Solution Manual For Microbiology Fundamentals A Clinical Approach 4th Edition Marjorie Kelly Cowan Heidi Smith
Solution Manual For Microbiology Fundamentals A Clinical Approach 4th Edition Marjorie Kelly Cowan Heidi Smith
Solution Manual For Microbiology Fundamentals A Clinical Approach 4th Edition Marjorie Kelly Cowan Heidi Smith
Nucleic acids contain the blueprints of life in the form of genes (a discrete section of
nucleic acids coding for a unique function), with cellular organisms using DNA and
viruses using either RNA or DNA. One key type of gene in prokaryotes are operons: a
collection of genes in bacteria that code for products with a coordinated function. The
total amount of DNA in an organism is termed its genome. The genotype of an organism
is comprised of the genome. This is in contrast to the phenotype, which is the
expression of the genotype (the physical manifestation of the genotype). Not all genes
are expressed all the time, which explains why the phenotype can be different from the
genotype. Bacterial DNA consists of a few thousand genes in one circular chromosome.
Eukaryotic genomes range from thousands to tens of thousands of genes. In addition to
genomic DNA, bacterial cells can contain plasmids, which are small, self-replicating
circles of DNA that are not usually essential for the cell’s survival.
DNA copies itself just before cellular division by the process of semiconservative
replication, meaning that each new set of DNA molecules contains one strand of original
DNA and one new strand. In a separate set of processes, information in DNA is
converted to RNA by the processes of transcription, and RNA is converted to protein by
translation. This second set of processes are known as the Central Dogma of Molecular
Biology. Regulation, transcription and translation are all controlled through gene
regulation. In bacteria, this regulation is usually controlled by operons.
Changes in the genetic code can occur by two means: mutation and recombination.
Mutations are changes in the nucleotide sequence of the organism’s genome and can
be either spontaneous or induced by exposure to some external mutagenic agent. All
cells have enzymes that repair damaged DNA. When the degree of damage exceeds
the ability of the enzymes to make repairs, mutations occur. These mutations can be
either beneficial or detrimental to an organism depending on the size and location of the
mutation.
Genetic engineering utilizes a wide range of methods that physically manipulate DNA
for purposes of visualization, sequencing, hybridizing, and identifying specific
sequences. The tools of genetic engineering include restriction endonucleases,
gel electrophoresis, and DNA sequencing. The polymerase chain reaction (PCR)
technique amplifies small amounts of DNA into much larger quantities for further
analysis. Cloning is the process by which genes are removed from the original host and
duplicated for transfer into a cloning host by means of cloning vectors.
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Pre-Class Activities Associated with Chapter 8
Below are suggested activities to assign before covering the material of Chapter 8 in
class. The activities are designed to provide opportunities for students to engage with
the topics prior to class. Some activities also have students preparing materials that will
enable students to teach one another in class.
1. Remove the labels on figure 8.1 and have students create a summary for each
image.
2. Provide a list of microorganisms and have students research the size of the
genome in each. Create a chart demonstrating the results.
3. Have students create a model of DNA and teach peers about the structure of
DNA.
4. Remove descriptions form Table 8.2 and have students provide their own for
each step of the process.
7. Draw a eukaryotic and prokaryotic cell, then overlay the processes of replication,
transcription and translation to show the location differences of these across cell
type.
8. Have students create a sequence of DNA that leads to the formation of 6 amino
acids. Ask students to show common types of mutations and how these
mutations affect the end product.
9. Have students create a list of how eukaryotic and bacterial transcription and
translation differ.
10. Have students create a visual aid or model to explain the lac operon.
11. Divide students into groups and assign a mode of horizontal gene transfer to
each group. Have each group prepare a presentation on their mode and present
to the class.
12. Divide students into groups and assign one of the figures within the chapter to
each group. Have each group prepare a presentation to describe these figures.
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written consent of McGraw Hill LLC.
13. In groups, students outline (in a basic manner) a process associated with genetic
recombination. Ideas include the use of restriction endonucleases, PCR, gel
electrophoresis, DNA sequencing, cloning etc.
14. Remove labels from Table 8.10 and have students explain the process in their
own words.
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written consent of McGraw Hill LLC.
2. Research how the understanding of genetics plays a role in determining the
origination of food-poisoning outbreaks.
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written consent of McGraw Hill LLC.
Critical Thinking Issues for Section 8.2
1. How does the information in Sections 8.1 and 8.2 relate to viruses?
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3. Explain how recombinant organisms are made in the laboratory and compare
these to naturally occurring recombinant organisms.
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written consent of McGraw Hill LLC.
Additional Research Issues for Section 8.5
1. Research the role mutations have played in drug resistance.
2. Research how mutations play a role in the host/viral “arms race.”
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Solution Manual for Microbiology Fundamentals: A Clinical Approach, 4th Edition Marjorie Kel
1. Activity for Question #3 & #15: Even though this is a new edition, molecular
biology technology is rapidly progressing. Research new techniques that are not
addressed in the text such as CRISPR and Metagenomics and prepare a poster
to teach your peers about the cutting-edge techniques.
2. Activity for Question #6: Compare the structures of mRNA, tRNA, and rRNA.
What are their differences? What is driving these differences? What would
happen if all the RNAs had similar structures?
3. Activity for Question #9: This chapter and Chapter 7 highlight many processes
that occur in the cell. What are the commonalities between all these processes?
Can these commonalities be used to summarize all of biology?
4. Activity for Question #12: Create a gene sequence and apply a mutation to the
gene sequence. Trade with a partner and identify what type of mutation was
applied. Keep trading until all mutations have been identified.
5. Activity for Question #18: GMOs are quite controversial. Research the
arguments for and against these and prepare your own opinion. Then respond to
each argument using peer reviewed data to either defend or contradict the points
being made.
6. Activity for Question #21: Using the information from Activity #1 and the
chapter, identify what techniques could be used in an experiment to determine
what type of transduction is being utilized by a phage.
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written consent of McGraw Hill LLC.