic compounds
    __X__  An electron transport chain is used
    __X__  Proton motive force is generated
    _____  Water is split to provide electrons
    __X__  ATP synthase enzyme phosphorylates ADP to make ATP

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 4. Analyze
Learning Outcome: 11.11.05 Defend this statement: “Oxidative phosphorylation and photophosphorylation by chlorophyll-based phototrophs differ primarily in the energy source driving the process.”
Section: 11.11
Topic: Biochemistry

 

Multiple Choice Questions
 

  1. Consider the metabolism of a chlorophyll–based phototroph. In oxidative phosphorylation during cell respiration, the source of energy is ______________ whereas in photophosphorylation the source of energy is ____________.
    A. highly reduced organic compounds; light
    B.  NADH; NADPH
    C.  electron transport chain; chlorophyll
    D.  ATP; light

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 11.11.05 Defend this statement: “Oxidative phosphorylation and photophosphorylation by chlorophyll-based phototrophs differ primarily in the energy source driving the process.”
Section: 11.11
Topic: Biochemistry

Chapter 21

The Deinococci, Mollicutes, and Nonproteobacterial Gram-Negative Bacteria

 

 

Multiple Choice Questions

  1. The member of the domain Bacteria whose genome shows it to be most closely related to the Archaea is _______.
    A. Thermotoga
    B.  Aquifex
    C.  Deinococcus
    D.  Synechococcus

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Topic: Module 01 Evolution
Blooms Level: 1. Remember
Learning Outcome: 21.01.01 Compare and contrast the physiological and structural differences between members of the phyla Aquificae and Thermotogae
Section: 21.01
Topic: Bacteria

  1. Thermotogae can grow anaerobically on which of the following?
    A. Methane and methanol
    B.  Protein digests and carbohydrates
    C.  Lignin
    D.  Cellulose

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.01.01 Compare and contrast the physiological and structural differences between members of the phyla Aquificae and Thermotogae
Section: 21.01
Topic: Bacteria

 

  1. Aquifex cannot use which of the following as electron donors?
    A. Hydrogen
    B.  Thiosulfate
    C.  Sulfur
    D.  Glucose

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.01.01 Compare and contrast the physiological and structural differences between members of the phyla Aquificae and Thermotogae
Section: 21.01
Topic: Bacteria

  1. Members of the phylum Thermotogae can be found growing in
    A. marine hydrothermal vents and terrestrial solfataric hot springs.
    B.  marine salterns of the shore of the Dead Sea.
    C.  soils of the Antarctic.
    D.  the intestinal tract of mammals.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.01.01 Compare and contrast the physiological and structural differences between members of the phyla Aquificae and Thermotogae
Section: 21.01
Topic: Bacteria

 

  1. The phylum _______ is thought to represent the oldest branch of the bacteria.
    A. Thermotogae
    B.  Aquificae
    C.  Cyanobacteria
    D.  Spirochetes

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 01 Evolution
Blooms Level: 1. Remember
Learning Outcome: 21.01.01 Compare and contrast the physiological and structural differences between members of the phyla Aquificae and Thermotogae
Section: 21.01
Topic: Bacteria

 

True / False Questions

  1. The ability of the deinococci to resist radiation is due in part to an unusual ability to repair chromosome damage, even fragmentation.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.02.03 Discuss the unique capacity of deinococci to tolerate desiccation and high doses of radiation
Section: 21.02
Topic: Bacteria

 

  1. Deinococci can be isolated from ground meat, feces, air, freshwater, and other sources, but their natural habitat is soil.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 21.02.02 Describe habitats in which deinococci can be isolated
Section: 21.02
Topic: Bacteria

  1. The Deinococci stain Gram-positive but have a layered cell wall and an outer membrane that is more like a Gram-negative organism.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.02.01 Explain why members of Deinococcus-Thermus have erroneously been considered Gram positive
Section: 21.02
Topic: Bacteria

 

Multiple Choice Questions
 

  1. Which of the following is extremely radiation resistant?
    A.Deinococcus
    B. Aquifex
    C. Thermotoga
    D. Cytophaga

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.02.03 Discuss the unique capacity of deinococci to tolerate desiccation and high doses of radiation
Section: 21.02
Topic: Bacteria

