Front Matter
About the Text
Microbiology for Allied Health Students
Remixed Edition by
Molly Smith, South Georgia State College
Senior Contributing Authors
Nina Parker, Shenandoah University Mark Schneegurt, Wichita State University
Anh-Hue Thi Tu, Georgia Southwestern State University Brian M. Forster, Saint Joseph’s University
Philip Lister, Central New Mexico Community College
OpenStax
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ISBN-10 1-938168-14-3
ISBN-13 978-1-938168-14-7 Revision MB-2016-000(11/16)-BKB
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OpenStax Preface
Welcome to Microbiology for Allied Health Students, an OpenStax resource. This textbook was written to increase student access to high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.
About OpenStax
OpenStax is a nonprofit based at Rice University, and it’s our mission to improve student access to education. Our first openly licensed college textbook was published in 2012, and our library has since scaled to over 20 books for college and AP courses used by hundreds of thousands of students. Our adaptive learning technology, designed to improve learning outcomes through personalized educational paths, is being piloted in college courses throughout the country. Through our partnerships with philanthropic foundations and our alliance with other educational resource organizations, OpenStax is breaking down the most common barriers to learning and empowering students and instructors to succeed.
About OpenStax Resources
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About Microbiology for Allied Health Students
Microbiology for Allied Health Students is designed to cover the scope and sequence requirements for the single- semester Microbiology course for non-majors and allied health students. The book presents the core concepts of microbiology with a focus on applications for careers in allied health. The pedagogical features of Microbiology for Allied Health Students make the material interesting and accessible to students while maintaining the career-application focus and scientific rigor inherent in the subject matter.
Coverage and Scope
The scope and sequence of Microbiology for Allied Health Students has been developed and vetted with input from numerous instructors at institutions across the U.S. It is designed to meet the needs of most microbiology courses allied health students.
With these objectives in mind, the content of this textbook has been arranged in a logical progression from fundamental to more advanced concepts. The opening chapters present an overview of the discipline, with individual chapters focusing on cellular biology as well as each of the different types of microorganisms and the various means by which we can control and combat microbial growth. The focus turns to microbial pathogenicity, emphasizing how interactions between microbes and the human immune system contribute to human health and disease. The last several chapters of the text provide a survey of medical microbiology, presenting the characteristics of microbial diseases organized by body system.
A brief Table of Contents follows. While we have made every effort to align the Table of Contents with the needs of our audience, we recognize that some instructors may prefer to teach topics in a different order. A particular strength of Microbiology for Allied Health Students is that instructors can customize the book, adapting it to the approach that works best in their classroom.
Chapter 1: An Invisible WorldChapter 2: The Cell
Chapter 3: The Eukaryotes of MicrobiologyChapter 4: Acellular Pathogens
Chapter 5: Microbial Mechanisms of PathogenicityChapter 6: Innate Nonspecific Host DefensesChapter 7: Adaptive Specific Host DefensesChapter 8: Diseases of the Immune SystemChapter 9: Control of Microbial Growth
Chapter 10: Antimicrobial DrugsChapter 11: Disease and Epidemiology Chapter 12: Skin and Eye Infections Chapter 13: Respiratory System Infections Chapter 14: Urogenital System Infections Chapter 15: Digestive System Infections
Chapter 16: Circulatory and Lymphatic System Infections Chapter 17: Nervous System Infections
Chapter 18: Mechanisms of Microbial Genetics
Appendix A: Fundamentals of Physics and Chemistry Important to Microbiology Appendix B: Mathematical Basics
Appendix C: Glossary
American Society of Microbiology (ASM) Partnership
Microbiology is produced through a collaborative publishing agreement between OpenStax and the American Society for Microbiology Press. The book has been developed to align to the curriculum guidelines of the American Society for Microbiology.
About ASM
The American Society for Microbiology is the largest single life science society, composed of over 47,000 scientists and health professionals. ASM's mission is to promote and advance the microbial sciences.
ASM advances the microbial sciences through conferences, publications, certifications, and educational opportunities. It enhances laboratory capacity around the globe through training and resources and provides a network for scientists in academia, industry, and clinical settings. Additionally, ASM promotes a deeper understanding of the microbial sciences to diverse audiences and is committed to offering open-access materials through their new journals, American Academy of Microbiology reports, and textbooks.
