Week 1 Cell Division
Template
Examine cell division in bacteria to determine how it
relates to growth.
Complete Appendix A to explain the following in your own
words:
The phases of growth in a bacterial culture
Methods used to measure bacterial growth
Physical and nutritional factors affecting bacterial growth
The processes of sporulation
The function of bacterial endospores
University of Phoenix Material
Appendix A – Cell Division in Bacteria
After reading Ch. 6 in Microbiology: Principles and Explorations,
fill in the following matrix.
List the four phases of bacterial growth and briefly
describe what happens in each phase.
List and describe at least four methods used to measure
bacterial growth.
List at least two physical factors that influence bacterial
cell growth. Briefly describe how bacterial growth responds to changes in those
factors.
List at least two nutritional factors that influence
bacterial cell growth. Briefly describe how bacterial growth responds to
changes in those factors.
List and describe at least two events that occur during the
process of endospore formation (sporulation).
Note: Visit Chapter 6 of Microbiology: Principles and
Explorations in WileyPlus to view the Endospore Formation Animation found under
the Animated Concepts Section.
Week 1 Staining Lab
and Quiz
Review Ch. 3 of Microbiology.
Review “Staining Bacteria: The Gram Stain” simulation.
Complete the open book quiz. The quiz will be provided by
your instructor.
Week 1 Identifying
Bacteria
Review Figure 6.25 and Table 9.5 of Microbiology.
Complete Appendix B to classify bacteria and identify a
strain of bacteria responsible for a simulated food poisoning outbreak.
What is the function of a bacterial endospore? Explain in
your own words.
©2008 University of Phoenix. All rights reserved.
Week 2 Parasitology
Matrix
Complete Appendix C to differentiate among parasites, fungi,
helminths, and arthropods.
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Appendix C – Parasitology
After reading Ch. 11 in Microbiology: Principles and Explorations,
complete the following matrices to compare and contrast different parasitic
organisms. You may need to use the index to help you locate some of the
information needed.
PROTOZOA/MASTIGOPHORANS
Organism Common
Name Location in Host Mode of Transmission Geographic Location
Trypanosoma (Ch. 24) Nervous
system Tsetse fly
Giardia
(Ch. 22) Ingestion
of fecal matter that contains motile trophozoites Worldwide
Trichomonas
(Ch. 20) Vaginal
inflammation Worldwide
Select one of the organisms in this section. Describe the
disease it causes, then compare similarities or contrast differences in modes
of transmission of the selected organism with any other organism in any other
section in this document. Focus on structures, conditions, or behaviors that make
disease transmission successful
SPOROZOANS
Organism Common
Name Location in Host Mode of Transmission Geographic Location
Plasmodium (Ch. 11 & 23) Red
blood cells Tropical
areas
Toxoplasma gondii
(Ch. 23) Toxoplasmosis
Worldwide
Select one of the organisms in this section. Describe the
disease it causes, then compare similarities or contrast differences in modes
of transmission of the selected organism with any other organism in any other
section in this document. Focus on structures, conditions, or behaviors that
make disease transmission successful:
FUNGI
Organism Common
Name Location in Host Mode of Transmission Geographic Location
Candida albicans
(Ch. 19) Can
be sexually transmittted Worldwide
Trichophyton
(Ch. 19) Poor
hygiene or suppressed immune system Worldwide
Histoplasma
(Ch. 21) Inhalation Central and eastern United States
and major river valleys worldwide
Select one of the organisms in this section. Describe the
disease it causes, then compare similarities or contrast differences in modes
of transmission of the selected organism with any other organism in any other
section in this document. Focus on structures, conditions, or behaviors that
make disease transmission successful:
HELMINTHS/FLUKES
Organism Common
Name Location in Host Mode of Transmission Geographic Location
Schistoma japonicum
(Ch. 23) Lungs,
liver, and urinary bladder Worldwide
Describe the disease caused by Schistoma japonicum, then
compare similarities or contrast differences in modes of transmission of the
organism in this section with any other organism in any other section in this
document. Focus on structures, conditions, or behaviors that make disease
transmission successful:
TAPEWORMS
Organism Common
Name Location in Host Mode of Transmission Geographic location
Taenia saginata (Ch. 22) Tapeworm
disease Uncooked
beef
Describe the disease caused by Taenia saginata, then compare
similarities or contrast differences in modes of transmission of the organism
in this section with any other organism in any other section in this document.
