Foundations in Microbiology

890 Pages·2001·122.342 MB·English

by  Kathleen Park Talaro, Arthur Talaro

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Kathleen Park Talaro
Pasadena City College

Arthur Talaro
Pasadena City College

ISBN: 0-07-248864-6
Description: ©2002 / Hardcover
Publication October 2001
Date:

Overview
Written with the non-major/allied health student in mind, the authors use common, everyday
analogies to explain the many difficult microbiology concepts. Unlike any other allied health
microbiology textbook on the market, the art program showcases beautiful illustrations with the
use of bold, primary colors. A taxonomic approach is used for the study of pathogens.

New to This Edition
• Over 1/3 of the art has been either carefully revised or is brand new, giving greater clarity than ever before.
The text has always had superb correlation between textual material, artwork, and photos due to Kathleen
Talaro's expertise as a scientific illustrator and photographer.
• A completely new testbank has been written by coauthor Art Talaro. With approximately 100 questions per
chapter, there is a greater variety and more challenging questions available.
• Customize this book through Primis Online! This title will be part of the Primis Online Database:
www.mhhe.com/primis/online. You can customize this book to meet your exact needs and mix and match with
other items on Primis Online--allowing you maximum choice and flexibility. You can also choose between
two delivery formats: custom printed books (in black and white) or custom eBooks (in color).
• BioCourse.Com. The number one source for your biology course. BioCourse.Com is an electronic meeting
place for students and instructors. It provides a comprehensive set of resources in one place that is up-to-date
and easy-to-navigate. You'll find a Faculty Club, Student Center, Briefing Room, BioLabs, Content
Warehouse, and R&D Center.
• Four new boxed essays have been added to the Fourth Edition

Features
• Available with a loaded McGraw-Hill multimedia package: Microbes in Motion III, HyperClinic II, Electronic
e-Text, and an Online Learning Center.
• Excellent learning aids such as bulleted Chapter Overview sections, updated Chapter Capsules, footnoted word
origins, and pronunciation guides help students better comprehend difficult material.
• Talaro's text takes a taxonomic (organism) approach to the disease coverage(Ch. 18-25). Students are
introduced to each pathogen by a description of the class it belongs to, the diseases (and characteristic
symptoms) it causes, and the diagnosis and treatment of those diseases.
• Unique "mini chapter" -Introduction to Medical Microbiology. Located between Chapters 17 and 18, this
"mini-chapter" is an introduction to the clinical material in the text. It gives an overview of lab techniques,
safety procedures, and other items of interest to a clinical microbiology student.
• A Basic Principles version (Chapters 1-17 of this text) is also available.
Talaro−Talaro: Foundations Front Matter Preface © The McGraw−Hill
in Microbiology, Fourth Companies, 2002
Edition
Preface
Perspectives on Microbiology Microbiology is an inherently valuable and useful discipline
that offers an intimate view of an invisible world. We have often
It has been nearly ten years since the first edition of this text was felt that certain areas of the subject should be taught at the high
published, a decade marked by extensive discoveries and devel- school, junior high, and even elementary levels, so that knowl-
opments related to the science of microbiology. In fact, the total edge of microbes and their importance becomes second nature
amount of information on this subject has doubled and possibly from an early age. The orientation of this textbook continues to
tripled during this relatively short time. Dealing with such an be a presentation that is understandable to students of diverse
abundance of new information has, at times, been overwhelming. backgrounds. We hope to promote interest in this fascinating sub-
But this degree of enrichment has only served to reinforce the far- ject, and to share our sense of excitement and awe for it. We hope
reaching importance of the subject matter. One has only to pick our involvement in the subject, our love of language, and our fun
up a newspaper to be struck by daily reminders of microbiology’s with analogies, models, and figures are so contagious that they
impact, whether it be emerging diseases, the roles of viruses in stimulate your interest and catch your imagination.
cancer, the development of new vaccines, drugs, and bioengi- Like all technical subjects, microbiology contains a wide
neered organisms, or the use of microbes to clean up toxic wastes. array of facts and ideas that will become part of your growing
Thanks to technologies that really originated with microbiologists, body of knowledge. One of the ways to fulfill the goals of the
we now have detailed genetic maps of hundreds of microbes, textbook is to concentrate on understanding concepts—impor-
plants, and animals, including humans. These discoveries, in turn, tant, fundamental themes that form a framework for ideas and
have spawned entirely new sciences and applications and an words. Most of these concepts are laid out like links in a chain
explosion of new discoveries. So, as we look back over these few of information, each leading you to the next level. As you con-
years, one idea that rings even truer than ever is an observation tinue to progress through the book, you can branch out into new
made about 120 years ago by the renowned microbiologist Louis areas, refine your knowledge, make important connections, and
Pasteur: develop sophistication with the subject. Most chapters are struc-
tured with two levels of coverage—a general one that provides
“Life would not long remain possible in the absence of
an overall big picture, and a more specific one that fills in the
microbes.”
details of the topics.