ASM Recommended Curriculum Guidelines for Undergraduate Microbiology Education
PART 1: Concepts and Statements Evolution
Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells.
Mutations and horizontal gene transfer, with the immense variety of microenvironments, have selected for a huge diversity of microorganisms.
Human impact on the environment influences the evolution of microorganisms (e.g., emerging diseases and the selection of antibiotic resistance).
The traditional concept of species is not readily applicable to microbes due to asexual reproduction and the frequent occurrence of horizontal gene transfer.
The evolutionary relatedness of organisms is best reflected in phylogenetic trees.
Cell Structure and Function
The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron).
Bacteria have unique cell structures that can be targets for antibiotics, immunity and phage infection.
Bacteria and Archaea have specialized structures (e.g., flagella, endospores, and pili) that often confer critical capabilities.
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.
The replication cycles of viruses (lytic and lysogenic) differ among viruses and are determined by their unique structures and genomes.
Metabolic Pathways
Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g., nitrogen fixation, methane production, anoxygenic photosynthesis).
The interactions of microorganisms among themselves and with their environment are determined by their metabolic abilities (e.g., quorum sensing, oxygen consumption, nitrogen transformations).
The survival and growth of any microorganism in a given environment depends on its metabolic characteristics.
The growth of microorganisms can be controlled by physical, chemical, mechanical, or biological means.
Information Flow and Genetics
Genetic variations can impact microbial functions (e.g., in biofilm formation, pathogenicity and drug resistance).
Although the central dogma is universal in all cells, the processes of replication, transcription, and translation differ in Bacteria, Archaea, and Eukaryotes.
The regulation of gene expression is influenced by external and internal molecular cues and/or signals.
The synthesis of viral genetic material and proteins is dependent on host cells.
Cell genomes can be manipulated to alter cell function.
Microbial Systems
Microorganisms are ubiquitous and live in diverse and dynamic ecosystems.
Most bacteria in nature live in biofilm communities.
Microorganisms and their environment interact with and modify each other.
Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways.
Impact of Microorganisms
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).
Microorganisms provide essential models that give us fundamental knowledge about life processes.
Humans utilize and harness microorganisms and their products.
Because the true diversity of microbial life is largely unknown, its effects and potential benefits have not been fully explored.
PART 2: Competencies and Skills Scientific Thinking
Ability to apply the process of science
Demonstrate an ability to formulate hypotheses and design experiments based on the scientific method.
Analyze and interpret results from a variety of microbiological methods and apply these methods to analogous situations.
Ability to use quantitative reasoning
a. Use mathematical reasoning and graphing skills to solve problems in microbiology.
Ability to communicate and collaborate with other disciplines
Effectively communicate fundamental concepts of microbiology in written and oral format.
Identify credible scientific sources and interpret and evaluate the information therein.
Ability to understand the relationship between science and society
a. Identify and discuss ethical issues in microbiology.
Microbiology Laboratory Skills
Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast).
Use pure culture and selective techniques to enrich for and isolate microorganisms.
Use appropriate methods to identify microorganisms (media-based, molecular and serological).
Estimate the number of microorganisms in a sample (using, for example, direct count, viable plate count, and spectrophotometric methods).
Use appropriate microbiological and molecular lab equipment and methods.
Practice safe microbiology, using appropriate protective and emergency procedures.
Document and report on experimental protocols, results and conclusions.