Focus on structures, conditions, or behaviors that make disease transmission
successful:
ADULT ROUNDWORMS
Organism Common
Name Location in host Mode of transmission Geographic location
Wucheria bancrofti (Ch. 23) Mosquitoes Tropical areas
Describe the disease caused by Wucheria bancrofti, then
compare similarities or contrast differences in modes of transmission of the
organism in this section with any other organism in any other section in this
document. Focus on structures, conditions, or behaviors that make disease
transmission successful:
ROUNDWORM LARVAE
Organism Common
Name Symptoms in host Mode of transmission Geographic location
Borrelia burgdoreri (Ch. 23)
Skin lesions and flu-like symptoms, later arthritis and
heart damage
Ticks Parts of the United States, Australia, and
Europe
Rickettsia rickettsii (Ch. 23) Fever, headache, rash
Rickettsia prowazekii (Ch. 23) Lice Worldwide
Select one of the organisms in this section. Describe the
disease it causes, then compare similarities or contrast differences in modes
of transmission of the selected organism with any other organism in any other section
in this document. Focus on structures, conditions, or behaviors that make
disease transmission successful:
ANTHROPODS/ARACHNIDS
Organism Common
Name Location in Host Mode of Transmission Geographic Location
Trichinella spiralis (Ch. 22) Larvae in striated muscle Worldwide
Describe the disease caused by Trichinella spiralis, then
compare similarities or contrast differences in modes of transmission of the
organism in this section with any other organism in any other section in this
document. Focus on structures, conditions, or behaviors that make disease
transmission successful:
Week 2 Epidemiology
Presentation
Define epidemiology, in your assigned Learning Team,
explaining its purpose and methods of study.
Select an emergent disease to research.
Create a 7- to 10-slide Microsoft® PowerPoint® presentation
that includes the following details within speaker’s notes:
An explanation of the purpose and methods of study for
epidemiology
A thorough description of the selected infectious agent
Incubation period
Signs and symptoms
Related diagnostic tests
Precautions that should be taken against the
A summary slide
Week 3 Virus Matrix
Watch the “Viruses” animation.
Describe the characteristics of viruses by filling out the
matrix in Appendix D.
University of Phoenix Material
Appendix D – Viruses
Review Chapter 10 of Microbiology: Principles and
Exploration and the following Virus Animation to help you complete the matrix
below.
http://higheredbcs.wiley.com/legacy/college/black/0471420840/animations/ch10/ch10_Viruses/index.html
Review Figure 10.1 of Microbiology: Principles and
Explorations. Determine what the functions of the following components are:
Component Function
Capsid
Envelope
Nucleic acid
Spikes (glycoproteins)
Respond to Critical Thinking Question 1 in Ch. 10 of
Microbiology: Principles and Explorations in the space that follows.
Using two or three sentences, explain in your own words how
viruses are classified by type of nucleic acid, capsid shape, and presence of
envelope.
Explanation
Nucleic acid
Capsid shape
Presence of envelope
Review Ch. 10 of Microbiology: Principles and Explorations.
Briefly describe each of the stages of viral reproduction.
Stage Description
Absorption
Penetration
Synthesis
Maturation
Release
Respond to the following question from Ch. 10 of
Microbiology: Principles and Explorations in the space that follows. Looking at
the five steps in viral replication, can you identify some promising ways to
prevent or control viral infections?
Respond to the following question from Ch. 10 of
Microbiology: Principles and Explorations in the space that follows. Would you
classify viruses as living, nonliving, or semiliving? Explain your answer.
Review Table 10.7 of Microbiology: Principles and
Explorations. Define the following types of viruses and viruslike agents.
Virus/Viruslike agent Definition
Satellites
Viroids
Prions
Respond to the following questions in the space that
follows. Can viruses cause cancer? Does it matter if the virus is composed of
DNA or RNA? Explain your answers.
Week 4 Innate
Defenses Matrix
Complete the matrix in Appendix E to contrast types of
innate host defenses. Be sure to include specific information about how each
can affect the human body.
University of Phoenix Material
Appendix E – Innate Defenses
Part One and Part Two focus on various types of innate
defenses against infection. Use Ch. 16 in your text to help you complete both
parts.
PART ONE: PUNCTURE WOUND MULTIMEDIA ACTIVITY
After completing the Inflammatory Response multimedia
activity located at
http://corptrain.phoenix.edu/hhs/SCI250/innate_defenses.html
complete the table below. List the four events of the
inflammatory response covered in the activity in the correct order of
occurrence. As you re-write the events in your own words, add more detail and
use terms from Ch.16 of the text.