 

True / False Questions

  1. Cyanobacteria capable of fixing atmospheric N2 always produce heterocysts.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 21.04.05 List three types of specialized cells made by cyanobacteria and describe the function of each
Section: 21.04
Topic: Bacteria

 

  1. A trichome is a bacterial cell with three different photosynthetic pigments.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.05 List three types of specialized cells made by cyanobacteria and describe the function of each
Section: 21.04
Topic: Bacteria

  1. Green sulfur bacteria are nonmotile but can control their depth by using gas vesicles to control buoyancy.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.04 Draw a generic cyanobacterial cell and label its intracellular structures
Section: 21.04
Topic: Bacteria

  1. Some species of cyanobacteria can fix atmospheric nitrogen.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.04.04 Draw a generic cyanobacterial cell and label its intracellular structures
Section: 21.04
Topic: Bacteria

 

  1. Cyanobacteria are so named because many species have a blue-green appearance caused by the photosynthetic pigment phycocyanin.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.04.01 Assess the importance of photosynthetic pigments in the distribution of photosynthetic bacteria in nature
Section: 21.04
Topic: Bacteria

  1. The chlorosomes of Chlorobia are attached to the plasma membrane by a lipid-derived baseplate.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.02 Draw a generic chlorosome and identify the function of its structural elements
Section: 21.04
Topic: Bacteria

 

Multiple Choice Questions
 

  1. Which of the following are used by cyanobacteria for reproduction?
    A.Binary fission
  2. Budding
  3. Fragmentation
  4. All of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.04 Draw a generic cyanobacterial cell and label its intracellular structures
Section: 21.04
Topic: Bacteria

 

  1. Which of the following best describes the photosynthetic membranes of Chlorobia?
    A.Accessory bacteriochlorophylls are located in the chlorosomes but the reaction center bacteriochlorophyll is located in the plasma membrane.
    B. Accessory bacteriochlorophylls are located in the plasma membrane but the reaction center bacteriochlorophyll is located in the chlorosomes.
    C. Accessory and reaction center bacteriochlorophylls are located in the chlorosomes.
    D. Accessory and reaction center bacteriochlorophylls are located in the plasma membrane.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.06 Compare and contrast the prochlorophytes with other cyanobacteria
Section: 21.04
Topic: Bacteria

 

  1. Prochlorophytes lack which of the following?
    A.Chlorophyll a
  2. Chlorophyll b
  3. Phycobilins
  4. None of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.06 Compare and contrast the prochlorophytes with other cyanobacteria
Section: 21.04
Topic: Bacteria

 

  1. Some cyanobacteria form __________, which are comprised of chains of bacterial cells that are in close contact with one another over a large area.
    A.hypha
    B. mycelia
    C. trichromes
    D. cell mats

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.05 List three types of specialized cells made by cyanobacteria and describe the function of each
Section: 21.04
Topic: Bacteria

 

  1. Which of the following bacteria is both photosynthetic and Gram-positive?
    A.Purple bacteria
  2. Green bacteria
  3. Heliobacteria
  4. Cyanobacteria
  5. None of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.07 Draw a concept map describing the structure and physiology of the six types of photosynthetic bacteria listed in table 21.2
Section: 21.04
Topic: Bacteria

 

  1. Dormant, thick-walled resting cells of cyanobacteria that are resistant to desiccation are called _______.
    A. baeocytes
    B.  akinetes
    C.  hormogonia
    D.  thylakoids

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.05 List three types of specialized cells made by cyanobacteria and describe the function of each
Section: 21.04
Topic: Bacteria

  1. Which of the following contain both chlorophyll a and chlorophyll b?
    A. Cyanobacteria
    B.  Prochloron
    C.  Green sulfur bacteria
    D.  Purple sulfur bacteria

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.07 Draw a concept map describing the structure and physiology of the six types of photosynthetic bacteria listed in table 21.2
Section: 21.04
Topic: Bacteria

 

  1. Which of the following accumulates sulfur granules inside the cell?
    A. Purple sulfur bacteria
    B.  Green sulfur bacteria
    C.  Cyanobacteria
    D.  None of the choices are correct.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.01 Assess the importance of photosynthetic pigments in the distribution of photosynthetic bacteria in nature
Section: 21.04
Topic: Bacteria

