Burton S Microbiology for the Health Sciences, 10Th Ed

Burton’s Microbiology for the Health Sciences, 10th ed.

Chapter 7 — Microbial Physiology and Genetics

Burton’s Microbiology for the Health Sciences, 10th ed. (Paul G. Engelkirk & Janet Duben-Engelkirk)

Lesson Plans

Chapter 7 — Microbial Physiology and Genetics

Goals of the Lesson:

Cognitive: Students will be introduced to the metabolic processes within cells.

Motor: Students will build models of and role-play molecules in metabolic reactions.

Affective: Students will understand how changes to a person’s metabolism can affect him/her, especially in the case of anabolic steroids.

Learning Objectives:

The lesson plan for each objective starts on the page shown below.

7.1 Define phototroph, chemotroph, autotroph, heterotroph, photoautotroph, chemoheterotroph,
endoenzyme, exoenzyme, plasmid, R-factor, “superbug,” mutation, mutant, and mutagen 2

7.2 Discuss the relationships among apoenzymes, coenzymes, and holoenzymes 4

7.3 Differentiate between catabolism and anabolism 5

7.4 Explain the role of adenosine triphosphate (ATP) molecules in metabolism 6

7.5 Briefly describe each of the following: biochemical pathway, aerobic respiration, glycolysis,
the Krebs cycle, the electron transport chain, oxidation–reduction reactions, photosynthesis 7

7.6 Explain the differences among beneficial, harmful, and silent mutations 9

7.7 Briefly describe each of the following ways in which bacteria acquire genetic information:
lysogenic conversion, transduction, transformation, conjugation 10

You Will Need:

Gather the following materials and teaching aids for the following lessons:

7.2 Materials: Blank paper, colored pencils or markers.

7.3 Handouts: List of several common metabolic processes.

7.5 Materials: Several molecule modeling kits, enough to model each stage of aerobic respiration.

7.6 Handouts: List of several mutations.

Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator

Objective 7.1

Define phototroph, chemotroph, autotroph, heterotroph, photoautotroph, chemoheterotroph, endoenzyme, exoenzyme, plasmid, R-factor, “superbug,” mutation, mutant, and mutagen.

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/ Evaluation

Instructor’s Notes

Content / Text page / PPT slide
v Microbial physiology
¨ Introduction
¨ Nutritional requirements
¨ Categorizing microorganisms according to their energy and carbon sources
o Phototroph—uses light as an energy source
o Chemotroph—uses chemicals as an energy source
o Autotroph—uses CO2 as its sole source of carbon
o Heterotroph—uses organic compounds other than CO2 as a carbon source
o Photoautotroph—uses light as an energy source and CO2 as a carbon source
o Chemoheterotroph—uses chemicals as an energy source and organic compounds as a carbon source
v Metabolic enzymes
¨ Biologic catalysts
o Endoenzyme—enzyme produced within a cell that remains with the cell
o Exoenzyme—enzyme produced within in a cell and then released from the cell
v Bacterial genetics
¨ Mutations
o Mutation—a change in the characteristics of a cell caused by a change in the DNA that is transmissible to its offspring
o Mutagen—a physical or chemical agent which increases the rate of mutation in a cell
o Mutant—an organism containing a mutation
¨ Ways in which bacteria acquire new genetic information
o Plasmid—DNA molecule located in the cytoplasm
o R-factor—plasmid containing multiple genes for antibiotic resistance
o Superbug—cell containing an R-factor / 113-118, 123-128 / 1–13, 33-44 / Tables
7-1: Terms relating to energy and carbon sources
p. 115, IB
Features
Study Aid: Nutrients
p. 114 / In-Class Activities
Have students, as a class, come up with at least one example of each of the following:
¨ Phototroph
¨ Chemolithotroph
¨ Chemoorganotroph
¨ Autotroph
¨ Heterotroph / Outside Assignments
Have students use the Internet or print resources to research articles on superbugs. Ask them to write one or two paragraphs about a superbug, its effects, and what is being done to combat it.
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator

Objective 7.2

Discuss the relationships among apoenzymes, coenzymes, and holoenzymes.

