Microbiology Essay Questions

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I have two mini essay questions that need to be written onto a word document. Both questions can be found on the word doc. These are not full-on essays. They are “mini” essays which means that each essay response should be roughly 2 paragraphs-ish each. Use the quizlet link in the doc for ideas because these essays have already been done before so you may use those ideas. I am attaching a rubric as well so you can follow that.

Essay Questions

1. Discuss several ways in which bacteria are medically and ecologically important.

2. Define mycosis and describe the levels of invasion of the body by fungi. Explain what factors could cause opportunistic mycoses to be a growing medical problem.

 

*Write up mini essays for both of these questions and use the quizlet link below that corresponds to the questions for ideas

 

https://quizlet.com/288081796/bio205-rio-final-exam-flash-cards/

I. Level of Understanding/

Completeness of Answer Did you convey an

understanding of the lesson content?

Did you provide a complete answer to the

question?

0 There is no evidence of student understanding and does not answer the question.

1 – 23 There is evidence in the response that the student has some understanding. Student answers the question partially but not adequately.

24 – 35 There is evidence in the response that the student has a basic understanding of the question and answers adequately.

36 – 40 There is evidence in the response that the student has a full and complete understanding of the question. Student answers the question in an exemplary fashion.

II. Use of Examples and Supporting Details

Did you use relevant and inclusive examples to

demonstrate understanding of

content?

0 No examples or details are provided.

1 – 5 Minimal example(s) have been used and supporting details minimally effective.

6 – 8 Most of the concepts include example(s) and the supporting details are generally thorough.

9 – 10 Relevant and inclusive examples as well as supporting details that demonstrate an integration of concepts.

III. Critical Thinking and Application of

Information Is your application a detailed description of how the lesson content is relevant to your life?

0 No relevancy or application is included.

1 – 17 Brief description of how the concept relates to the student’s personal life (non-majors) or career (majors).

18 – 27 Nearly complete description of how the concept is or will be relevant and useful or applicable to the student’s personal life (non-majors) or career (majors).

28 – 30 A detailed description of how the concept is or will be relevant and useful or applicable to the student’s personal life (non-majors) or career (majors). The application reveals insight into the scientific principles.

IV. Organization Did you maintain a strong sense of purpose and organization?

0 Drifts completely in terms of purpose and organization to the point of disarray.

1 – 5 Strays in terms of purpose and organization to the point of distraction.

6 – 8 Is primarily presented in a purposeful and well- organized manner.

9 – 10 Maintains a strong sense of purpose and organization throughout.

V. Use of Accurate Scientific Terminology

Did you use scientific terminology correctly and concisely throughout your response?

0 The use of accurate scientific terminology is not present in the response or is used incorrectly.

1 – 5 Uses scientific terminology incorrectly at times, or in such as way as to not demonstrate an understanding of the material.

6 – 8 Uses scientific terminology correctly, demonstrating a basic understanding of the material and strengthening the response.

9 – 10 Uses scientific terminology correctly and concisely enhancing the response. The use of terms indicates a thorough understanding of the material.

 
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Identification Of Unknown Microbe

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I

Cover page (Use this specific format)

 

RESEARCH REPORT

IDENTIFICATION OF UNKNOWN MICROBES

 

Course: Savannah State University – 3321L / 2020 Spring

 

Section: 1 (1 PM) or Section 2 (4 PM) (highlight one)

 

Group Name (type your group name): Group X

 

Submission option: Individual or Group (*up to 4 members per repot) (highlight one)

 

Authors (Student name and 915) who contribute to write this report

1. Student A / 915-XXXXX

2. Student B / 915-XXXXX

3.

4.

Introduction:

It is imperative to understand why one would want to differentiate between multiple types

of bacteria. In order for a person to receive proper treatment for a certain pathogen, the microbe

has to be first identified. This whole process is done for the reason that different treatments may

work effectively against one microbe, while it may prove to be ineffective against another. Also,

microbe identification is significant in processing of certain foods and development of antibiotics.

The overall purpose and aim of this investigation is to identify an unknown sample of bacteria

retrieved from the oral cavity of a group member. The following study was performed by following

a series of protocols and techniques listed in the lab manual given from Professor Takayuki Nitta

(Reference).

 

Materials & Methods

First, a sample was obtained from the oral cavity of a group member by using a sterile

cotton swab, and inoculated onto a T-soy agar plate. In order to maintain the freshness of the

unknown sample, the group changed the T-soy media of the bacteria by inoculating the bacteria

onto a new T-soy agar plate every 1 – 2 weeks.

The first test conducted was the Gram-staining test, —————————————.

 

Or

 

To identify the microbe isolated from XXXX, a series of tests are completed. The summary for

the reagents, procedures used in the tests are shown in Table 1.

 

Table 1 Summary of methods to characterize the bacteria isolated from forehead.

 

 

II

Test name Purpose Reagents/

Materials

Procedures

Gram stain 1. To determine shape of bacteria cells

2. To determine Gram reaction of bacteria

Cristal violet

Iodine

Alcohol

Safranin

After fixation of the samples

smeared on the microslide, the

bacteria were exposed to cristal

violet, iodine, alcohol and

safranin, sequentially. The

bacteria on the slide were

observed by compound

microscope.

Colony shape To characterize shape of

bacterial colony

Dissecting

microscope

Observe bacterial colony by

microscope

e.t.c

 

 

Students need to list all methods used to identify the bacteria

 

Results

The unknown microbe appeared to form opaque yellow colored colonies when plated. Ultimately,

the unknown microbe was a gram-positive microbe with a staphylococcus type of morphology. It

was able to breakdown hydrogen peroxide, survive in a region of high salt concentration, coagulate

blood plasma, and also able to ferment mannitol. Table 2 below lists the tests performed along

with reagents, and also the observer’s observations and results, while Figure 1 shows the process

in which tests were completed to make the final deduction.

 

Table 2. Summary of results obtained through the tests Test Observations Results/Interpretation

Gram stain Violet colored clusters of spheres Coccus-shaped and Gram-positive

Endospore stain No green was stained on slide and

grape-like clusters were seen

Cannot form endospores and the

morphology is staphylococcus

Catalase Bubbles appeared instantly Has ability to catalyze breakdown

of hydrogen peroxide

Indole test Pale yellow color Negative indole test

MSA Growth / Media became yellow Halophiles and ferment mannitol

e.t.c.

Students need to list all results obtained through the experiments

 

• Insert figures of your complete diagnostic key in section “Results” Alternatively cite the figures of diagnostic key in section “Results” and cite the figures

in the main text.

 

(e.g. To identify the isolated microbe, we analyzed the diagnostic key. The complete diagnostic

key was inserted in this section (Fig. 1) or attached separately (Fig. 1).

 

 

III

 

 

Fig. 1. Diagnostic key for Gram Positive and Negative bacteria

(Here is one page only, but 4 pages of the completed key are required for full credits)

 

 

Discussion & Conclusion

In conclusion, it is deduced that the unkown bacteria retrieved is XXXXXXX. This

conclusion was reached due to the parallel in test results of the group’s data and that of Gloria et

al, who asserts that S. aureus is a gram positive bacterium which displays the characteristic of

clumping (Gloria et al, 2011). She then goes on to state that S. aureus is a “gram-positive

bacterium…that is also able to ferment glucose…produces catalase, nitrate, and coagulase” (Gloria

et al, 2011). According to Table 1 and Fig. 1, the tests conducted all resulted in the same findings.

Also, the unknown sample proved to be indole negative and had an inability to create spores.

 

(e.g. When you have additional tests to identify microbes or that were not completed)

Unfortunately, the group was not able to complete oxidation and fermentation tests because

XXXXXXXXX. In order to combat this problem in the future, the different microbiology lab

classes should be separated more carefully, and also, the group should be sure to label its materials

better.

 

 

IV

 

References

1. “Microbiology (BIOL3321L) Laboratory Manual Fall 2014”. Nitta, Takayuki. (Fall 2014). 1st edition. Pgs. 1-XX. Print.

2. “Gram Stain of Staphylococcus aureus from a wound infection” Gloria D., Lewis Tomalty. American Society for Microbiology. August 22, 2011.

 
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Knowing Your Health Care Functions, Structures, And Facilities Worksheet.

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Assignment Content

  1. In the health care industry, a variety of structures, facilities, and services serve different functions. You must understand what these are and why each is important.

    Complete the Knowing Your Health Care Functions, Structures, and Facilities worksheet.

    Cite any references to support your assignment.

    Format your assignment according to APA guidelines.HCS/120 v8

    Wk 3 – Knowing Your Health Care Facility

    HCS/120 v8

    Page 2 of 2

     

    C:UsersdjshireyOneDrive - University of PhoenixF_DriveStyle GuidesUPX LogosHorizontal formatUOPX_Sig_Hor_Black_Medium.png

    Knowing Your Health Care Structures, Functions and Facilities Part 1 – Health Care Structure

    Complete the table below.

    · Describe 5 health care structures. Include structures from the Federal, State, and Local level.

    · Explain the function of each structure.

     

    Health Care Structure Describe the health care structure. Explain the function of each health care structure.
    Private Structure    
    For-Profit Structure    
    Voluntary Structure    
         
         

     

    Part 2 – Health Care Facilities and Services

    Complete the table below.

    · Describe 5 health care facilities.

    · Explain the function of each facility.

    · Describe services offered at the facilities.

     

    Facility Describe the facility. Explain the function of each facility. Describe the services offered at this facility.
    1. Hospital      
    2. Ambulatory care      
    3. Rehabilitation      
    4. Retail health clinic      
    5. Long-term care      

     

     

    Part 3 – Lifespan Health care Needs

    Explain how an individual may need different structures, facilities, or services in their lifetime.

    Copyright 2020 by University of Phoenix. All rights reserved.

    Copyright 2020 by University of Phoenix. All rights reserved.

 
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The Epipelagic Is Divided Into Two Components: The Oceanic Waters And The

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Question

1 of 25

The epipelagic is divided into two components: the oceanic waters and the

photic zone.

neritic zone.

pelagic realm.

upper photic zone.

subtidal zone.

Question

2 of 25

Most of the primary production carried out in the open ocean is performed by

seaweeds.

kelps.

phytoplankton.

seagrasses.

zooxanthellae.

Question

3 of 25

Net phytoplankton consist mostly of

copepods.

diatoms and dinoflagellates.

nanoplankton.

cyanobacteria (blue-green algae).

nanoplankton and diatoms.

Question

4 of 25

Typically the most abundant group in the zooplankton are the.

larvaceans.

krill.

fish larvae.

nanoplankton.

copepods.

Question

5 of 25

Which of these is least likely to be seen in the epipelagic?

Suspension feeders

Deposit feeders

Primary production

First-level carnivores

Second-level carnivores

Question

6 of 25

Which of these groups builds a mucus “house?”

Copepods

Arrow worms

Larvaceans

Planktonic snails such as pteropods

Snail larvae

Question

7 of 25

Which of the following accounts for about 50% of the primary production in epipelagic waters?

Diatoms

Cyanobacteria

Dinoflagellates

Coccolithophorids

Silicoflagellates

Question

8 of 25

The following are an adaptation to the planktonic way of life except

spines.

small size.

decrease in drag.

substitution of heavy ions by light ones.

gas-filled bladders.

Question

9 of 25

The storage of lipids within the body is an adaptation in plankton since lipids

make cells heavier.

increase body density.

contain air pockets so they help in buoyancy.

contain a larger amount of energy.

are less dense than water.

Question

10 of 25

The neuston consists of animals that

swim against currents.

sink to the bottom portion of the water column.

are top carnivores in the pelagic realm.

spend their entire lives in the plankton.

live at the surface, but remain underwater.

Question

11 of 25

Counter shading is a form of

shading with bioluminescence.

warning coloration.

structural coloration.

protective coloration.

cryptic coloration.

Question

12 of 25

The rete mirabile found in some fishes is involved in.

increasing speed.

decreasing buoyancy.

digesting food.

increasing buoyancy.

conserving body heat.

Question

13 of 25

Zooplankton that migrate vertically

hibernate at night and feed during the day.

feed at the surface during the day, and migrate below the photic zone at night.

feed in the photic zone during the day, and migrate to the surface at night.

stay below the photic zone during the day, and feed at the surface at night.

migrate up and down but always stay below the photic zone.

Question

14 of 25

Most animals in the epipelagic are omnivores. This means that they eat

producers and consumers.

part of the neuston.

zooplankton.

detritus.

phytoplankton.

Question

15 of 25

What is the relationship between dissolved organic matter (DOM) and bacteria in the epipelagic?

Bacteria feed on the DOM, making it available to other animals in the food chain that feed on bacteria.

Bacteria supply most of the DOM.

Bacteria feed on DOM and thus it is unavailable to other animals.

Bacteria cannot utilize DOM and thus feed on detritus, depleting it through most of the epipelagic.

Bacteria cannot utilize DOM, making it available to animals.

Question

16 of 25

The most common limiting nutrient in the ocean is

silicon.

oxygen.

nitrogen.

carbonate.

phosphorus.

Question

17 of 25

The fall bloom in temperate waters is caused when

primary production decreases as nutrients increase.

primary production decreases due to light limitation.

primary production decreases as nutrients decrease.

primary production increases as nutrients increase.

primary production increases as the number of zooplankton increases.

Question

18 of 25

Equatorial upwelling occurs as a result of

temperature changes at the Equator.

the divergence of equatorial surface currents.

the convergence of equatorial surface currents.

winds causing the Ekman transport of surface water offshore.

El Niño conditions north and south of the Equator.

Question

19 of 25

The Southern Oscillation can be best described as

relative changes between two pressure systems.

variation in wind speed over the Pacific Ocean.

relationship between sea-surface and high-altitude pressures.

tidal differences between the Indian and Pacific Oceans.

wind-speed differences along the Equator.

Question

20 of 25

The long spines and projections seen in many epipelagic plankton are used for

feeding.

reproduction.

increasing drag.

increasing buoyancy.

gathering nutrients.

Question

21 of 25

Most epipelagic fish have a tail that is

short and wide.

short and narrow.

short and thin.

high and wide.

high and narrow.

Question

22 of 25

Which of the following adaptations is least likely to be seen in epipelagic fish?

Stiff fins

A smooth, scaleless body

Increased white muscle

Grove in body for fins

Eyes flush with body

Question

23 of 25

The largest source of dissolved organic material (DOM) in the epipelagic is

viruses.

bacteria.

phytoplankton.

zooplankton.

nekton.

Question

24 of 25

The lateral line system in fishes functions in ________________.

sensing vibrations in the water

detecting magnetic lines of force in water

sensing light in aphotic zones

sweeping surrounding water for plankton

bioluminescence

Question

25 of 25

The remote sensing system found in dolphins and some other cetaceans is ___________.

communal mutualistic behavior

extrasensory perception

echolocation

underwater acoustic sensitivity

heightened smell

 

 

 

 
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