EVENTS IN AN INFLAMMATORY RESPONSE
Event Description of
event (from activity) Detailed
description of event
1st Type first
event here. Copy this word-for-word from the multimedia activity. Rephrase the event in your own words, using
greater detail and terms from Ch. 16.
2nd Type second
event here. Copy this word-for-word from the multimedia activity. Rephrase the event in your own
words, using greater detail and terms from Ch. 16.
3rd Type third
event here. Copy this word-for-word from the multimedia activity. Rephrase the event in your own words, using
greater detail and terms from Ch. 16.
4th Type fourth
event here. Copy this word-for-word from the multimedia activity. Rephrase the event in your own
words, using greater detail and terms from Ch. 16.
PART TWO: TYPES OF INNATE DEFENSES
The table presents various innate, nonspecific immune
responses to pathogen exposure. Use Ch. 16 to help you identify and describe
the type of defense in the Event column.
Event Type of Innate
Defense What is happening
in the body during the defense?
It is a very windy day, and you have inhaled all kinds of
particles – from dust to potentially harmful pathogens – but a quick sneeze
prevents you from coming down with an illness. Physical
Barrier The nose contains mucous, which
helps to flush out microbes and particles when a person sneezes.
A man at a restaurant ingests food contaminated with
microbes that could potentially cause disease. The microbes do not survive very
long in his stomach, so he does not get sick.
A child gets a small cut on her foot while running barefoot
on the beach. The wound becomes slightly red and swollen. Her wound does not
get infected, but it hurts a little, and it feels a bit warm.
Yesterday, you suspected you might be getting sick. Today,
you feel very tired. When you take your temperature, the thermometer reads
100.2ºF.
Flesh-eating bacteria are present on your leg. You do not
have any wounds, so you do not become infected in spite of exposure.
Your teenage brother has developed a zit on his forehead.
(Hint: Identify two types of defenses, since infection has occurred.)
Week 4 Immunity
Activity
Using the template in Appendix F define the following in
your own words:
The difference between adaptive and innate immunity
The difference between cellular and humoral immunity
The factors that stimulate an immune response
The difference between active and passive immunizations
University of Phoenix Material
Appendix F – Immunity Activity
After reading Ch. 16-18 in Microbiology: Principles and
Explorations, fill in the following matrix.
Answer the following Checklist Exercise from Ch. 17 of
Microbiology: Principles and Explorations: Distinguish between active and
passive immunity. Give examples of each.
Answer the following Checklist Exercise from Ch. 17 of
Microbiology: Principles and Explorations: Distinguish between innate and
acquired immunity. Give examples of each.
Answer the following Checklist Exercise from Ch. 17 of
Microbiology: Principles and Explorations: Distinguish between cellular and
humoral immunity.
In your own words, briefly explain what happens in a primary
immune response. Be sure to incorporate the following terms into your
explanation: antigen, B-cell, antibody, plasma, and memory cell.
In your own words, briefly explain what happens in a
secondary immune response. Incorporate the following terms in your explanation:
memory cell and antibodies.
In your own words, briefly explain why a secondary immune
response is much faster than a primary immune response.
In your own words, briefly explain what the difference is
between active and passive immunization. Incorporate the following terms in
your answer: vaccine, antigen, attenuated, primary immune response, antibodies,
serum, and immediate immunity.
Answer the following Checklist Question from Ch. 17 of
Microbiology: Principles and Explorations: What are some hazards of vaccines?
Respond to the following question from Ch. 17 of
Microbiology: Principles and Explorations: If you were born without T cells,
would you have normal B cell functioning? Why or why not?
Week 5 Integumentary
System Lab and Quiz
Complete the Integumentary System Lab.
Complete the open book quiz about diseases of the
integumentary system. The quiz will be provided by your instructor.
University of Phoenix Material
Integumentary System Lab – Week Five
INTRODUCTION
The integumentary system consists of skin, hair, nails, and
nerves. As you learn about the various diseases that affect the integumentary
system, it is important for you to understand the structures that can be
affected by disease. Complete this lab to become familiar with a healthy system
and to identify diseases related to the skin.
PART ONE: BASIC FUNCTIONS
Provide brief answers to the following questions to help you
get acquainted with the basic functions of a healthy integumentary system.
Refer to Ch. 19 in Microbiology: Principles and Explorations.