Looking ahead to the future, microbiology will continue to The order and style of our presentation are similar to those
dominate biology, medicine, ecology, and industry for many years of the previous edition, but as in past editions, we have included
to come. Clearly, the more you learn about this subject, the bet- extensive revisions. We realize that many courses do not have
ter prepared you will be for personal and professional challenges, extra time to cover every possible topic, and so we embarked on
and to make decisions as a citizen of the world. this edition with the goals of updating and simplifying content
where necessary or possible, improving illustrations, streamlining
and balancing the coverage, and editing for currency, accuracy,
Emphasis of Foundations in Microbiology and clarity. We extensively updated figures and statistics, and
introduced pertinent events and major discoveries of the past three
The primary goals of this textbook are to: years. We have added approximately 20 new figures and 50 new
photographs, and have revised about half of the figures. Although
• involve you in the relevance and excitement of
the basic book plan is similar to that of the last edition, it has
microbiology.
been redesigned with a new color scheme, chapter opening page,
• help you understand and appreciate the natural roles,
table structure, and boxed reading organization.
structure, and functions of microorganisms.
Despite the amount of new information being generated
• continue building your knowledge and facilitating your
every year, we have aimed to cover both traditional and new
ability to apply the subject matter.
developments in microbiology without adding to the length of the
• encourage skills that make you a lifelong learner in the
book. We have streamlined the disease chapters by removing
subject.
xix
Talaro−Talaro: Foundations Front Matter Preface © The McGraw−Hill
in Microbiology, Fourth Companies, 2002
Edition
xx Preface
some material on diagnosis and laboratory tests, and we have bal- Making models is another valuable technique for setting down
anced the first chapter to emphasize the highly beneficial nature memories. This could include making “mental maps” or flow dia-
of microbes. In addition, we have added a series of “overview” grams of how various ideas interrelate, or the order of steps in a
statements at the opening of each chapter. These statements process.
replace the outline, which is still available in the contents section. Since the highest levels of learning occur within a group
The chapter capsules have been converted to an outline format, setting, it is highly desirable to collaborate in study groups or with
with more concise summaries, and new questions have been a tutor. Be aware that teaching uses all of the sensory and motor
added to most chapters. parts of the brain, which is why it is the most effective pathway
to learning. In the group setting, you can take the role of a teacher
by asking questions, explaining ideas, giving definitions, and
A Note to Students drawing diagrams.
Another factor that contributes to successful study is the
This book has been selected as part of a course that will prepare realization that the brain is not a tireless sponge that can “soak
you for a career in the health or natural sciences. The information up” information without rest. We now know that a chemical
it contains is highly technical and provides a foundation for the messenger in the part of the brain that regulates memory must
practical, hands-on work and critical thinking that are an integral be regenerated about every 30–45 minutes. Any information
part of many science-based professions. You will need to under- studied when the messenger is inactive will not be placed into
stand concepts such as cell structure, physiology, disinfection, memory. This explains why trying to “cram” a lot of informa-
drug actions, genetics, pathogenesis, transmission of diseases, and tion in a long marathon of studying is relatively ineffective. The
immunology, just to name a few. Like all science courses, this best learning takes place in short bursts with frequent breaks.
type of course will require prior preparation, background, and sig- Even if you have to study over a longer stretch, you should relax
nificant time for study. You will need to develop a working knowl- for a few moments, take a walk, or involve your mind in some
edge of terminology and definitions, and learn the “how and why” activity that doesn’t require intense thought. Spending an hour
of many phenomena. Like all learning, the study of microbiology every day with flash cards is a far more effective way of learn-
can be a lifelong discovery experience that makes you a well- ing than trying to absorb three chapters of material in a single
informed person who can differentiate fact from fiction and make marathon session.
well-reasoned interpretations and decisions.
RESOURCES
FACTS ABOUT LEARNING STYLES
The text features several resources to help you in your studies.
We assimilate information in several ways, including visual, audi-
tory, or some combination of these. According to William Glasser,
Vocabulary, Glossary, and Index
the retention of information can be quantified as follows:
The study of microbiology will immerse you in a rich source of
We remember about terminology. No one expects the beginner to learn all of these new
10% of what we read, terms immediately, but an enhanced vocabulary will certainly be
20% of what we hear, essential to understand, speak, and write this new language. To
30% of what we see, assist you in building vocabulary, the principal terms appear in
50% of what we see and hear, boldface or italics and are defined or used in context. For terms
70% of what is discussed with others, marked by an asterisk, pronunciation and derivation information
80% of what we experience personally, is given in a footnote at the bottom of the page. As a rule, speak-
95% of what we teach to someone else. ing a word will help you spell it, and learning its origin will help
you understand its meanings and those of related words.
With this background in mind, what are some of the ways The glossary is expanded in this edition to include defini-
you can maximize your learning? First, you will want to develop tions of all the boldface and italicized terms used in the text. The
consistent study habits, preferably having some contact with the index is also detailed enough to serve as a rapid locator of terms
material every day. Many students highlight key portions in a and subject matter.
chapter as they read, but such passive activity may use up valu-
able time and energy without involving your emotions. You will Chapter Checkpoints and Chapter Capsules
retain far more information if you engage your mind with the with Key Terms
words and ideas. This might include writing marginal notes to Sometimes the amount of factual information in a chapter can
yourself, questioning yourself on understanding, and outlining make it difficult to see the “forest for the trees.” Abeneficial strat-
only the most significant points as you read. egy at such times is to pause and review important points before
Another strategy for active learning is to write questions and continuing to the next topic. Throughout each chapter, we have
answers on index cards to use as a portable review and self-quiz. included three to six brief summaries called Chapter Checkpoints
The benefits of this are twofold: first, it uses muscular activity that concisely state the most important ideas under a major head-
(writing) and second, it requires you to think about the material. ing, and provide you with a quick recap of what has been covered
Talaro−Talaro: Foundations Front Matter Preface © The McGraw−Hill
in Microbiology, Fourth Companies, 2002
Edition
Preface xxi
to that point. Many instructors assign these as a guide for study pedagogy and detailed proofreading, to soothing our concerns and
and review. twisting our arms. She meets every challenge with good humor,
At the end of each chapter, the major content of the chap- insight, and professionalism, and we feel truly fortunate to have
ter is condensed into short summaries called Chapter Capsules been in her capable hands. We also value our relationship with
with Key Terms. These summaries take the form of an outline, our publisher, James M. Smith, for his can-do attitude and sup-
with key terms placed in context with their associated topics. port for meaningful and long overdue additions and improvements
Capsules can be used as both a quick review and preview of to the book. We also enjoyed collaborating with the able produc-
the chapter. tion team, including Rose Koos, Lori Hancock, Wayne Harms,
The subject matter in this text is basic, but that doesn’t mean and Connie Mueller.
it is simple, or that it is merely a review of information you have Valuable support has also come from reviewers who shared
had in a prior biology course. Microbiology is, after all, a spe- their expertise in several specialized areas of microbiology. We
cialized area of biology with its own orientation and emphasis. would like to express sincere appreciation to Robert White,
There is more information presented here than can be covered in Lundy Pentz, Harry Kesler, Leland Pierson, Hugh Pross, and
a single course, so be guided by your instructor’s reading assign- Valeria Howard for their detailed analyses of the chapters on
ments and study guide. chemistry, metabolism, genetics, drug therapy, and immunology.