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/ Evaluation

Instructor’s Notes

Content / Text page / PPT slide
v Metabolic enzymes
¨ Biological catalysts
o Apoenzyme—must link up with a cofactor to become a holoenzyme and catalyze a chemical reaction
o Coenzyme—small, organic, vitamin-like molecule used in conjunction with an apoenzyme
¨ Factors that affect the efficiency of enzymes / 115-117 / 9-13 / Figures
7-2: Action of a specific enzyme breaking down a substrate molecule
p. 116, PPT 11, IB / In-Class Activities
Ask the students to work together in pairs to create diagrams depicting the relationships among apoenzymes, coenzymes, and holoenzymes. Bring the class back together and have the students view each others’ diagrams.
Materials
Blank paper, colored pencils or markers / Outside Assignments
Have students define the following terms:
¨ Apoenzyme
¨ Coenzyme
¨ Endoenzyme
¨ Exoenzyme
¨ Holoenzyme
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator

Objective 7.3

Differentiate between catabolism and anabolism.

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/ Evaluation

Instructor’s Notes

Content / Text page / PPT slide
v Metabolism
¨ Catabolism—the collection of all bond-breaking reactions in a cell; a cell’s major source of energy
¨ Anabolism—the collection of all bond-forming reactions in a cell / 118-123 / 14-17 / Tables
7-2: Differences between catabolism and anabolism
p. 118, IB / In-Class Activities
Make a list of several metabolic processes and their functions, and have students classify each as catabolic or anabolic. Ask students to work together in pairs or small groups.
Materials
Handouts listing several metabolic processes and their functions / Outside Assignments
Have students research anabolic steroids using the Internet or print resources. Have them write one or two paragraphs about how anabolic steroids work and how they relate to anabolism.
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator

Objective 7.4

Explain the role of adenosine triphosphate (ATP) molecules in metabolism.

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/ Evaluation

Instructor’s Notes

Content / Text page / PPT slide
v Metabolism
¨ ATP—adenosine triphosphate, the major energy-storing molecule in a cell; a temporary energy source, which is used quickly by the cell / 118-119 / 18-19 / Figures
7-4: Adenosine triphosphate (ATP)
p. 118, IB
7-5: Interrelationships among ATP, ADP, and AMP molecules
p. 119, PPT 19, IB / In-Class Activities
Have students role-play to illustrate the relationships among ATP, ADP, and AMP. Ask for volunteers to play phosphate groups, adenine, and pentose in order to create a complete ATP molecule, then ask them to break apart and link back up accordingly to create an ADP molecule and then an AMP molecule. Use the holding of hands to illustrate a chemical bond, and have the class note that whenever two people hold hands in the role-play, energy is stored, and when they let go, energy is released, thus demonstrating the purpose of the ATP, ADP, and AMP molecules. / Outside Assignments
Have students explain the relationships between ATP, ADP, and AMP, and their uses in a cell by having them create a table listing the similarities and differences of each. During the next class, ask volunteers to help create a master table on the board.
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator

Objective 7.5

Briefly describe each of the following: biochemical pathway, aerobic respiration, glycolysis, the Krebs cycle, the electron transport chain, oxidation–reduction reactions, photosynthesis.

