Introduction to Microbiology

572 Pages·2007·59.2 MB·English

Cover: Colonies of Bacillus anthracis(the etiologic agent of anthrax) on a sheep blood agar
plate. (Photo courtesy of the Centers for Disease Control and Prevention and Larry Stauffer
of the Oregon State Public Health Laboratory.)
Color Figure Credits
Color Figures 1 through 23: Koneman EW, et al: Color Atlas and Textbook of Diagnostic
Microbiology, 5th ed. Philadelphia, Lippincott-Raven, 1977.
Color Figure 24: Pat Hidy
Color Figure 25: McCall RE, Tankersley CM: Phlebotomy Essentials, 2nd ed. Philadelphia,
Lipincott-Raven Publishers, 1998.
Gwendolyn R. W. Burton, M.S., Ph.D.
Professor Emeritus
of Biology and Microbiology
Science Department
Front Range CommunityCollege
Westminster, Colorado
Paul G. Engelkirk, Ph.D., MT (ASCP)
Professor of Biological Sciences
Science Department
Central Texas College
Killeen, Texas
The material contained in this volume was submitted as previously unpublished material, except in
instances in which credit has been given to the source from which some of the illustrative material
was derived.
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IN MEMORIAM
LYNN R. BURTON (1926–2001)
Lynn R. Burton, geological engineer, scientist, and writer, was an enthusiastic supporter of the
creation of this textbook from its inception through the seventh edition. As the husband of
Gwendolyn, his encouragement and suggestions helped us write this book at a level appropriate for
our intended audience. His tireless proofreading assisted us in producing an understandable, read-
able, accurate, and interesting text.
During his scientific career, he required clarity, accuracy, and honesty in scientific reporting,
for himself and those who worked with him. We were beneficiaries of that talent. He was a role
model for many of us. We are honored to dedicate this seventh edition to his memory.
Gwendolyn R. Wilson Burton, M.S., Ph.D.,is retired Chairperson and Professor
Emeritus of Biology and Microbiology of the Science Department at Front
Range Community College, Westminster, Colorado, where she taught microbi-
ology and human biology for 20 years. She also taught microbiology and im-
munology at the University of Denver and lectured at many colleges and high
schools in the Denver area on sexually transmitted diseases. Dr. Burton received
her bachelor’s degree in Chemistry from Colorado State University, took grad-
uate studies at the University of Oklahoma, and completed master’s and doc-
toral degrees in Microbiology and Higher Education at the University of
Denver. She developed 39 computer-interfaced videotaped microbiology lec-
tures for individual study and a series of self-paced learning materials for human
biology students. Dr. Burton served as a state and international high school
Science Fair Judge. As a delegate with the People-to-People Microbiology
Delegation to the Peoples’ Republic of China, she lectured on giardiasis at the
medical schools in Beijing, Nanchang, and Guangzhow. Dr. Burton developed
and began the widely recognized program for Hazardous Materials Technology
Training at Front Range Community College, one of the first such programs at
a community college in the nation. She is a member of the American Society for
Microbiology and served as President of the Rocky Mountain Branch of that or-
ganization. Some of the honors presented to Dr. Burton include the Academic
Excellence Science Award from the American Association of Community and
Junior Colleges; Outstanding Educators of America; the World Safety
Organization Special Recognition Award; and Distinguished Leadership Award
for her many accomplishments in the educational fields of hazardous materials
and microbiology. Dr. Burton is also a writer of poetry, short articles, and his-
torical stories.
Paul G. Engelkirk, Ph.D., MT (ASCP), is a Professor of Biological Sciences in
the Science Department at Central Texas College in Killeen, Texas, where he
teaches introductory microbiology to more than 200 students per year. Before
joining Central Texas College, he was an Associate Professor at the University
of Texas Health Science Center in Houston, Texas, where he taught diagnostic
microbiology to medical technology students for 7 years. Before that, Dr.
Engelkirk served 22 years as an officer in the U.S. Army Medical Department,
supervising a variety of immunology, clinical pathology, and microbiology labo-
About the Authors vii
ratories in Germany, Vietnam, and the United States; he retired with the rank
of Lieutenant Colonel. Dr. Engelkirk received his bachelor’s degree (in Biology)
from New York University and his master’s and doctoral degrees (both in
Microbiology and Public Health) from Michigan State University. He received
additional medical technology and tropical medicine training at Walter Reed
Army Hospital in Washington, DC, and specialized training in anaerobic bacte-
riology, mycobacteriology, and virology at the Centers for Disease Control and
Prevention in Atlanta, Georgia. Dr. Engelkirk is the author or co-author of three
microbiology textbooks, ten additional book chapters, five medical laboratory-
oriented self-study courses, and many scientific articles. Over the years, he and
his wife, Dr. Janet Duben-Engelkirk, have edited and published a variety of
educational newsletters for clinical microbiology laboratory personnel on such
topics as anaerobic bacteriology, clinical parasitology, medical mycology, and
diagnostic microbiology. Dr. Engelkirk has been engaged in various aspects of
clinical microbiology for more than 40 years and is a Past President of the Rocky
Mountain Branch of the American Society for Microbiology. His hobbies in-
clude hiking, nature photography, and working in his yard.