Many thanks also to Louis Giacinti, Jackie Butler, and Joseph
Question Section Jaworski for their valued contributions and suggestions for
Each chapter concludes with an extensive question section improving several chapters. We would like to thank our many
intended to guide and supplement your study and self-testing. The student readers and instructors from around the country for their
number and types of questions are diverse so that your instructor kind and informative e-mails. You are the unsung heroes of text-
can assign questions for desired focus and emphasis. Due to space book publishing.
constraints, the text contains answers only to multiple-choice and We value the support and feedback from colleagues and stu-
selected matching questions (see appendix E). The multiple-choice dents at Pasadena City College. In particular, we would like to
type of objective question is commonly used in class testing and recognize Barry Chess, a good friend and a talented microbiolo-
standardized exams, and is a quick way to assess your grasp of gist who can navigate his students through the most challenging
chapter content. Matching questions have a list of words and a areas of the subject with ease and humor; and Terry Pavlovitch,
list of numbered descriptions that are meant to correlate. The an able and creative biologist, who shares her love of teaching
conceptquestions direct you to review the chapter by composing with us. We also owe a debt of gratitude to Mary Timmer, our
complete answers that cover essential topics and use correct ter- proficient lab technician, whose attendance to the demands of a
minology. Critical-thinking questions challenge you to use scien- very busy microbiology laboratory have freed us to devote time
tific thinking, analysis, and problem solving. They require that you to writing and conceptualizing illustrations. Over the past 30
find relationships, suggest plausible explanations, and apply these years, countless fine students here at Pasadena City College have
concepts to real-world situations. By their nature, most of these literally served as the “test lab” for shaping and refining the con-
questions allow more than one interpretation and do not have a tent of the book. It has been a wonderful side effect of teaching
predetermined, “correct” answer. microbiology to watch our students grow and become friends and
associates. Abigail Bernstein deserves special mention. She has
FINAL NOTE OF ENCOURAGEMENT been by Kathy’s side as a tutor, lab assistant, and friend, and is a
budding microbiologist. Abigail has the difficult job of being the
One of life’s little truths is that you get out of any endeavor what
“front” woman who works tirelessly answering questions and
you put into it. Therefore, the more time you spend in serious
helping students use the book.
study, the more you will learn. This will lead to a pride in mas-
It takes about a year and a half to complete a textbook revi-
tery, greater skill in discovery, and the thrill of learning that is
sion, during which time the manuscript is edited, reedited, and then
almost like being a microbiological detective!
edited again. All alterations are carefully spell-checked and proof-
read by the author, editors, and a number of others from the pro-
duction staff. The figures are scrutinized for accuracy in labeling
Acknowledgments and composition. Unfortunately, even in these days of computer-
ized cross-checks, some errors can still slip through. We appreci-
Atextbook is a collaboration that takes on a life of its own. No ate knowing about errors you detect or critiques you may have
single person can take full credit for its final form. The one thing regarding text content, figures, and boxed material, and encourage
that we all agree upon, whether author, reviewer, or editor, is that you to share any ideas you have for changes and improvements.
we want it to be the best possible microbiology book we can cre- We can be reached through the McGraw-Hill Company
ate. The authors have been fortunate to have an exceptional edit- (www.mcgraw-hill.com) or by e-mail at [email protected].
ing and production team from McGraw-Hill for this edition. The We have enjoyed a superb team of reviewers for the fourth
person most responsible for keeping us on track and focused on edition who were both formative and informative members of the
our goals is Jean Sims Fornango, our Developmental Editor. Her team. They have been a significant source of suggestions about
contributions run the gamut from careful synopsis of the book content, order, depth, organization, and readability. So, too, have
Talaro−Talaro: Foundations Front Matter Preface © The McGraw−Hill
in Microbiology, Fourth Companies, 2002
Edition
xxii Preface
they lent their microscopic precision for screening the accuracy William G. Dolak, Rock Valley College
