Chapter 05 Eukaryotic Cells and Microorganisms. Multiple Choice Questions

Transcription

1 Microbiology: A Systems Approach 4th Edition Cowan Test Bank Completed download: Chapter 05 Eukaryotic Cells and Microorganisms Multiple Choice Questions 1. Protists include A. yeasts and molds. B. algae and protozoa. C. helminths. D. bacteria. E. viruses. Learning Outcome: List the types of eukaryotic microorganisms and denote which are unicellular and which are multicellular. Section Number: Topic: Algae Topic: Protozoans 3-1

2 2. The eukaryotic cell organelle that most resembles a bacterial cell is the A. nucleus. B. Golgi apparatus. C. mitochondrion. D. lysosome. E. ribosome. ASM Objective: Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: Explain the function of the mitochondrion. Section Number:

3 Topic: Taxonomy of Microorganisms 3. The endosymbiotic theory says that precursor eukaryotic cells acquired flagella by endosymbiosis with a/n _ ancestor and others gained photosynthetic ability from endosymbiosis with a/n _ ancestor. A. protozoan, algae B. archaea, cyanobacteria C. spirochete, cyanobacteria D. helminth, algae ASM Objective: Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: Relate bacterial, archaeal, and eukaryotic cells to the Last Common Ancestor. Section Number: The endosymbiotic theory has been developed to explain the emergence of A. archaea. B. bacteria. C. prokaryotes. D. eukaryotes. E. viruses. ASM Objective: Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: Relate bacterial, archaeal, and eukaryotic cells to the Last Common Ancestor. Section Number: Topic: Taxonomy of Microorganisms 3-3

4 5. Biologists have found evidence that eukaryotic cells evolved from prokaryotic organisms by a process of intracellular A. symbiosis. B. parasitism. C. commensalism. D. mutualism. ASM Objective: Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Topic: Module 01 Evolution Blooms Level: 2. Understand Learning Outcome: Relate bacterial, archaeal, and eukaryotic cells to the Last Common Ancestor. Section Number: Topic: Taxonomy of Microorganisms 6. Which of the following is found in eukaryotic cells but not in prokaryotic cells? A. nucleus B. mitochondria C. endoplasmic reticulum D. lysosomes E. All of the choices are correct. Learning Outcome: List the types of eukaryotic microorganisms and denote which are unicellular and which are multicellular. 3-4

5 7. Eukaryotic flagella differ from prokaryotic flagella because only eukaryotic flagella A. are used for cell motility. B. facilitate chemotaxis. C. facilitate phototaxis. D. are long, whip-like structures. E. contain microtubules. Blooms Level: 2. Understand Learning Outcome: Differentiate between cilia and flagella in eukaryotes, and differentiate flagellar structure between bacteria and eukaryotes. Section Number: Cilia are exhibited by certain A. protozoa. B. algae. C. fungi. D. bacteria. E. viruses. Learning Outcome: Differentiate between cilia and flagella in eukaryotes, and differentiate flagellar structure between bacteria and eukaryotes. Section Number: Topic: Protozoans 3-5

6 9. There are nine peripheral pairs and one central pair of found inside eukaryotic flagella and cilia. A. filaments B. microtubules C. active proteins D. cilia E. endoflagella. Learning Outcome: Differentiate between cilia and flagella in eukaryotes, and differentiate flagellar structure between bacteria and eukaryotes. Section Number: Cell walls are not typically possessed by: A. protozoa. B. algae. C. fungi. D. bacteria. ASM Topic: Module 01 Evolution Learning Outcome: List which eukaryotic microorganisms have a cell wall. Learning Outcome: Note the protozoan characteristics that illustrate why they are informally placed into a single group. Section Number: Topic: Protozoans 3-6

7 11. The eukaryotic cell's glycocalyx is A. mostly polysaccharide. B. the site where many metabolic reactions occur. C. also called the cell wall. D. composed of many diverse proteins. E. a protective mechanism against osmotic lysis. Blooms Level: 2. Understand Learning Outcome: Describe the important characteristics of a glycocalyx in eukaryotes. Section Number: Which of the following is not a function of the glycocalyx exhibited by eukaryotes? A. protection B. adherence C. movement D. reception of chemical signals Learning Outcome: Describe the important characteristics of a glycocalyx in eukaryotes. Section Number:

8 13. Chitin is a chemical component of the cell walls of A. protozoa. B. algae. C. fungi. D. bacteria. E. helminths. Learning Outcome: List which eukaryotic microorganisms have a cell wall. Section Number: Topic: Fungi 14. The eukaryotic cell membrane is composed of A. sterols. B. proteins. C. phospholipids. D. Sterols, proteins, and phospholipids. E. Sterols and phospholipids only. Learning Outcome: List similarities and differences between eukaryotic and bacterial cytoplasmic membranes. Section Number:

9 15. The site for ribosomal RNA synthesis is the A. ribosome. B. nucleolus. C. nucleus. D. Golgi apparatus. E. lysosome. Learning Outcome: Describe the main structural components of a nucleus. Learning Outcome: Explain the importance of ribosomes and differentiate between eukaryotic and bacterial types. 16. When a eukaryotic cell is not undergoing mitosis, the DNA and its associated proteins appear as a visible, thread-like mass called the A. nuclear envelope. B. nucleosome. C. nucleolus. D. nucleoplasm. E. chromatin. Learning Outcome: Describe the main structural components of a nucleus. 3-9

10 17. Histones are A. found in polyribosomes. B. enzymes found in lysosomes. C. proteins of the cytoskeleton. D. proteins associated with DNA in the nucleus. E. on the surface of rough endoplasmic reticulum. Learning Outcome: Describe the main structural components of a nucleus. 18. The passageways in the nuclear envelope for movement of substances to and from the nucleus and cytoplasm are called nuclear A. histones. B. chromatin. C. pores. D. endoplasmic reticulum. E. inclusions. Learning Outcome: Describe the main structural components of a nucleus. 3-10

11 19. The cell's series of tunnel-like membranes functioning in transport and storage are the A. mitochondria. B. lysosomes. C. Golgi apparatus. D. chloroplasts. E. endoplasmic reticulum. Learning Outcome: Diagram how the nucleus, endoplasmic reticulum, and Golgi apparatus act together with vesicles during the transport process. 20. An organelle that is a stack of flattened, membranous sacs and functions to receive, modify, and package proteins for cell secretion is the A. mitochondrion. B. lysosome. C. Golgi apparatus. D. chloroplast. E. endoplasmic reticulum. Learning Outcome: Diagram how the nucleus, endoplasmic reticulum, and Golgi apparatus act together with vesicles during the transport process. 3-11

12 21. Protists with contractile vacuoles A. are algae. B. use them to expel excess water from the cell. C. typically live in salty seawater. D. use them for motility. E. have greater motility. Blooms Level: 2. Understand Learning Outcome: Note the protozoan characteristics that illustrate why they are informally placed into a single group. Section Number: Topic: Protozoans 22. A/n originates from the Golgi apparatus as one type of vesicle that contains a variety of enzymes for intracellular digestion. A. centrosome B. lysosome C. magnetosome D. inclusion E. ribosome Blooms Level: 2. Understand Learning Outcome: Diagram how the nucleus, endoplasmic reticulum, and Golgi apparatus act together with vesicles during the transport process. 3-12

13 23. Which organelle contains cristae where enzymes and electron carriers for aerobic respiration are found? A. mitochondrion B. lysosome C. Golgi apparatus D. chloroplast E. endoplasmic reticulum Blooms Level: 2. Understand Learning Outcome: Explain the function of the mitochondrion. 24. Mitochondria possess all of the following except A. enzymes for metabolism. B. cristae. C. electron transport chain proteins. D. enzymes for photosynthesis. E. 70S ribosomes. Learning Outcome: Explain the function of the mitochondrion. 3-13

14 25. Which organelle is found in algae but not found in protozoa or fungi? A. mitochondria B. lysosomes C. Golgi apparatus D. chloroplasts E. endoplasmic reticulum Blooms Level: 2. Understand Learning Outcome: Discuss the function of chloroplasts, explaining which cells contain them and how they arose. 26. In eukaryotic cells, which of the following contains DNA? A. nucleus, mitochondria, and Golgi apparatus B. nucleus, endoplasmic reticulum, and Golgi apparatus C. nucleus, nucleolus, and Golgi apparatus D. nucleus, chloroplast, and mitochondrion E. nucleus, chloroplast, and peroxisome Learning Outcome: Describe the main structural components of a nucleus. 3-14