  1. Some marine species of cyanobacteria
    A. have flagella and are, therefore, motile.
    B.  do not have flagella and are, therefore, nonmotile.
    C.  do not have flagella but are, nonetheless, motile by some unknown mechanism.
    D.  do not have flagella but are motile by means of pseudopods.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.03 Predict the habitat closest to your home where you might find members of the phyla Chlorobi, Chloroflexi, and Cyanobacteria
Section: 21.04
Topic: Bacteria

 

  1. Cyanobacteria modulate the relative amounts of their different photopigments in response to the wavelength of incident light by a process known as ______.
    A. chromatic adaptation
    B.  wavelength adaptation
    C.  adaptive photopigmentation
    D.  light shifting

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.01 Assess the importance of photosynthetic pigments in the distribution of photosynthetic bacteria in nature
Section: 21.04
Topic: Bacteria

  1. Which of the following best describes cyanobacteria?
    A.They carry out anoxygenic photosynthesis.
    B. They carry out oxygenic photosynthesis.
    C. They all can use H2S as a source of electrons for photosynthesis.
    D. Their photosynthetic pigments are carried in chlorosomes.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 21.04.04 Draw a generic cyanobacterial cell and label its intracellular structures
Section: 21.04
Topic: Bacteria

 

  1. Cyanobacteria are best described as
    A.all being obligate photolithoautotrophs.
    B. all being obligate chemoheterotrophs.
    C. some being photolithoautotrophs that can function as chemoheterotrophs in the dark.
    D. None of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 21.04.07 Draw a concept map describing the structure and physiology of the six types of photosynthetic bacteria listed in table 21.2
Section: 21.04
Topic: Bacteria

  1. Although similar to eukaryotic photosynthetic organisms, cyanobacteria are different because they
    A.have only photosystem I not photosystem II.
    B. have only photosystem II not photosystem I.
    C. do not have chloroplasts.
    D. do not have any photosynthetic membranes.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.02 Draw a generic chlorosome and identify the function of its structural elements
Section: 21.04
Topic: Bacteria

 

  1. Cyanobacteria are prokaryotes that carry out oxygenic photosynthesis like green plants; this means that
    A.they use water as their electron source.
    B. they produce oxygen as a by-product of photosynthesis.
    C. they have two distinct photosystems.
    D. All of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 21.04.07 Draw a concept map describing the structure and physiology of the six types of photosynthetic bacteria listed in table 21.2
Section: 21.04
Topic: Bacteria

  1. The green sulfur bacteria are ______.
    A. obligate anaerobes
    B.  facultative anaerobes
    C.  microaerophilic
    D.  either obligate anaerobes or facultative anaerobes

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 21.04.07 Draw a concept map describing the structure and physiology of the six types of photosynthetic bacteria listed in table 21.2
Section: 21.04
Topic: Bacteria

 

  1. The photosynthetic membranes of the green sulfur bacteria are called _______.
    A. chlorosomes
    B.  chloroplasts
    C.  chlorocytes
    D.  chlorophylls

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.02 Draw a generic chlorosome and identify the function of its structural elements
Section: 21.04
Topic: Bacteria

  1. The green sulfur bacteria ______.
    A. deposit granules within the cell
    B.  deposit granules outside the cell
    C.  deposit granules within and outside the cell
    D.  do not deposit granules

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.07 Draw a concept map describing the structure and physiology of the six types of photosynthetic bacteria listed in table 21.2
Section: 21.04
Topic: Bacteria

 

  1. Large spherical cells of cyanobacteria that are able to fix atmospheric nitrogen are referred to as _______.
    A. heterocysts
    B.  microcysts
    C.  oocysts
    D.  nitrocysts

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.05 List three types of specialized cells made by cyanobacteria and describe the function of each
Section: 21.04
Topic: Bacteria

  1. Which of the following is not true about anoxygenic photosynthesis?
    A. Does not produce oxygen
    B.  Often produces sulfur granules
    C.  Water is the usual source of electrons for photosynthesis
    D.  Does not produce oxygen and often produces sulfur granules

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.04.06 Compare and contrast the prochlorophytes with other cyanobacteria
Section: 21.04
Topic: Bacteria