and soundness of the science. They have been there for us for Robert F. Drake, State Technical Institute at Memphis
nearly 18 years, keeping us on our toes and contributing in hun- Mark F. Frana, Salisbury State University
dreds of ways to this ongoing project. We couldn’t do it without Elizabeth B. Gargus, Jefferson State Community College
them. Larry Giullou, Armstrong State College
Safawo Gullo, Abraham Baldwin Agricultural College
REVIEWERS Christine Hagelin, Los Medanos College
Geraldine C. Hall, Elmira College
Heather L. Hall, Charles County Community College
Fourth Edition
Theresa Hornstein, Lake Superior College
Kevin Anderson, Mississippi State University
Anne C. Jayne, University of San Francisco
Cheryl K. Blake, Indian Hills Community College
Patricia Hilliard Johnson, Palm Beach Community College
Bruce Bleakley, South Dakota State University
Patricia Klopfenstein, Edison Community College
Harold Bounds, University of Louisiana
Jacob W. Lam, University of Massachusetts–Lowell
Brenda Breeding, Oklahoma City Community College
James W. Lamb, El Paso Community College
Karen Buhrer, Tidewater Community College
Hubert Ling, County College of Morris
Charles Denny, University of South Carolina
Andrew D. Lloyd, Delaware State University
Richard Fass, Ohio State University
Marlene McCall, Community College of Allegheny County
Denise Friedman, Hudson Valley Community College
Joan H. McCune, Idaho State University
Bernard Frye, University of Texas
Gordon A. McFeters, Montana State University
Louis Giacinti, Milwaukee Area Technical College
Karen Mock, Yavapai College
Ted Gsell, University of Montana
Jacquelyn Murray, Garden City Community College
Herschel Hanks, Collin County Community College
Robert A. Pollack, Nassau Community College
Ann Heise, Washtenaw Community College
Judith A. Prask, Montgomery College
Valeria Howard, Bismarck State College
Leda Raptis, Queen’s University
Harold Kessler, Lorain County Community College
Carol Ann Rush, La Roche College
George Lukasic, University of Florida
Andrew M. Scala, Dutchess Community College
Sarah MacIntire, Texas Women’s University
Caren Shapiro, D’Youville College
Lundy Pentz, Mary Baldwin College
Linda M. Sherwood, Montana State University
Hugh Pross, Queen’s University
Lisa A. Shimeld, Crafton Hills College
Leland Pierson, III, University of Arizona
Cynthia V. Sommer, University of Wisconsin–Milwaukee
Ken Slater, Utah Valley State College
Donald P. Stahly, University of Iowa
Edward Simon, Purdue University
Terrence Trivett, Pacific Union College
Robert A. Smith, University of the Sciences–Philadelphia
Garri Tsibel, Pasadena City College
Kristine M. Snow, Fox Valley Technical College
Leslie S. Uhazy, Antelope Valley College
Cynthia V. Sommer, University of Wisconsin–Milwaukee
Valerie Vander Vliet, Lewis University
Linda Harris Young, Motlow State Community College
Frank V. Veselovsky, South Puget Sound Community College
Robert White, Dalhousie University
Katherine Whelchel, Anoka-Ramsey Community College
Vernon L. Wranosky, Colby Community College
Second/Third Editions
Dorothy M. Wrigley, Mankato State University
Rodney P. Anderson, Ohio Northern University
Robert W. Bauman, Jr., Amarillo College
First Edition
Leon Benefield, Abraham Baldwin Agricultural College
Shirley M. Bishel, Rio Hondo College
Lois M. Bergquist, Los Angeles Valley College
Dale DesLauriers, Chaffey College
L. I. Best, Palm Beach Community College–Central Campus
Warren R. Erhardt, Daytona Beach Community College
Bruce Bleakley, South Dakota State University
Louis Giacinti, Milwaukee Area Technical College
Kathleen A. Bobbitt, Wagner College
John Lennox, Penn State, Altoona Campus
Jackie Butler, Grayson County College
Glendon R. Miller, Wichita State University
R. David Bynum, SUNY at Stony Brook
Joel Ostroff, Brevard Community College
David Campbell, St. Louis Community College–Meramec
Nancy D. Rapoport, Springfield Technical Community College
Joan S. Carter, Durham Technical Community College
Mary Lee Richeson, Indiana University; Purdue University at
Barry Chess, Pasadena City College
Fort Wayne
John C. Clausz, Carroll College
Donald H. Roush, University of North Alabama
Margaret Elaine Cox, Bossier Parish Community College
Pat Starr, Mt. Hood Community College
Kimberlee K. Crum, Mesabi Community College
Pamela Tabery, Northampton Community College
Paul A. DeLange, Kettering College of Medical Arts
Michael W. Dennis, Montana State University–Billings
Talaro−Talaro: Foundations Front Matter Guided Tour © The McGraw−Hill
in Microbiology, Fourth Companies, 2002
Edition
Guided Tour
Foundations for Success!
Everything you need to master microbiology—clear presentation of principles, strong
links between principles and applications, great learning tools to tie it all together.
Provides a greater understanding
of the place of microbial
populations in the scheme 2
From Atoms to Cells: CHAPTER
of life than ever before!
A Chemical Connection
In laboratories all over the world, sophisticated technology is being
developed for a wide variety of scientific applications. Refine-
ments in molecular biology techniques now make it possible to
routinely identify microorganisms, detect genetic disease, diagnose
cancer, sequence the genes of organisms, break down toxic wastes,
synthesize drugs and industrial products, and genetically engineer mi-
croorganisms, plants, and animals. A common thread that runs through
new technologies and hundreds of traditional techniques is that, at
some point, they involve chemicals and chemical reactions. In fact, if
nearly any biological event is traced out to its ultimate explanation, it
will invariably involve atoms, molecules, reactions, and bonding.
It is this relationship between the sciences that makes a back-
ground in chemistry necessary to biologists and microbiologists. Stu-
dents with a basic chemistry background will enhance their under-
standing of and insight into microbial structure and function,
metabolism, genetics, drug therapy, immune reactions, and infectious
disease. This chapter has been organized to promote a working knowl-
edge of atoms, molecules, bonding, solutions, pH, and biochemistry
and to build foundations to later chapters. It concludes with an intro-
duction to cells and a general comparison of procaryotic and eucary-
otic cells as a preparation for chapters 4 and 5.
Overview
Chapter Overview
Each chapter opens with a vignette that •Tknhoew ulneddegres toafn cdhinegm oisft rliyv.ing cells and processes is enhanced by a Ath em iosloetcoupleasr pforoubnde min avcehriyn eti,n cy asllaemd palens i oonf mmeictreooprsro, baen,c dieensti groncekds ,t oa nadn afloyszseil
•The structure and function of all matter in the universe is based on samples. Chemists have used this device to determine the age of certain
states the relevance of the chapter focus atoms. rocks found in Greenland (3.85 billion years old) and whether the sample
•Atoms have unique structures and properties that allow chemical may have come from a living thing.
and a bulleted list that outlines the main reactions to occur.
•Atoms contain protons, neutrons, and electrons in combinations to form
themes of the chapter. elements. metabolism, reproduction, synthesis, and transport, that are all
•Living things are composed of approximately 25 different elements. essentially chemical reactions on a grand scale.
•Elements interact to form bonds that result in molecules and compounds
with different characteristics than the elements that form them.
•Atoms can show variations in charge and polarity. Atoms,Bonds,and Molecules:
•Atoms and molecules undergo chemical reactions such as
oxidation/reduction, ionization, and dissolution. Fundamental Building Blocks
•The properties of carbon have been critical in forming macromolecules
of life such as proteins, fats, carbohydrates, and nucleic acids. The universe is composed of an infinite variety of substances ex-
•The nature of macromolecule structure and shape dictates its functions. isting in the gaseous, liquid, and solid states. All such tangible ma-
•Cells carry out fundamental activities of life, such as growth, terials that occupy space and have mass are called matter.The
26
xxiv
Talaro−Talaro: Foundations Front Matter Guided Tour © The McGraw−Hill
in Microbiology, Fourth Companies, 2002
Edition
Guided Tour xxv
Visual Learning
Extensively revised and updated art program.
Numerous overview figures help students master
important principles. Over 60 new photos.
The Historical Foundations of Microbiology 15
(a)
Hypothesis Predictions Testing Theory/Principle
Non-endospores
Endospores Endospores
Bacterial endospores Endospores can survive Compare endospore formers to non-endospore microbes.
are the most resistant exposure to extremes of: Endospores are the only cells
of all cells on earth. Endospore survival Non-endospore survival consistently capable of surviving a
wide range of powerful
• temperature (boiling) . . . . . . . . . . . . . .+. . . . . . . . . . . . . . . . . . . .-/+* environmental conditions. In order
to sterilize, it is necessary to kill
• radiation (ultraviolet). . . . . . . . . . . . . . .+. . . . . . . . . . . . . . . . . . . . - these cells.
• lack of water (drying). . . . . . . . . . . . . .+. . . . . . . . . . . . . . . . . . . .-/+
• chemicals . . . . . . . . . . . . . . . . . . . . . . . .+. . . . . . . . . . . . . . . . . . . .-/+
(disinfectants)
*Only 1 out of 4 cell types survives.
as compared to ordinary
bacterial, fungal, animal Additional tests have shown that endospores
cells (non-endospores). have thick coverings and protective features
and that only endospores have been able to
survive over millions of years.
(b)
Tests give contradictory results; require
Modify continued testing of other rocks and samples Discard
from Mars’ surface.
Hypothesis Predictions Tests/Results Theory
Tiny, rod-shaped Objects will adhere to Microbiologists say that objects are Results are too contradictory
objects from a expected size of the too small to be cells; tests show that to rise to this level.
billion-year-old smallest known similar crystals are common in
Martian meteor bacteria; objects will geologic samples that are not
are microorganisms. contain carbon and possibly microbial. Chemical tests
other elements in an indicate objects are the result of
expected ratio; they heat. Supportive findings are that the
will occur in samples objects appear to be dividing and
from Mars, but not in occur in colonies, not randomly;
rocks from other they contain more carbon than
planets. surrounding minerals.
FIGURE 1.10
The pattern of deductive reasoning.The deductive process starts with a general hypothesis that predicts specific expectations. (a)This example is
based on a well-established principle. (b)This example is based on a new hypothesis that has not stood up to critical testing.
Talaro−Talaro: Foundations Front Matter Guided Tour © The McGraw−Hill
in Microbiology, Fourth Companies, 2002
Edition
xxvi Guided Tour
Student-Friendly Learning Tools
Chapter Checkpoints CHAPTER CHECKPOINTS
highlight the main themes of
Metabolism includes all the biochemical reactions that occur in the cell.It
each major section of a chapter. is a self-regulating complex of interdependent processes that
encompasses many thousands of chemical reactions.
Anabolism is the energy-requiring subset of metabolic reactions, which
synthesize large molecules from smaller ones.
Catabolism is the energy-releasing subset of metabolic reactions, which
A Note on Terminology appears wherever degrade or break down large molecules into smaller ones.
an explanation of the variations or Enzymes are proteins that catalyze all biochemical reactions by forming
enzyme-substrate complexes.The binding of the substrate by an
meanings of terminology is needed. enzyme makes possible both bond-forming and bond-breaking
reactions, depending on the pathway involved.Enzymes may utilize
cofactors as carriers and activators.
Enzymes are classified and named according to the kinds of reactions
A Note on Terminology they catalyze.
The word spore can have more than one usage in microbiology. To function effectively, enzymes require specific conditions of
It is a generic term that refers to any tiny compact cells that are temperature, pH, and osmotic pressure.
produced by vegetative or reproductive structures of
Enzyme activity is regulated by processes of feedback inhibition, induction,
microorganisms.Spores can be quite variable in origin, form,
and repression, which, in turn, respond to availability of substrate and
and function.The bacterial type discussed here is called an
concentration of end products, as well as to other environmental factors.
endospore, because it is produced inside a cell.It functions in
survival,not in reproduction, because no increase in cell
numbers is involved in its formation.In contrast, the fungi
produce many different types of spores for both survival and
reproduction (see Chapter 5).
Running Glossary in the footnotes assures
*sporangium(spor-anj(cid:1)-yum) L. sporos,and Gr. angeion,vessel.
student understanding of terminology.
282 CHAPTER9 Microbial Genetics
Chapter Capsule CHAPTER CAPSULE WITH KEY TERMS
in an outline format helps students review I.Genes and the Genetic Material transcriptrequires splicing to delete stretches that correspond to
A.Geneticsis the study of heredity,and the genomeis the sum introns.
the most important information in each total of genetic material of a cell. IV.The Genetics of Animal Viruses
B.Achromosomeis composed of DNAin all organisms; genesare A.Genomes of viruses can be linear or circular; segmented or not;
specific segments of the elongate DNAmolecule. Genes code for made of double-stranded (ds) DNA, single-stranded (ss) DNA,
chapter. polypeptides and proteins that become enzymes, antibodies, or ssRNA, or dsRNA.
structures in the cell. B.In general, DNAviruses replicate in the nucleus, RNAviruses in
II.Gene Structure and Replication the cytoplasm.
A.Ageneconsists of DNA, a double helix formed from linked C.Retroviruses synthesize dsDNAfrom ssRNA.
nucleotidescomposed of a phosphate, deoxyribose sugar,and D.The DNAof some viruses can be silently integrated into the
a nitrogen base—purineor pyrimidine. host’s genome. Integration by oncogenicviruses can lead to
B.The backbone of the molecule is formed of antiparallelstrands transformationof the host cell into an immortal cancerous cell.
of repeating deoxyribose sugar-phosphate units that are linked E.RNAviruses have strand polarity (positive- or negative-sense
together by the base-pairing of adenine with thymine and genome) and double-strandedness.
cytosine with guanine. The order of base pairs in DNAconstitutes V.Regulation of Genetic Function
the genetic code. The very long DNAmolecule must be highly A.Protein synthesis and metabolism are regulated by gene
coiled to fit into the cell. inductionor repression,as controlled by an operon.
C.Pairing ensures the accuracy of the copying of DNAsynthesis or B.An operon is a DNAunit of regulatory genes(made up of
replication. regulators, promoters,and operators) that controls the
1.Replication is semiconservativeand requires enzymes such expression of structural genes(which code for enzymes and
as helicase, DNApolymerase, ligase,and gyrase. structural peptides).
2.These components in conjunction with the chromosome being 1.Inducible operonssuch as the lactose operonare normally
duplicated constitute a replicon.The unzipped strands of offbut are turned onby a lactose inducer.
DNAfunctionastemplatesSynthesisproceedsalongtwo 2 Repressibleoperonsgovernanabolismandareusuallyon
Critical-Thinking Questions
CRITICAL-THINKING QUESTIONS
in the end-of-chapter review
1. Asimple test you can do to demonstrate the coiling of DNAin 2. Knowing that retroviruses operate on the principle of reversing the
bacteria is to open a large elastic band, stretch it taut, and twist it. First direction of transcription from RNAto DNA, propose a drug that
it will form a loose helix, then a tighter helix, and finally, to relieve might possibly interfere with their replication. section develop problem-
stress, it will twist back upon itself. Further twisting will result in a 3. Using the piece of DNAin concept question 14, show a deletion, an
series of knotlike bodies; this is how bacterial DNAis condensed. insertion, a substitution, and an inversion. Which ones are frameshift solving skills.
mutations? Are any of your mutations nonsense? Missense? (Use the
universal code to determine this.)
4. Using figure 9.14 and table 9.5, go through the steps in mutation of a
codon followed by its transcription and translation that will give the
end result in silent, missense, and nonsense mutations.
5. Explain the principle of “wobble” and find four amino acids that are
encoded by wobblebases (figure 9.14). Suggest some benefits of this
phenomenon to microorganisms.
6. Suggest a reason for having only one strand of DNAserve as a
source of useful genetic information. What could be some possible
functions of the coding strand?
7. The enzymes required to carry out transcription and translation are
themselves produced through these same processes. Speculate which
may have come first in evolution—proteins or nucleic acids—and
explain your choice.
Talaro−Talaro: Foundations Front Matter Guided Tour © The McGraw−Hill
in Microbiology, Fourth Companies, 2002
Edition
Guided Tour xxvii
The Structure of a Generalized Procaryotic Cell 93 Focus on the Big Picture
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Talaro−Talaro: Foundations Front Matter Guided Tour © The McGraw−Hill
in Microbiology, Fourth Companies, 2002
Edition
xxviii Guided Tour
Supplements
Study Guide
The study guide to accompany Foundations in
Microbiology, 4e, was prepared by Jackie Butler,
Grayson County College, Dennison, TX.
The guide provides:
• study objectives and chapter overviews
• test-taking strategies
• crossword puzzles
• multiple-choice questions, critical-thinking
questions, matching exercises, and pathway
mapping problems to reinforce the concepts
in each section
• answers to the objective questions
Multimedia
Microbes in Motion 3 CD-ROM Free with the text HyperClinic 2 CD-ROM
Interactive, easy-to-use From the authors of Microbes in Motion.
general microbiology CD- Students evaluate realistic case studies that
ROM helps students include patient histories and descriptions of
explore and understand signs and symptoms. Animations, videos, and
microbial structure and interactive exercises explore all the avenues of
function through audio, clinical microbiology. Allied health students may
video, animations, analyze the results of physician-ordered clinical
illustrations, and text. The tests to reach a
CD-ROM is appropriate for diagnosis. Medical
any microbiology course. students can evaluate a
CD-ROM icons throughout case study scenario, and
the book direct the student then decide which
to text-related material on clinical samples should
the CD-ROM. The CD- be taken and which
ROM is compatible with diagnostic test should
both Windows and be run. More than 200
Macintosh systems. pathogens are profiled,
105 case studies
Online Learning Center (Student Resources) presented, and 46
Passcard is Free with the text. diagnostic tests
This online resource provides student access to covered.
interactive study tools, including terminology flash
cards, interactive quizzes, web links to related topics,
supplemental readings, and more.