M
icrobiology—the study of microorganisms—is a fascinating sub-
ject . . . one that impacts our daily lives in a variety of ways.
Microorganisms live on us and in us; they are necessary in many
industries; they are essential for the cycling and recycling of
elements such as carbon, oxygen, and nitrogen; they provide most of the oxy-
gen in our atmosphere; they are used to clean up toxic wastes; they are used in
genetic engineering and gene therapy; and many of them cause disease. In re-
cent years, the public has been bombarded with news reports about “flesh-
eating bacteria,” “mad cow disease,” “superbugs,” black mold in buildings,
West Nile virus, anthrax, smallpox, meat recalls due to E. coli contamination,
and epidemics of meningitis, hepatitis, influenza, tuberculosis, and diarrheal
diseases.
Microbiology for the Health Scienceshas been written with nurses and other
healthcare professions foremost in the authors’ minds. This book will provide
students of these professions with vital microbiology information that will en-
able them to carry out their duties in an informed, safe, and efficient manner.
This book is appropriate for use in any one-semester introductory microbiology
course, whether for students of the healthcare professions or for science or biol-
ogy majors. This book contains all the core themes and concepts for an intro-
ductory microbiology course, as described by the American Society for
Microbiology. Unlike many of the other introductory microbiology texts on the
market, allthe material in this book can be covered in a single semester.
Chapters of special importance to students of the healthcare professions in-
clude those dealing with antibiotics and other antimicrobial agents, epidemiol-
ogy and public health, hospital-acquired infections, infection control, how mi-
croorganisms cause disease, how our bodies protect us from pathogens and
infectious diseases, and the major viral, bacterial, fungal, and parasitic diseases
of humans.
The seventh edition has been completely restructured. It is divided into
eight major sections. It has been expanded from 12 chapters to 18 chapters, pri-
marily as a result of dividing the most lengthy chapters of the sixth edition into
two chapters each. Basic chemistry concepts have been changed from a chapter
to a web appendix, as many students using this book will have already been ex-
posed to such concepts. The parasitology appendix of the sixth edition has been
expanded and “promoted” to chapter status. Each chapter contains a Chapter
Preface ix
Outline, Learning Objectives, a Review of Key Points (with the exception of
Chapter 17), 10 multiple-choice self-assessment exercises, and “On the Web” (a
section listing the contents of the Student Web Site). The artwork has been ex-
panded and updated to make it more useful and more appealing; the book and
web site contain 200 illustrations. The number of color figures has been in-
creased. Additional tables have been added to consolidate information.
Historical information, in the form of “Historical Notes,” has been spread
throughout the book and is now presented in appropriate chapters.
Perhaps the most important change has been to make the book even more
“student friendly” than previous editions. This book can be used by all types of
students, including those with little or no science background and mature stu-
dents returning to school after an absence of several years. It is written in a clear
and concise manner and has been redesigned to be more open and inviting to the
reader. It contains a total of 33 shaded Study Aid boxes, which summarize im-
portant information and explain difficult concepts and similar sounding terms.
Clinically oriented tables (in the text) and Insight sections (on the web site) are
identified with a caduceus symbol. New terms are highlighted and defined in the
text. Appendix A contains a summary of key points about the most important
bacterial pathogens discussed in the book. In the past, students have found this
appendix to be especially helpful. For the first time, the book contains step-by-
step instructions for the proper collection of throat cultures and clean-catch,
mid-stream urine specimens (Chapter 13).
Also new to the seventh edition are Student and Instructor Web Sites, which
provide a vast amount of supplemental information. The Student Web Site con-
tains lists of new terms introduced in each chapter; 15 Insight boxes, which ex-
pand on important topics; and sections entitled “Increase Your Knowledge,”
“Microbiology—Hollywood Style,” and “Critical Thinking.” Also included on
the Student Web Site are Case Studies (for Chapters 17 and 18), answers to the
Self-Assessment Exercises found in the book, an additional 20 Self-Assessment
Exercises for each chapter, and a complete Glossary. The Instructor Web Site
contains suggested laboratory exercises, suggested audiovisual aids, and answers
to the case studies and self-assessment exercises.
Although the book is intended primarily for individuals lacking a science
background, it is not an easy text, because microbiology is not an easy topic. As
students will discover, the concise nature of this book has made each sentence
significant. Thus, the reader will be intellectually challenged to learn each new
concept as it is presented. It is our hope that students will enjoy their study of
microbiology and be motivated to further explore this exciting field, especially
as it relates to their occupations. Many students who have used this textbook in
their introductory microbiology course have gone on to become Infection
Control Nurses, Epidemiologists, Clinical Laboratory Scientists (Medical
Technologists), and Microbiologists.
We are deeply indebted to all the people who helped with the writing, edit-
ing, and publication of this book. Special thanks to Dr. Patrick Hidy for provid-
ing many of the drawings, to Dr. Elmer Koneman for most of the color figures,
to Dr. Janet Duben-Engelkirk for proofing the entire manuscript and tolerating