 

  1. Some anoxygenic photosynthetic bacteria use __________ as their electron source.
    A. hydrogen sulfide
    B.  sulfur
    C.  hydrogen
    D.  All of these choices are correct.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.04.07 Draw a concept map describing the structure and physiology of the six types of photosynthetic bacteria listed in table 21.2
Section: 21.04
Topic: Bacteria

 

  1. Which of the following groups of photosynthetic bacteria are capable of oxygenic photosynthesis?
    A.The green bacteria
  2. The purple bacteria
  3. The cyanobacteria
  4. All of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 21.04.01 Assess the importance of photosynthetic pigments in the distribution of photosynthetic bacteria in nature
Section: 21.04
Topic: Bacteria

 

  1. Which of the following are photosynthetic bacteria?
    A.The green bacteria
  2. The purple bacteria
  3. The cyanobacteria
  4. All of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.04.07 Draw a concept map describing the structure and physiology of the six types of photosynthetic bacteria listed in table 21.2
Section: 21.04
Topic: Bacteria

 

Fill in the Blank Questions
 

  1. Some cyanobacteria are not blue-green, rather they are red or brown; this is due to the presence of the photosynthetic pigment __________.
    phycoerythrin

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.04.01 Assess the importance of photosynthetic pigments in the distribution of photosynthetic bacteria in nature
Section: 21.04
Topic: Bacteria

 

Multiple Choice Questions

  1. Which of the following genera of the Planctomycetales have a stalk as part of their mechanism for attachment to surfaces?
    A.Gemmata
    B. Priullela
    C. Planctomyces
    D. All of the choices are correct.

 

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 21.05.01 Draw the unusual structural features of planctomycetes
Section: 21.05
Topic: Bacteria

 

  1. Unique features of the planctomycetes include ______.
    A. resistance to ionizing radiation
    B.  their size: some are as large as protozoa
    C.  a membrane-bound nuclear region
    D.  twitching fimbriae that are required for motility

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 05 Microbial Systems
Blooms Level: 2. Understand
Learning Outcome: 21.05.01 Draw the unusual structural features of planctomycetes
Section: 21.05
Topic: Bacteria

 

Fill in the Blank Questions

  1. The site of anaerobic ammonia oxidation in the recently described genera Brocadia, Kuenenia, Scalindua, and Anammoxoglobus is called the _______.

anammoxosome

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.05.02 Identify the electron donor and acceptor used in the anammox reaction
Section: 21.05
Topic: Bacteria

 

True / False Questions
 

  1. It is estimated that anammox and the anammox reaction may contribute as much as 20% to the cycling of nitrogen in the world’s oceans.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.05.03 Explain why the anammox reaction is important to the global flux of nitrogen
Section: 21.05
Topic: Bacteria

 

Multiple Choice Questions

  1. The infectious stage of chlamydiae is called a(n) ______ body.
    A. elementary
    B.  reticulate
    C.  contagious
    D.  oogonial

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.06.02 Diagram the chlamydial life cycle
Section: 21.06
Topic: Bacteria

 

  1. The Gram-negative chlamydiae are ______.
    A. photosynthetic
    B.  motile due to periplasmic flagella
    C.  obligate intracellular parasites
    D.  Gram-positive, spore-forming rods

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 21.06.01 Explain the term obligate intracellular parasite
Section: 21.06
Topic: Bacteria

 

True / False Questions

  1. Chlamydiae are incapable of producing many key metabolites, for which they must rely on their host.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.06.01 Explain the term obligate intracellular parasite
Section: 21.06
Topic: Bacteria

 

  1. Elementary bodies of chlamydiae are specialized for reproduction rather than infection.
    FALSE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.06.02 Diagram the chlamydial life cycle
Section: 21.06
Topic: Bacteria

  1. Analysis of the nucleotide sequence of the genome of Chlamydia trachomatis suggests that it may be able to synthesize some of its own ATP.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.06.03 Deduce why chlamydia can survive despite significant metabolic limitations
Section: 21.06
Topic: Bacteria

 

Fill in the Blank Questions

  1. A unique feature of the _________ that distinguishes them from other bacteria is their ability to move through highly viscous liquids.
    spirochetes

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.08.01 Draw a spirochete cell as it would be observed in a scanning electron micrograph and in cross section by transmission electron microscopy
Section: 21.08
Topic: Bacteria

 

 

Multiple Choice Questions

  1. The part of the spirochete that houses the cytoplasm and the nucleoid of spirochetes is called the _______ cylinder.
    A. ectoplasmic
    B.  cytoplasmic
    C.  protoplasmic
    D.  mesoplasmic

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.08.01 Draw a spirochete cell as it would be observed in a scanning electron micrograph and in cross section by transmission electron microscopy
Section: 21.08
Topic: Bacteria

  1. The complex of periplasmic flagella that mediates the movement of spirochetes is referred to as the ______.
    A. periplasmic flagella
    B.  axillary filament
    C.  axial filament
    D.  peritrichal axon
    E.  periplasmic flagella or axial filament

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.08.02 Describe how the unusual flagellar arrangement is well suited for motility in common spirochete habitats
Section: 21.08
Topic: Bacteria

 

  1. The spirochetes include the causative agents for ______.
    A. gonorrhea
    B.  Lyme disease
    C.  plague
    D.  whooping cough

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 21.08.02 Describe how the unusual flagellar arrangement is well suited for motility in common spirochete habitats
Section: 21.08
Topic: Bacteria

  1. Nitrogen fixation in the hindgut of the termite is carried out by _______.
    A. cyanobacteria
    B.  Bacteroides
    C.  deinococci
    D.  spirochetes

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 21.08.02 Describe how the unusual flagellar arrangement is well suited for motility in common spirochete habitats
Section: 21.08
Topic: Bacteria

 

True / False Questions
 

  1. Although the function of the flexible outer sheath in which the axial filaments of spirochetes lay is unknown, it is essential (i.e., the bacteria will not survive if it is removed).
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.08.01 Draw a spirochete cell as it would be observed in a scanning electron micrograph and in cross section by transmission electron microscopy
Section: 21.08
Topic: Bacteria

 

Multiple Choice Questions

  1. Spherical resting cells produced by Sporocytophaga are called ______.
    A. heterocysts
    B.  microcysts
    C.  oocysts
    D.  nitrocysts

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.09.01 Explain how the human is host to members of this phylum
Section: 21.09
Topic: Bacteria

 

  1. Bacteroides inhabit the intestinal tract of mammals and benefit the host by degrading which of the following?
    A. Cellulose
    B.  Pectin
    C.  Complex carbohydrates
    D.  All of the choices are correct.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 21.09.02 Describe unusual carbon substrates used by some bacteroidetes
Section: 21.09
Topic: Bacteria

  1. Gliding motility can be used to propel bacteria ______.
    A. through the air only
    B.  through liquids only
    C.  across solid substrates only
    D.  along the framework of the cytoskeleton of host cells

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.09.03 Explain the proposed mechanism for Flavobacterium johnsoniae gliding motility, and relate gliding motility to the microbe’s capacity to degrade complex organic substrates
Section: 21.09
Topic: Bacteria

 

  1. As much as ______ of the bacteria isolated from human feces belong to the genus Bacteroides.
    A. 0.1%
    B.  2.0%
    C.  30%
    D.  90%

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 21.09.01 Explain how the human is host to members of this phylum
Section: 21.09
Topic: Bacteria

 

True / False Questions

  1. Many bacteria that exhibit gliding motility are able to use as a nutrient source insoluble material that they encounter while gliding.
    TRUE

 

ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.09.03 Explain the proposed mechanism for Flavobacterium johnsoniae gliding motility, and relate gliding motility to the microbe’s capacity to degrade complex organic substrates
Section: 21.09
Topic: Bacteria

 

  1. Member of the genus Cytophaga contribute significantly to the process of wastewater treatment.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 21.09.02 Describe unusual carbon substrates used by some bacteroidetes
Section: 21.09
Topic: Bacteria

  1. Gliding motility is a mechanism used by some prokaryotes to swim slowly through liquids.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.09.03 Explain the proposed mechanism for Flavobacterium johnsoniae gliding motility, and relate gliding motility to the microbe’s capacity to degrade complex organic substrates
Section: 21.09
Topic: Bacteria