OpenStax Microbiology for Allied Health Students Correlation to ASM Recommended Curriculum Guidelines for Undergraduate Microbiology Education
OpenStax Microbiology for Allied Health Students Correlation to ASM Curriculum Guidelines
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| 1—An Invisible World | 2, 4, 5, 11, 16, 20, 23, 26, 27, 31 |
| 2—The Cell | 1, 2, 5, 9, 16, 21, 25, 31 |
| 3—The Eukaryotes of Microbiology | 2, 4, 5, 9, 12, 20, 23, 31 |
| 4—Acellular Pathogens | 4, 10, 18, 23, 31 |
| 5—Microbial Mechanisms of Pathogenicity |
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| 6—Innate Nonspecific Host Defenses | 7, 8, 23 |
| 7—Adaptive Specific Host Defenses | 7, 23, 26, 31 |
| 8—Diseases of the Immune System | 7, 8, 24 |
| 9—Control of Microbial Growth | 13, 14, 26, 31, 36, 37 |
| 10—Antimicrobial Drugs | 3, 7, 14, 15, 23, 26, 31 |
| 11—Disease and Epidemiology | 7, 14, 23, 26, 31 |
| 12—Skin and Eye Infections | 8, 9, 10, 14, 18, 23, 24, 31 |
| 13—Respiratory System Infections | 7, 8, 9, 14, 18, 23, 24, 31 |
| 14—Urogenital System Infections | 7, 8, 9, 12, 14, 18, 22, 23, 24, 31 |
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| 18—Mechanisms of Microbial Genetics | 1, 2, 15, 16, 17, 31 |
Engaging Feature Boxes
Throughout Microbiology for Allied Health Students, you will find features that engage students by taking selected topics a step further. Our features include:
Clinical Focus. Each chapter has a multi-part clinical case study that follows the story of a fictional patient. The case unfolds in several realistic episodes placed strategically throughout the chapter, each episode revealing new symptoms and clues about possible causes and diagnoses. The details of the case are directly related to the topics presented in the chapter, encouraging students to apply what they are learning to real- life scenarios. The final episode presents a Resolution that reveals the outcome of the case and unpacks the broader lessons to be learned.
Case in Point. In addition to the Clinical Focus, many chapters also have one or more single-part case studies that serve to highlight the clinical relevance of a particular topic. These narratives are strategically placed directly after the topic of emphasis and generally conclude with a set of questions that challenge the reader to think critically about the case.
Micro Connections. All chapters contain several Micro Connections feature boxes that highlight real-world applications of microbiology, drawing often-overlooked connections between microbiology and a wide range of other disciplines. While many of these connections involve medicine and healthcare, they also venture into domains such as environmental science, genetic engineering, and emerging technologies. Moreover, many Micro Connections boxes are related to current or recent events, further emphasizing the intersections between microbiology and everyday life.
Sigma Xi Eye on Ethics. This unique feature, which appears in most chapters, explores an ethical issue related to chapter content. Developed in cooperation with the scientific research society Sigma Xi, each Eye on Ethics box presents students with a challenging ethical dilemma that arises at the intersection of science and healthcare. Often grounded in historical or current events, these short essays discuss multiple sides of an issue, posing questions that challenge the reader to contemplate the ethical principles that govern professionals in healthcare and the sciences.
Disease Profile. This feature, which is exclusive to Chapters 12-17, highlights important connections between related diseases. Each box also includes a table cataloguing unique aspects of each disease, such as the causative agent, symptoms, portal of entry, mode of transmission, and treatment. These concise tables serve as a useful reference that students can use as a study aid.
Link to Learning. This feature provides a brief introduction and a link to an online resource that students may use to further explore a topic presented in the chapter. Links typically lead to a website, interactive activity, or animation that students can investigate on their own.
Comprehensive Art Program
Our art program is designed to enhance students’ understanding of concepts through clear and effective illustrations, diagrams, and photographs. Detailed drawings, comprehensive lifecycles, and clear micrographs provide visual reinforcement for concepts.
This OpenStax book is available for free at http://cnx.org/content/col12087/1.4
Materials That Reinforce Key Concepts
Learning Objectives. Every section begins with a set of clear and concise learning objectives that are closely aligned to the content and Review Questions.
Summary. The Summary distills the information in each section into a series of concise bullet points. Key Terms in the Summary are bold-faced for emphasis.
Key Terms. New vocabulary is bold-faced when first introduced in the text and followed by a definition in context. Definitions of key terms are also listed in the Glossary in (Appendix C).
Check Your Understanding questions. Each subsection of the text is punctuated by one or more comprehension-level questions. These questions encourage readers to make sure they understand what they have read before moving on to the next topic.
Review Questions. Each chapter has a robust set of review questions that assesses students’ mastery of the Learning Objectives. Questions are organized by format: multiple choice, matching, true/false, fill-in-the- blank, short answer, and critical thinking.