15 27. Chloroplasts are composed of membranous sacs called that carry chlorophyll. Surrounding these sacs is a ground substance called. A. thylakoids; stroma B. granna; stroma C. cristae; stroma D. cristae; matrix E. thylakoid; matrix Learning Outcome: Discuss the function of chloroplasts, explaining which cells contain them and how they arose. 28. The size of a eukaryotic cell ribosome is A. 30S. B. 40S. C. 50S. D. 70S. E. 80S. Learning Outcome: Explain the importance of ribosomes and differentiate between eukaryotic and bacterial types. 3-15

16 29. In eukaryotic cells, ribosomes have two locations: scattered in the _ and on the surface of. A. cytoplasm; Golgi apparatus B. nucleus; Golgi apparatus C. cytoplasm; endoplasmic reticulum D. nucleus; endoplasmic reticulum Learning Outcome: Explain the importance of ribosomes and differentiate between eukaryotic and bacterial types. 30. The cytoskeleton A. anchors organelles. B. provides support. C. functions in movements of the cytoplasm. D. helps maintain cell shape. E. All of the choices are correct. Learning Outcome: List and describe the three main fibers of the cytoskeleton. 3-16

17 31. Filamentous fungi are called A. pseudohyphae. B. septa. C. molds. D. dimorphic. E. mycelium. Learning Outcome: List three general features of fungal anatomy. Section Number: Topic: Fungi 32. When buds remain attached, fungi form a chain of yeast cells called A. pseudohyphae. B. septa. C. molds. D. dimorphic. E. mycelium. Learning Outcome: List three general features of fungal anatomy. Learning Outcome: Explain the relationship between fungal hyphae and the production of a mycelium. Section Number: Topic: Fungi 3-17

18 33. Fungi that grow as yeast at one temperature but will grow as mold at another temperature are called A. dimorphic. B. saprobes. C. pseudohyphae. D. spores. E. parasites. ASM Objective: Bacteria and Archaea exhibit extensive, and often unique, metabolic diversity (e.g., nitrogen fixation, methane production, anoxygenic photosynthesis). Learning Outcome: List three general features of fungal anatomy. Section Number: Topic: Fungi 34. Which is not a characteristic of fungi? A. cells have cell walls B. photosynthetic C. include single-celled and filamentous forms D. heterotrophic nutrition E. can use a wide variety of nutrients Learning Outcome: List three general features of fungal anatomy. Section Number: Topic: Fungi 3-18

19 35. The long, thread-like branching cells of molds are called A. conidiophores. B. pseudohyphae. C. hyphae. D. septate. E. asci. Learning Outcome: List three general features of fungal anatomy. Learning Outcome: Explain the relationship between fungal hyphae and the production of a mycelium. Section Number: Topic: Fungi 36. Most fungi obtain nutrients from dead plants and animals. These fungi are called A. saprobes. B. parasites. C. antagonists. D. free-living. E. mutualistic. Learning Outcome: Differentiate among the terms heterotroph, saprobe, and parasite. Section Number: Topic: Fungi 3-19

20 37. The woven, intertwining mass of hyphae that makes up the body of a mold is a A. stem. B. rhizoid. C. stock. D. bud. E. mycelium. Learning Outcome: Explain the relationship between fungal hyphae and the production of a mycelium. Section Number: Topic: Fungi 38. Fungal asexual spores A. are only produced under harmful environmental conditions. B. produce offspring with different combinations of genes from the original fungus. C. cannot be seen using a light microscope. D. are the products of meiotic division by a single parent cell. E. are used to identify fungi. Learning Outcome: Describe two ways in which fungal spores arise. Section Number: Topic: Fungi 3-20

21 39. What two categories of fungi cause human diseases? A. primary and secondary B. primary and vegetative C. opportunistic and primary D. secondary and opportunistic E. vegetative and reproductive ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Learning Outcome: 05.17: List two detrimental and two beneficial activities of fungi (from the viewpoint of humans). Section Number: Topic: Fungi 40. Pfiesteria is a A. toxic fungus. B. toxic algae. C. toxic helminth. D. toxic protozoan. E. bacterial endospore. ASM Objective: Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Learning Outcome: Discuss the function of chloroplasts, explaining which cells contain them and how they arose. Section Number: Topic: Algae 3-21

22 41. During unfavorable growth conditions, many protozoa can convert to a resistant, dormant stage called a/an A. endospore. B. cyst. C. seed. D. trophozoite. E. sporozoa. Blooms Level: 2. Understand Learning Outcome: Explain why a cyst stage may be useful in a protozoan. Section Number: Topic: Protozoans 42. Protozoan cells do not exhibit A. motility. B. ectoplasm and endoplasm. C. heterotrophic nutrition. D. formation of a cyst stage. E. a cell wall. Learning Outcome: Note the protozoan characteristics that illustrate why they are informally placed into a single group. Learning Outcome: List three means of locomotion exhibited by protozoa. Section Number: Topic: Protozoans 3-22

23 43. The motile, feeding stage of protozoa is called the A. trophozoite. B. cyst. C. sporozoite. D. oocyst. E. food vacuole. Learning Outcome: Explain why a cyst stage may be useful in a protozoan. Section Number: Topic: Protozoans 44. A protozoan having a flagellum would be classified in the genus: A. Entamoeba. B. Toxoplasma. C. Trypanosoma. D. Plasmodium. E. Enterobius. Learning Outcome: List three means of locomotion exhibited by protozoa. Section Number: Topic: Protozoans 3-23

24 45. The group of protozoa that are not motile are the A. amoebas. B. ciliates. C. trophozoites. D. Plasmodium sp. E. dimorphics. Learning Outcome: List three means of locomotion exhibited by protozoa. Section Number: Topic: Protozoans 46. The one-celled organism seen in your microscope moves very slowly, by protruding its cytoplasm. The specimen was taken from a patient having diarrhea. You would predict that the patient has an infection caused by this pathogen: A. Entamoeba. B. Toxoplasma. C. Trichomonas. D. Giardia. E. Plasmodium. ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 3. Apply Learning Outcome: Give an example of a human disease caused by each of the four types of protozoa. Section Number: Topic: Protozoans 3-24

25 47. Which is mismatched? A. Giardia - transmitted by feces in drinking water B. Histoplasma - causes Ohio Valley fever C. Trichomonas - sexually transmitted D. Plasmodium - causes Chagas disease E. Trypanosoma - causes African sleeping sickness ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Learning Outcome: Give an example of a human disease caused by each of the four types of protozoa. Section Number: Topic: Protozoans 48. Protozoan endoplasm contains A. ectoplasm. B. mitochondria. C. flagella. D. oral groves. E. cilia. Learning Outcome: Note the protozoan characteristics that illustrate why they are informally placed into a single group. Section Number: Topic: Protozoans 3-25

26 49. Protozoan cysts are A. part of all protozoan life cycles. B. necessary for transmission to a new host. C. analogous to bacterial endospores. D. the primary form of replication. E. are involved in binary fission. Blooms Level: 2. Understand Learning Outcome: Explain why a cyst stage may be useful in a protozoan. Section Number: Topic: Protozoans 50. Amoebic dysentery is most commonly contracted through: A. fecal-oral route from contaminated food or water. B. direct transmission from one host to another. C. puncture wounds. D. insect bites. E. blood products. ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Learning Outcome: Give an example of a human disease caused by each of the four types of protozoa. Section Number: Topic: Protozoans 3-26

27 51. The vector for the trypanosome of Chagas disease is the A. mosquito. B. deer tick. C. tsetse fly. D. reduviid bug. E. nematode. ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Learning Outcome: Give an example of a human disease caused by each of the four types of protozoa. Section Number: Topic: Protozoans 52. All of the following are helminths except A. pinworms. B. flukes. C. trypanosomes. D. roundworms. E. tapeworms. Learning Outcome: List the two major groups of helminths and provide examples representing each body type. Section Number: Topic: Helminths 3-27

28 53. Which of the following does not pertain to helminths? A. in the kingdom Protista B. parasitic worms C. eggs and sperm used for reproduction D. often alternate hosts in complex life cycles E. have various organ systems Blooms Level: 2. Understand Learning Outcome: Summarize the stages of a typical helminth life cycle. Section Number: Topic: Helminths 54. Larvae and eggs are developmental forms of A. protozoa. B. algae. C. helminths. D. fungi. E. yeasts. Learning Outcome: Summarize the stages of a typical helminth life cycle. Section Number: Topic: Helminths 3-28

29 55. All of the following are helminths except A. tapeworms. B. flukes. C. flatworms. D. round worms. E. All of the choices are helminthes. Learning Outcome: List the two major groups of helminths and provide examples representing each body type. Section Number: Topic: Helminths 56. Adulthood and mating of helminths occur in which host? A. primary host B. secondary host C. definitive host D. transport host E. Mating takes place in all hosts. Blooms Level: 2. Understand Learning Outcome: Summarize the stages of a typical helminth life cycle. Section Number: Topic: Helminths 3-29

30 57. Larval development of helminths occurs in which host? A. primary host B. intermediate host C. definitive host D. transport host E. Larval development takes place in all hosts. Blooms Level: 2. Understand Learning Outcome: Summarize the stages of a typical helminth life cycle. Section Number: Topic: Helminths 58. Parasitic helminths have a highly developed system to enhance host transmission. A. digestive B. nervous C. respiratory D. muscular E. reproductive Learning Outcome: Summarize the stages of a typical helminth life cycle. Section Number: Topic: Helminths 3-30

31 59. In humans, helminths generally infect the A. digestive tract. B. urinary tract. C. nervous system. D. muscular system. E. skin. Learning Outcome: List the two major groups of helminths and provide examples representing each body type. Learning Outcome: Summarize the stages of a typical helminth life cycle. Section Number: Section Number: Topic: Helminths 60. After returning from a trip to Africa, Tom begins to feel very tired and weak. He has severe anemia. A blood smear reveals a protozoan is present in his blood. The health care provider tells Tom he has malaria. Which of the following could be the causative agent of his disease? A. HIV B. Taenia solium C. Plasmodium malariae D. Trichophyton rubrum E. Giardia lamblia ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Learning Outcome: Give an example of a human disease caused by each of the four types of protozoa. Section Number: Topic: Protozoans 3-31

32 61. Eating undercooked meat can lead to food-borne disease via helminthic infection. What is the common host for Taenia solium? A. geese B. ducks C. pigs D. cows E. chickens ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Learning Outcome: Summarize the stages of a typical helminth life cycle. Section Number: Topic: Helminths True / False Questions 62. The eukaryotic cell membrane is a bilayer of sterols. FALSE Blooms Level: 2. Understand Learning Outcome: List similarities and differences between eukaryotic and bacterial cytoplasmic membranes. Section Number: The cell walls of fungi and algae are chemically identical to the prokaryotic cell wall. FALSE 3-32

33 Learning Outcome: List similarities and differences between eukaryotic and bacterial cytoplasmic membranes. Section Number: Topic: Algae Topic: Fungi 64. Chromosomes are generally not visible in the nucleus unless the cell is undergoing nuclear division. TRUE Blooms Level: 2. Understand Learning Outcome: Describe the main structural components of a nucleus. 65. The nuclear envelope is a single layer. FALSE Learning Outcome: Describe the main structural components of a nucleus. 66. Rough endoplasmic reticulum is studded with ribosomes. TRUE Learning Outcome: Diagram how the nucleus, endoplasmic reticulum, and Golgi apparatus act together with vesicles during the transport process. Learning Outcome: Explain the importance of ribosomes and differentiate between eukaryotic and bacterial types. 3-33

34 67. Eukaryotic mitochondria have their own 70S ribosomes and circular DNA. TRUE Learning Outcome: Explain the function of the mitochondrion. Topic: Fungi 68. Algae are classified into divisions based principally on their type of motility. FALSE Learning Outcome: List three means of locomotion exhibited by protozoa. Section Number: Topic: Algae 69. Infections caused by fungi are called mycoses. TRUE ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Learning Outcome: 05.17: List two detrimental and two beneficial activities of fungi (from the viewpoint of humans). Section Number: Topic: Fungi 3-34

35 70. All fungi can form hyphae. FALSE Learning Outcome: List three general features of fungal anatomy. Learning Outcome: Explain the relationship between fungal hyphae and the production of a mycelium. Section Number: Topic: Fungi 71. In humans, fungi can only infect the skin. FALSE ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 2. Understand Learning Outcome: 05.17: List two detrimental and two beneficial activities of fungi (from the viewpoint of humans). Section Number: Topic: Fungi 72. All fungi cause some kind of disease in plants and animals. FALSE ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Learning Outcome: 05.17: List two detrimental and two beneficial activities of fungi (from the viewpoint of humans). Section Number: Topic: Fungi 73. Fungi can reproduce both sexually and asexually. TRUE 3-35

36 Learning Outcome: Describe two ways in which fungal spores arise. Section Number: Topic: Fungi 74. All algae have chloroplasts. TRUE Learning Outcome: Discuss the function of chloroplasts, explaining which cells contain them and how they arose. Section Number: Topic: Algae 75. Plankton are floating communities of helminths. FALSE ASM Objective: Microorganisms are ubiquitous and live in diverse and dynamic ecosystems. ASM Objective: Microorganisms and their environment interact with and modify each other. ASM Topic: Module 05 Systems Learning Outcome: Note the protozoan characteristics that illustrate why they are informally placed into a single group. Section Number: Topic: Algae 76. There are no algae that can cause human disease. FALSE ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Learning Outcome: List three means of locomotion exhibited by protozoa. Section Number: Topic: Algae 3-36

37 Multiple Choice Questions 77. You are looking at an organism of some sort under the microscopic lens. It has a cell wall, no chloroplasts, and a nucleus. Your prediction would be that this organism is a/an: A. bacterium B. fungus C. alga D. protozoan E. virus Blooms Level: 4. Analyze Learning Outcome: List the types of eukaryotic microorganisms and denote which are unicellular and which are multicellular. Section Number: Topic: Taxonomy of Microorganisms 78. You are looking at an organism of some sort under the microscopic lens. It is obviously multicellular, with no cell wall. Your prediction would be that this organism is a: A. bacterium B. fungus C. alga D. protozoan E. helminth Blooms Level: 4. Analyze Learning Outcome: List the types of eukaryotic microorganisms and denote which are unicellular and which are multicellular. Section Number: Topic: Taxonomy of Microorganisms 3-37

38 79. When analyzing a specimen for identification purposes, you detect the presence of large amounts of histone protein. You predict that: A. the organism is a prokaryote. B. the organism has no nuclear membrane. C. the organism has a large genome. D. the organism is photosynthetic. Blooms Level: 4. Analyze Learning Outcome: Describe the main structural components of a nucleus. Section Number: Section Number: Topic: Taxonomy of Microorganisms 80. In the life cycle of the pinworm Enterobius, a common infection in children, the child has the adult worm in the intestine. The adult worm releases eggs, which are then transmitted out of the body via feces. The child will scratch the anal area, picking up the worm eggs and reinserting them into the mouth. For this helminth life cycle, the human is _ host. A. intermediate B. definitive C. primary D. both intermediate and definitive ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: Summarize the stages of a typical helminth life cycle. Section Number: Topic: Helminths 3-38

39 81. The fungi do not prefer to reproduce sexually compared to their frequent asexual reproductive mode. What would be the reason behind this infrequency of sexual reproduction? A. Sexual reproduction requires two genetically different strains of the fungus to come together. B. Sexual reproduction is more energy-intensive than asexual reproduction. C. In asexual reproduction, one parent divides. D. All statements are true. Blooms Level: 3. Apply Learning Outcome: Describe two ways in which fungal spores arise. Section Number: Topic: Fungi 82. What do the protozoans Naegleria, Toxoplasma, and Trypanosoma have in common? A. They are all motile. B. They are all associated with brain infections. C. They are all transmitted by feces. D. They are all multicellular parasites. ASM Objective: Microorganisms, cellular and viral, can interact with both human and nonhuman hosts in beneficial, neutral or detrimental ways. ASM Topic: Module 05 Systems Blooms Level: 4. Analyze Learning Outcome: Give an example of a human disease caused by each of the four types of protozoa. Section Number: Topic: Protozoans 3-39

40 83. Upon viewing a specimen through microscopic techniques, you realize the cells all contain ribosomes. Based upon this information, you eliminate which of the following from your list of potential microorganisms: A. bacterium. B. archaea. C. eukaryote. D. none can be eliminated based upon this structural observation alone. ASM Objective: Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Objective: The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 01 Evolution Blooms Level: 3. Apply Learning Outcome: Explain the importance of ribosomes and differentiate between eukaryotic and bacterial types. 84. Select that statement that reflects evidence that directly supports the Endosymbiotic Theory: A. Enzymes for photosynthesis are found embedded in membranes of the Golgi apparatus B. Lysosomes contain their own DNA in the form of plasmids C. The ETS is localized to the cell membrane in bacterial cells while in eukaryotes it is localized to the cristae D. Glycolysis occurs in the matrix in bacterial cells ASM Objective: Cells, organelles (e.g., mitochondria and chloroplasts) and all major metabolic pathways evolved from early prokaryotic cells. ASM Objective: The structure and function of microorganisms have been revealed by the use of microscopy (including bright field, phase contrast, fluorescent, and electron). ASM Topic: Module 01 Evolution Blooms Level: 3. Apply Learning Outcome: Relate bacterial, archaeal, and eukaryotic cells to the Last Common Ancestor. Section Number:

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