1. How does
the integumentary system prevent disease?
2. How do
sweat, sebaceous (oil), and mucus secretions help prevent disease?
3. Which
types of bacteria are considered normal skin microflora?
4. Suppose a
sample of bacteria was taken from your skin. If you were to perform a Gram
stain on the sample, what is the likely Gram reaction – positive or negative?
Explain your answer.
PART TWO: BASIC STRUCTURES
Identify the selected integumentary system structures in the
following diagram:
PART THREE: INVESTIGATE AND APPLY
Access the Public Diseases & Conditions A-Z Index on the
Centers for Disease Control and Prevention website at
http://www.cdc.gov/DiseasesConditions/. Research one microbe-related skin
disease (excluding sexually transmitted diseases) and complete the following
activity.
Read the information on the CDC site and provide a brief,
one- to two-paragraph summary of the skin condition. Include the following in
your description:
• The skin
condition
• The
microbe causing the condition
• Which
structures of the integumentary system are affected—Use one or more structures
included in Part Two.
• Who is at
risk
• How
serious the disease is
[Type your paragraph in the space below]
Week 5 STD
Informational Pamphlet – Appendix G
Resources: An information pamphlet from a doctor’s office
and Appendix G
Create a tri-fold pamphlet, such as one you would find at a
doctor’s office, about a sexually transmitted disease of your choice using the
template provided in Appendix G located on the student website.
Address each of the elements in the grading form provided in
the document titled Appendix G Rubric located on the student website, and
answer the following questions:
Is the disease transmitted exclusively through sexual
contact or can it be spread nonsexually?
What are its symptoms, and how can it can be diagnosed? (Be
sure to compare a healthy system to one affected by the infection or disease.)
What epidemiological and clinical impact does the disease or
infection have?
How can the infection or disease be prevented?
Note. Feel free to modify the template by changing font
sizes and colors and adding graphics or pictures. If, however, you use graphics
or pictures, please be sure to cite their sources according to APA standards.
Formatting help is available at http://office.microsoft.com/en-us/default.aspx
Week 6 Respiratory
System Lab and Quiz
Complete the Respiratory System Lab.
Complete the open-book quiz about the respiratory system and
associated diseases. The quiz will be provided by your instructor.
University of Phoenix Material
Respiratory System Lab – Week Six
INTRODUCTION
The respiratory system consists of the upper respiratory
tract (the nasal cavity, pharynx, larynx, trachea, and bronchi) and the lower
respiratory tract (the lungs). As you learn about the various diseases that
affect the respiratory system, it is important for you to understand the
structures that can be affected by disease. Complete this lab to become
familiar with a healthy system and to identify diseases related to both the
upper and lower respiratory tracts.
PART ONE: BASIC FUNCTIONS
Provide brief answers to the following questions to help you
get acquainted with the basic functions of a healthy respiratory system. Refer
to Ch. 21 in Microbiology: Principles and Explorations.
1. How do
body reflexes like coughing and sneezing help prevent or fight infection?
2. What role
do cilia play in maintaining a healthy respiratory system?
3. Compare
normal microflora of the upper respiratory tract with normal microflora of the
lower respiratory tract.
PART TWO: BASIC STRUCTURES
Visit Chapter 21 of Microbiology: Principles and
Explorations in WileyPlus to view an in-depth presentation of a healthy
respiratory system by completing the following steps:
• Select
the Chapter 21 WileyPlus reading link located on your student Web page.
• Locate
the heading Chapter Review.
• Select
the Anatomy Overview: The Respiratory System link.
• Complete
this lab as you explore the Respiratory System multimedia piece.
Overview
Roll over each component of the Conducting and Respiratory
portions of the Respiratory System multimedia piece. Take note of how the
preserved trachea and lung photograph on the left compares to the illustrated
diagram on the right.
Upper Respiratory System (Conducting Portion: Nasal Cavity)
Roll over and click either the nasal cavity or pharynx
components of the Conducting portion of the Respiratory System multimedia piece
to navigate to the Nasal Cavity. Refer to Nasal Cavity component of the
multimedia piece and Ch. 21, Figure 21.8 in Microbiology: Principles and
Explorations to label the structures in the following diagram of a healthy
upper respiratory system.
Lower Respiratory System (Respiratory Portion: Lungs)
Click the icon in the upper left corner of the Nasal Cavity
diagram to return to the main menu in the Respiratory System multimedia piece.