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/ Evaluation

Instructor’s Notes

Content / Text page / PPT slide
v Catabolism
¨ Biochemical pathways
o Biochemical pathways—a series of linked biochemical reactions that occur in a stepwise manner, leading from a starting material to an end product
¨ Aerobic respiration of glucose
o Aerobic respiration—a catabolistic process involving outside sources of oxygen
o Glycolysis—an anaerobic process in which a glucose molecule is broken down into two molecules of pyruvic acid
o Krebs cycle—a biochemical pathway in which acetyl-CoA molecules are converted into a number of different molecules, which then enter the electron transport chain
o Electron transport chain—a biochemical pathway in which electrons are moved from one molecule to the next, resulting in the discharge of energy; a great deal of energy results from this process
¨ Fermentation of glucose
¨ Oxidation–reduction (redox) reactions
o Oxidation–reduction reactions—paired reactions in which electrons are transferred
v Anabolism
¨ Biosynthesis of organic compounds
o Photosynthesis—light energy is converted to chemical energy in the form of chemical bonds / 118-123 / 18–28 / Figures
7-6: A biochemical pathway
p. 119, PPT 22, IB
7-7: Glycolysis
p. 120, PPT 24, IB
7-8: The Krebs cycle
p. 120, PPT 25-26, IB
7-9: An oxidation–reduction reaction
p. 122, PPT 30-31, IB
Tables
7-3: Recap of the number of ATP molecules produced from one molecule of glucose by aerobic respiration
p. 121, IB
Features
Study aid: A biochemical pathway
p. 119 / In-Class Activities
Have the class divide into pairs or small groups. Ask each group to create a model of a different stage of aerobic respiration using molecule modeling kits. Come back together as a class, and discuss aerobic respiration using the models as a teaching aid.
Materials
Several molecule modeling kits, enough to model each stage of aerobic respiration / Outside Assignments
SR: Have students read “Why Anaerobes Die in the Presence of Oxygen” on thePoint. Then have students write a short paragraph answering Critical Thinking Exercise 1. During the next class period, have students share their responses.
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator

Objective 7.6

Explain the differences among beneficial, harmful, and silent mutations.

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/ Evaluation

Instructor’s Notes

Content / Text page / PPT slide
v Bacterial genetics
¨ Mutations
o Beneficial mutation—mutation that benefits the affected organism
o Harmful mutation—mutation that is harmful or potentially lethal to the affected organism
o Silent mutation—mutation that has no effect on the organism / 123-124 / 33-34 / In-Class Activities
Make a list of examples of mutations. In pairs or small groups, have students classify each example as a beneficial, harmful, or silent mutation.
Materials
Handouts listing examples of mutations / Outside Assignments
SR: Ask students to consult the vocabulary list for Chapter 7 and make flashcards for at least 20 of the terms that are least familiar to them.
For additional review, have students bring their flashcards to class to play Jeopardy or quiz each other.
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator

Objective 7.7

Briefly describe each of the following ways in which bacteria acquire genetic information: lysogenic conversion, transduction, transformation, conjugation.

Lecture Outline

Figures, Tables, and Features

Resources andIn-Class Activities

Outside Assignments/ Evaluation

Instructor’s Notes

Content / Text page / PPT slide
v Bacterial genetics
¨ Ways in which bacteria acquire new genetic information
o Lysogenic conversion—after a temperate phage has injected its genetic material into a cell, the injected genes or prophage can cause the cell to exhibit new properties
o Transduction—after a temperate phage has injected its genetic material into a cell, that material will begin to produce new phages which may contain pieces of the cell’s original genes, and thus may transfer them to other cells when they are released
o Transformation—a cell becomes genetically transformed after the uptake of DNA fragments from the environment
o Conjugation—transference of genetic material by way of a sex pilus
v Genetic Engineering
v Gene therapy
v Review of key points / 124-131 / 35-44 / Figures
7-10: Plasmids
p. 125, PPT 36, IB
7-11: Generalized transduction
p. 127, PPT 38-39, IB
7-12: Transformation
p. 128, PPT 40-41, IB
7-14: Conjugation
p. 129, PPT 42-43, IB
7-13: Conjugation in E. coli
p. 129, PPT 44, IB
7-15: Recombinant DNA technology and genetic engineering
p. 130, PPT 45-46, IB
Tables
7-4: Recap of bacteriophage terminology
p. 126, IB
Features
Study aid: Ways in which bacteria acquire new genetic information
p. 125
Historical note: Transformation and the discovery of the “Hereditary Molecule”
p. 127
Study aid: Beware of similar sounding terms
p. 129
Study aid: Recombinant DNA technology vs. genetic engineering
p. 130 / In-Class Activities
Allow students to work alone or in pairs to complete the Self-Assessment Exercises (page 131). / Outside Assignments
SR: Have students read the Increase Your Knowledge section.
SR: For additional review, ask students to work through the Chapter 7 Additional Self-Assessment Exercises.
Evaluation
TG: Chapter 7 Exam (42 questions: 10 multiple choice, 10 true/false, 22 matching)
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator

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