 

Fill in the Blank Questions
 

  1. Acidimethylosilex fumarolicum can grow using ______ as a carbon source and energy source.
    methane

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.07.02 List unusual features that unite some members of Planctomycetes, Verrucomicrobia, and Chlamydia
Section: 21.07
Topic: Bacteria

 

True / False Questions

  1. A newly reported member of the phylum Verrucomicrobia, Acidimethylosilexfumarolicum has been found to be thermophilic, acidophilic, and photosynthetic.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.07.02 List unusual features that unite some members of Planctomycetes, Verrucomicrobia, and Chlamydia
Section: 21.07
Topic: Bacteria

 

Check All That Apply Questions
 

  1. Although Deinococcus-Thermus phyla stain Gram-positive, which reason(s) exclude them from this Gram type?
    __X__  They have L-ornithine in their peptidoglycan.
    __X__  They lack teichoic acids.
    __X__  Their cell envelope includes an S-layer.
    _____  Their plasma membrane has phosphatidylglycerol phospholipids instead of palmitoleic acids.

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 2. Understand
Learning Outcome: 21.02.01 Explain why members of Deinococcus-Thermus have erroneously been considered Gram positive
Section: 21.02
Topic: Bacteria

 

True / False Questions

  1. While Deinococci can be isolated from sources such as meat and feces, their true natural habitat is as of yet unknown.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 1. Remember
Learning Outcome: 21.02.02 Describe habitats in which deinococci can be isolated
Section: 21.02
Topic: Bacteria

 

  1. Mollicutes, in the phylum Tenericutes, includes all bacteria that lack walls and do not synthesize peptidoglycan precursors.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 21.03.01 Relate the structure of the mollicute cell envelope to their morphology
Section: 21.03
Topic: Bacteria

 

Fill in the Blank Questions

  1. Members of Mollicutes are commonly called _______; these bacteria are characterized by the absence of cell walls, their small genomes, and simplified metabolic pathways.
    mycoplasmasor  
    Mycoplasmas  or  
    mycoplasma  or  
    Mycoplasmas

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 21.03.01 Relate the structure of the mollicute cell envelope to their morphology
Section: 21.03
Topic: Bacteria

 

Multiple Choice Questions
 

  1. Which of the following is NOT a reaction pathway involved in the catabolism of arginine to generate ATP?
    A. Arginine + 3 H2O ® CO2 + 4 ATP
    B.  Arginine + H2O ® citrulline + NH3
    C.  Citrulline + Pi ® ornithine + carbamyl-P
    D.  Carbamyl-P + ADP ® ATP + CO2 + NH3

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.03.02 Outline how arginine can be catabolized to yield ATP by substrate-level phosphorylation
Section: 21.03
Topic: Bacteria

  1. In the catabolism of arginine to generate ATP in Mollicutes, the first reaction is catalyzed by _______.
    A. arginine deaminase
    B.  ATP synthetase
    C.  Embden-Meyerhof pathways
    D.  Pentose phosphate pathways

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.03.02 Outline how arginine can be catabolized to yield ATP by substrate-level phosphorylation
Section: 21.03
Topic: Bacteria

 

True / False Questions
 

  1. Ureaplasma urealyticum generates an electrochemical gradient, despite the absence of an electron transport chain, by synthesizing urea from ammonia/ammonium to generate chemiosmotic potentials.
    FALSE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.03.03 Draw the flux of protons that enables Ureaplasma urealyticum to generate a proton motive force despite the absence of an electron transport chain
Section: 21.03
Topic: Bacteria

 

Fill in the Blank Questions

  1. Ureaplasma conserves energy and compensates for an absent electron transport chain by creating chemiosmotic energy gradients and ATP from the breakdown of _______ into ammonia/ammonium.
    urea

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 1. Remember
Learning Outcome: 21.03.03 Draw the flux of protons that enables Ureaplasma urealyticum to generate a proton motive force despite the absence of an electron transport chain
Section: 21.03
Topic: Bacteria

 

Multiple Choice Questions
 

  1. Specialized cell surface proteins on the neck of Mycoplasma mobile allow for ______.
    A. gliding motility
    B.  flagellar motility
    C.  “inchworm” motility
    D.  “rolling” motility