Click the lungs component of the Respiratory Portion to navigate to the Lung
diagram. Refer to Lung diagram of the multimedia piece and Ch. 21, Figure 21.1
in Microbiology: Principles and Explorations to label the structures in the
following diagrams of a healthy lower respiratory system. Please note: The
first diagram that follows is found only in Ch. 21, Figure 21.1, and not in the
Lung component of the multimedia piece.
PART THREE: INVESTIGATE AND APPLY
Visit the Centers for Disease Control and Prevention. Access
the Public Diseases & Conditions A-Z Index at
http://www.cdc.gov/DiseasesConditions/ Scroll down to the section titled Top
Requested Diseases & Conditions. Review the list of diseases about that the
general public is most frequently requesting information about. You will notice
some familiar diseases from your assigned readings. Click on at least one
microbe-related respiratory system disease and complete the following activity.
Read the information on the CDC site and provide a brief,
1-2 paragraph summary of the respiratory illness. Include in your description:
• The
respiratory illness
• The
microbe causing the illness
• Which
structures of the respiratory system are affected—Use one or more structures
included in Part Two.
• Who is at
risk
• How
serious the disease is
[Type your paragraph in the space below]
Week 6 Cardiovascular
System Lab and Quiz
University of Phoenix Material
Cardiovascular System Lab – Week Six
INTRODUCTION
The cardiovascular system consists of blood, blood vessels,
and the heart. As you learn about the various diseases that affect the
cardiovascular system, it is important for you to understand the structures
that can be affected by disease. Complete this lab to become familiar with a
healthy system and to identify diseases related to this system.
PART ONE: BASIC FUNCTIONS
Provide brief answers to the following questions to help you
get acquainted with the basic functions of a healthy cardiovascular system.
Refer to Ch. 23 in Microbiology: Principles and Explorations.
1. What are
the main functions of the cardiovascular system?
2. Which
types of bacteria are considered normal cardiovascular system microflora?
3. Which
structure of the cardiovascular system is particularly susceptible to bacterial
infection?
PART TWO: BASIC STRUCTURES
Refer to Ch. 23 in Microbiology: Principles and Explorations
to help you identify the selected cardiovascular system structures in the
following diagram.
Visit Chapter 23 of Microbiology: Principles and
Explorations in WileyPlus to view an in-depth presentation of a healthy
cardiovascular system by completing the following steps:
• Select
the Chapter 23 WileyPlus reading link located on your student Web page.
• Locate
the heading Chapter Review.
• Select
the Anatomy Overview: The Cardiovascular System link.
• Complete
this lab as you explore the Cardiovascular System multimedia piece.
Cardiovascular System: The Heart
Roll over each component of the Cardiovascular System
multimedia piece. Roll over and click the heart. Refer to the Heart component
of the multimedia piece and Ch. 23 in Microbiology: Principles and Explorations
to label the structures in the following diagrams of a healthy cardiovascular
system.
PART THREE: INVESTIGATE AND APPLY
Select one of the following diseases related to the
cardiovascular system, discussed in Ch. 23 of Microbiology: Principles and
Explorations:
• Rheumatic
fever
• Bacterial
endocarditis
Describe the causal agent of the selected disease, mode of
transmission, disease characteristics, and the component(s) of the
cardiovascular system that are damaged by the disease.
Week 7 Nervous System
Lab and Quiz
Complete the Nervous System Lab.
Complete the open-book quiz about the nervous system and
associated diseases. The quiz will be provided by your instructor.
University of Phoenix Material
Nervous System Lab – Week Seven
INTRODUCTION
The nervous system has two components: the central nervous
system, which consists of the brain and spinal chord; and the peripheral
nervous system, which is composed of nerves. As you learn about the various
diseases that affect the nervous system, it is important for you to understand
the structures that can be affected by disease. Complete this lab to become
familiar with a healthy system and to identify diseases related to the brain,
spinal chord, and nerves.
PART ONE: BASIC FUNCTIONS
Provide brief answers to the following questions to help you
get acquainted with the basic functions of a healthy nervous system. Refer to
Ch. 24 in Microbiology: Principles and Explorations.
1. How do
the meninges and cerebrospinal fluid (CSF) function together in a healthy
nervous system; what are their roles?
2. What is
the blood-brain barrier?
3. What
normal microflora reside in the nervous system?