Additional Resources
Student and Instructor Resources
We’ve compiled additional resources for both students and instructors, including Getting Started Guides, a test bank, and an instructor answer guide. Instructor resources require a verified instructor account, which can be requested on your openstax.org log-in. Take advantage of these resources to supplement your OpenStax book.
Partner Resources
OpenStax Partners are our allies in the mission to make high-quality learning materials affordable and accessible to students and instructors everywhere. Their tools integrate seamlessly with our OpenStax titles at a low cost. To access the partner resources for your text, visit your book page on openstax.org.
Reviewers
Michael Angell, Eastern Michigan University Roberto Anitori, Clark College
James Bader, Case Western Reserve University Amy Beumer, College of William and Mary Gilles Bolduc, Massasoit Community College Susan Bornstein-Forst, Marian University Nancy Boury, Iowa State University
Jennifer Brigati, Maryville College Harold Bull, University of Saskatchewan Evan Burkala, Oklahoma State University Bernadette Connors, Dominican College
Richard J. Cristiano, Houston Community College–Northwest AnnMarie DelliPizzi, Dominican College
Elisa M. LaBeau DiMenna, Central New Mexico Community College Diane Dixon, Southeastern Oklahoma State University
Randy Durren, Longwood University Elizabeth A. B. Emmert, Salisbury University Karen Frederick, Marygrove College
Sharon Gusky, Northwestern Connecticut Community College Deborah V. Harbour, College of Southern Nevada
Randall Harris, William Carey University Diane Hartman, Baylor University Angela Hartsock, University of Akron
Nazanin Zarabadi Hebel, Houston Community College Heather Klenovich, Community College of Alleghany County Kathleen Lavoie, Plattsburgh State University
Toby Mapes, Blue Ridge Community College Barry Margulies, Towson University
Kevin M. McCabe, Columbia Gorge Community College Karin A. Melkonian, Long Island University
Jennifer Metzler, Ball State University
Ellyn R. Mulcahy, Johnson County Community College Jonas Okeagu, Fayetteville State University
Randall Kevin Pegg, Florida State College–Jacksonville Judy Penn, Shoreline Community College
Lalitha Ramamoorthy, Marian University Drew Rholl, North Park University
Hilda Rodriguez, Miami Dade College Sean Rollins, Fitchburg State University Sameera Sayeed, University of Pittsburgh Pramila Sen, Houston Community College
Brian Róbert Shmaefsky, Kingwood College Janie Sigmon, York Technical College
Denise Signorelli, College of Southern Nevada Molly Smith, South Georgia State College–Waycross Paula Steiert, Southwest Baptist University
Robert Sullivan, Fairfield University Suzanne Wakim, Butte Community College Anne Weston, Francis Crick Institute Valencia L. Williams, West Coast University James Wise, Chowan State University Virginia Young, Mercer University
Remixed Edition Author and Editor
Molly Smith, South Georgia State College
Dr. Molly Smith received her BS from Mercer University and her PhD in Microbiology from Clemson University. She joined Waycross College's Department of Biology in 1991 and served as Professor, teaching general biology, microbiology, and anatomy and physiology to non- majors and allied health students. In 2013, Waycross College consolidated with South Georgia College to form South Georgia State College, where Dr. Smith currently serves in the School of Sciences as Professor, teaching general biology to non-majors and microbiology to allied health students. She has a keen interest in the use of Open Educational Resources and has created an Instructor's Guide to Chapters 12-21 of the OpenStax Concepts of Biology textbook that is available via Merlot and in the iBookstore and Curriki.
Sara Selby, South Georgia State College
Sara Selby received her BA and MA in English from the University of Mississippi. She joined Waycross College's Department of English in 1991 and served as Professor, teaching a variety of English and Humanities courses, as well as in a variety of administrative roles. At South Georgia State College, Selby currently serves as Professor of English and Academic Affairs Projects Specialist, having responsibility for a number of faculty development programs. She has worked with Dr. Smith on several projects as editor and collaborator. This Microbiology for Allied Health Students text was remixed from the OpenStax Microbiology textbook in partial fulfillment of a project funded by a grant from the University System of Georgia's Affordable Learning Georgia initiative.