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 21.03.04 Illustrate how gliding motility is accomplished by mycoplasmas
Section: 21.03
Topic: Bacteria

 

Fill in the Blank Questions

  1. Some Mycoplasmas, such as M. mobile, can move at a steady pace across a solid surface by using _______ _______.
    gliding motility

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 02 Cell Structure and Function
Blooms Level: 1. Remember
Learning Outcome: 21.03.04 Illustrate how gliding motility is accomplished by mycoplasmas
Section: 21.03
Topic: Bacteria

 

True / False Questions
 

  1. Mollicutes, such as Mycoplasma species, are able to colonize mucous membranes and can lead to pneumonia and respiratory tract disease.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 21.03.05 List several habitats in which mollicutes reside and relate this to their capacity to be pathogenic
Section: 21.03
Topic: Bacteria

  1. Some Mycoplasma species can be transmitted via sexual contact and lead to genitourinary tract infections in humans.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 1. Remember
Learning Outcome: 21.03.05 List several habitats in which mollicutes reside and relate this to their capacity to be pathogenic
Section: 21.03
Topic: Bacteria

 

Multiple Choice Questions
 

  1. Which of these is NOT a location where you might find members of the phyla Chlorobi, Chloroflexi, or Cyanobacteria?
    A. Deep ocean thermal vents
    B.  Microbial mats
    C.  “Blooms” on lakes
    D.  Sulfide-rich mud on lake bottoms

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 05 Microbial Systems
Blooms Level: 1. Remember
Learning Outcome: 21.04.03 Predict the habitat closest to your home where you might find members of the phyla Chlorobi, Chloroflexi, and Cyanobacteria
Section: 21.04
Topic: Bacteria

  1. Which of the following is properly paired for the anammox reaction?
    A. Ammonium (NH4+) as the electron donor;  Nitrite (NO2) as the electron acceptor
    B.  Sulfate (SO4-2) as the electron donor;  Sulfite (SO3-2) as the electron acceptor
    C.  Nitrate (NO3) as the electron donor;  Nitrite (NO2) as the electron acceptor
    D.  Phosphate (PO4-3) as the electron donor;  Carbonate (CO3-2) as the electron acceptor

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.05.02 Identify the electron donor and acceptor used in the anammox reaction
Section: 21.05
Topic: Bacteria

 

  1. It is estimated that as much as _______ of the cycling nitrogen in the oceans is contributed by anammox bacteria.
    A. 10%
    B.  25%
    C.  40%
    D.  70%

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 1. Remember
Learning Outcome: 21.05.03 Explain why the anammox reaction is important to the global flux of nitrogen
Section: 21.05
Topic: Bacteria

 

True / False Questions

  1. While rather metabolically limited, Chlamydia reticulate bodies can still synthesize DNA, RNA, glycogen, lipids, and proteins if supplied with precursors from the host.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.06.03 Deduce why chlamydia can survive despite significant metabolic limitations
Section: 21.06
Topic: Bacteria

 

  1. While methane is produced abiotically in certain geochemically active areas, these sites are also hotspots for aerobic methane oxidation because they are rich in H2S, which microbes convert to sulfuric acid.
    TRUE

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 03 Metabolic Pathways
Blooms Level: 2. Understand
Learning Outcome: 21.07.01 Describe habitats where methane oxidation might occur
Section: 21.07
Topic: Bacteria

 

Multiple Choice Questions

  1. Which of these organisms most contributes to the global methane oxidation and greenhouse gas conversion?
    A. Acidimethylosilex fumarolicum
    B.  Chlamydia trachomatis
    C.  Treponema pallidum
    D.  Bacteroides fragilis

 

ASM Objective: 02.03 Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities.
ASM Objective: 03.01 Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g. nitrogen fixation, methane production, anoxygenic photosynthesis).
ASM Objective: 06.01 Microbes are essential for life as we know it and the processes that support life (e.g. in biogeochemical cycles and plant and / or animal microbiota).
ASM Topic: Module 06 Impact of Microorganisms
Blooms Level: 2. Understand
Learning Outcome: 21.07.01 Describe habitats where methane oxidation might occur
Section: 21.07
Topic: Bacteria

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