PART TWO: BASIC STRUCTURES
Visit Chapter 24 of Microbiology: Principles and
Explorations in WileyPlus to view an in-depth presentation of a healthy nervous
system by completing the following steps:
• Select
the Chapter 24 WileyPlus reading link located on your student Web page.
• Locate
the heading Chapter Review.
• Select
the Anatomy Overview: The Nervous System link.
• Complete
this lab as you explore the Nervous System multimedia piece.
Nervous System: The Brain
Roll over each component of the Nervous System multimedia
piece. Click on the brain. Refer to the Brain component of the multimedia piece
to label the structures in the following diagram of a healthy brain.
Nervous System: The Spinal Cord
Click the icon in the upper left corner of the Brain diagram
to return to the main menu in the Nervous System multimedia piece. Click the
Spinal Cord component to navigate to the Spinal Cord diagram. Refer to the
Spinal Cord diagram of the multimedia piece to label the following structures
of a healthy spinal cord.
PART THREE: INVESTIGATE AND APPLY
Several different pathogenic bacteria can cause bacterial
meningitis, an infection and inflammation of the meninges. Select any form of
bacterial meningitis discussed in Ch. 24 of Microbiology: Principles and
Explorations, and answer the following:
1. Which
form of bacterial meningitis did you select and what is its causal agent?
2. What
symptoms are typical of this form of meningitis?
3. Which age
group or population is most susceptible to this form of meningitis and do
typical activities within that age group have any influence on a person
contracting the disease?
SCI250 Week 7 Final Examination – Test Bank
Section: Multiple Choice
1.
Which of the following is NOT true
of microorganisms?
- They produce antibiotics.
- They are used in the production of many types of food
and beverages. - They decompose dead animals.
- They all cause disease in humans.
2.
Which of the following is NOT one of
the phases of bacterial growth?
- lag phase
- stationary phase
- doubling phase
- log phase
3.
Which of the following is NOT a
differential stain?
- Gram stain
- Schaeffer-Fulton
- acid-fast stain
- flagellar stain
4.
In a properly executed Gram stain,
Gram positive organisms appear ______ while Gram negative organisms appear
______
- pink, clear.
- pink, purple.
- purple, pink.
- purple, blue.
5.
Classification is necessary to
_________
- establish criteria for identifying organisms.
- arrange related organisms into groups.
- provide information about how organisms evolved.
- All of the above
6.
An organism that lives at the
expense of another organism is a ________
- host.
- commensal.
- parasite.
- symbiont.
7.
Undercooked pork is most likely to
pass along ________
- Schistosoma.
- Tania.
- Wuchereria.
- Trichinella.
8.
Arthropods are responsible for
transmitting _____ pathogens.
- viral
- bacterial
- protozoan
- viral, bacterial, and protozoan
9.
Symbiosis is an association between
________
- two or more species.
- one or two species.
- two or more hosts.
- no species but all hosts.
- all species but not hosts.
10. All of the following are true of the relationship between
microorganisms and diseases EXCEPT:
- Sickle cell anemia patients are resistant to malaria.
- Bacterial infections can lead to endocarditis.
- Viral infections invariably lead to nutritional
deficiency. - Infections in the brain can result in mental disease.
11. Which of the following represents the correct order of steps
in a typical viruses replication cycle?
- Maturation, adsorption, penetration, release
- Adsorption, penetration, release, maturation
- Adsorption, penetration, synthesis, maturation
- Adsorption, penetration, maturation, synthesis
12. What special group of chemical substances are used to treat
diseases by microbes?
- Antibiotics
- Synthetic drugs
- Semi-synthetic drugs
- Antimicrobial agents
- Chemotherapeutic agents
13. Which of the following is NOT considered a mode of action by
antimicrobial agents?
- Action as an antimetabolite
- Inhibition of protein synthesis
- Inhibition of cell wall sysnthesis
- Inhibition of membrane permeability
- Disruption of selective toxicity
14. All of the following characteristics are components of
nonspecific host defenses EXCEPT:
- Fever
- Mucus
- Antibodies
- Interferon
- Inflammation
15. What name is given to a substance that is recognized by the
body as foreign and normally produces an immune response?
- Antibody
- Antigen
- Agglutinin
- Antitoxin
- Apoptosis
16. There are a number of different species that can live on the
skin as resident microflora. Which of the following is NOT considered resident
microflora of the skin?
- Staphylococcus
- Corynebacterium
- E. coli
- Demodex
- All of the above
17. Defense mechanisms in the urogenital system are numerous and
include ________
- normal flora
Categories: