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Water has many unique properties. First, define these characteristics of water and then give a specific example of each of where you could “observe” these properties in nature.

A) Water has a high specific heat.

B) Water is polar.

C) Water has a temperature-stabilizing capacity.

D) Water is cohesive.

E) Water is a good solvent.

F) Water has a high heat of vaporization.

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1. Use the following definitions and phrases to describe to which molecules of life and their subunits it belongs:

a. Energy-storing molecule, typically water soluble - b. Subunits are called monosaccharides – c. Used to speed chemical reactions - d. Subunits are joined to each other with peptide bonds - e. Most prevalent molecule in cell membranes - f. Some of them function as hormones - g. Used for storing, transmitting, and executing genetic information - h. Subunits are nucleotides

2. Weak hydrogen bonds between water molecules are responsible for the many properties of water. Acidity is expressed as pH. Buffers stabilize pH. a. What characteristics of water molecule makes it polar? Provide two examples why this property is important in microbiology. b. What is the role of buffers in living organisms, including microbes? c. What must be added to pure water to decrease OH- and/or H+ concentration, respectively

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Review Questions for Chapter 5: Control of Microbial Growth

1. Consider the following statement: “Thorough handwashing with soap and water is the most important step in stopping the spread of many infectious diseases”.

a. Explain this statement.

b. Following thorough handwashing with soap, are your hands sterile? Why or why not?

2. If pasteurization does not achieve sterilization, why is pasteurization used to treat food? Why not just heat the food instead?

3. Consider the use of salts and sugars to preserve food.

a. How do salts and sugars preserve foods?

b. Why are these considered physical rather than chemical methods of microbial control?

c. Name one food that is preserved with sugar and one preserved with salt.

d. How do you account for the occasional growth of Penicillium mold in jelly, which is 50% sucrose?

4. Consider dried fruit you can buy at the store (e.g., raisins, pineapples, figs, dates, etc.) Dried fruits date back thousands of years B.C.

a. Why is this such an effective method of preserving food? Suggest several possibilities.

b. Fruit is often dried by being placed outside in the open under the sun in conditions that are not exactly sanitized. Why is this practice generally very safe?

5. There is great concern over healthcare-associated infections.

a. Why are healthcare settings such a ‘good’ place to catch infectious diseases? List several reasons.

b. What are several effective approaches that healthcare settings can take to minimize the spread of infectious disease?

6. Flying on an airplane includes lots of individuals in close quarters for potentially long periods of time.

a. What technology do you think airplanes use to reduce the amount of microbes from the air?

b. Despite this control method, there have been a number of documented cases of individuals infected with tuberculosis infecting other passengers during a flight. Explain how you think this happened. Which patients are at highest risk for infection, and what does this tell you about the effectiveness of microbial control on an airplane?

7. The thermal death time for a suspension of Bacillus subtilis endospores is 20 minutes in dry heat and less than 10 minutes in an autoclave. Which type of heat is more effective? Why?

8. A large hospital washes burn patients in a stainless steel tub. After each patient, the tub is cleaned with a quat. It was noticed that 14 of 20 burn patients acquired Pseudomonas infections

after being bathed. Provide an explanation for this high rate of infection.

9. If you’re on a municipal water supply, the water coming out of your faucet is chlorinated at the water treatment plant.

a. Is the water coming out of your faucet sterile?

b. Does the water still contain chlorine?

c. What are advantages and disadvantages of chlorine compared with other approaches (e.g., UV treatment, treatment with ozone).

10. You are a member of Engineers Without Borders, and your local chapter has been asked by a rural village in Thailand to assist them with improving their water supply, which they suspect of making villagers sick. The village has piping infrastructure that delivers water through a series of pipes to each household. Upon your initial site assessment of the village, you and your team determine that the water has high turbidity (particulate material) as well as a high bacterial count.

a. Design a strategy for treating the water to make it safe to drink that still relies upon the distribution system. Note that you may make some reasonable assumptions about conditions in the village (e.g., availability of electricity if you wish).

b. Identify some possible limitations of your approach.

11. A low technology approach to treating water in rural locations is to fill clear plastic soda bottles with water and leave it out all day in the sun (e.g., up on a roof).

a. What two factors are most likely at work in controlling microbes in these conditions?

b. What impact does each factor have on the microbes? Be specific.

I JUST NEED SIMPLE/BASIC ANSWERS NOT LONG ANSWERS

1. Explain how life can be viewed at different levels of biological complexity.

2. Explain how researchers study biology at different levels, ranging from molecules to ecosystems.

3. Distinguish between discovery-based science and hypothesis testing, and describe the steps of the scientific method.

4. Tell whether a given topic or research study is about biology. Tell whether that study is discovery-based or hypothesis testing, or both.

5. If presented with a research study, propose what the Research Question was.

6. If presented with an example, tell whether a statement is a hypothesis, theory or law and why you think so.

Describe the general structure of atoms and their constituent particles.

Relate atomic structure to the periodic table of the elements. List the elements that make up most of the mass of all living organisms.

Explain how a single element may exist in more than one form, called isotopes, and how certain isotopes have importance in human medicine.

Compare and contrast the types of atomic interactions (bonds) that lead to the formation of molecules.

Tell which atoms and how many of each make up a given molecule (formula or diagram).

For a bond in a given molecule, tell whether the bond is covalent, and if it is, tell whether it is polar or nonpolar and why you think so.

Explain the concept of electronegativity and how it contributes to the formation of polar and nonpolar covalent bonds. Tell whether a given atom is electronegative or not, and why you think so. Label partial charges in a polar bond.

Draw five water molecules and label the atoms and bonds within and between the 5 molecules.

Describe how hydrogen bonding determines many properties of water.

List the properties of water that make it a valuable solvent, and distinguish between hydrophilic and hydrophobic substances.

Explain how water has the ability to ionize into hydroxide ions (OH–) and into hydrogen ions (H+), and how the H+ concentration is expressed as a solution's pH.

Explain the properties of carbon that make it the chemical basis of all life.

Describe the variety and chemical characteristics of common functional groups of organic compounds.

Diagram how small molecules may be assembled into larger ones by dehydration reactions and how hydrolysis reactions can reverse this process.

List the four major classes of organic molecules and macromolecules found in living organisms

If shown a molecule, tell whether it is organic or not and how you know.

If shown an organic molecule, tell whether it is an amino acid, nucleotide, fatty acid, steroid, monosaccharide or disaccharide and how you know.

Distinguish among different forms of carbohydrate molecules, including monosaccharides, disaccharides, and polysaccharides.

Relate the functions of plant and animal polysaccharides to their structure.

List the several different classes of lipid molecules important in living organisms.

Diagram the structure of a triglyceride and explain how it is affected by the presence of saturated and unsaturated fatty acids. Explain why some fats are solid at room temperature, and others are liquid.

Discuss how fats function as energy-storage molecules.

Apply knowledge of the structure of phospholipids to the formation of cellular membranes.

Describe the chemical nature of steroids and give an example of their biological importance.

Give examples of the general types of functions that are carried out in cells by different types of proteins.

Explain how amino acids are joined to form a polypeptide, and distinguish between a polypeptide and protein.

Describe the levels of protein structure and the factors that determine them. If shown a protein diagram, label parts that represent its levels of structure. Tell what kind of research techniques are used to determine protein structure.

Outline the bonding forces important in determining protein shape and function.

Explain what domains are and their importance in proteins.

Describe the three components of nucleotides.

Distinguish between the structures of DNA and RNA.

Tell how certain bases pair with others in DNA and RNA.

Discuss the 4 major categories of organic macromolecules found in living things, including structure, function and location of each.

Compare and contrast the general structural features of prokaryotic and eukaryotic cells.

Outline the differences in complexity among bacteria, animal, and plant cells.

Describe how a eukaryotic cell can be viewed as four interacting systems: the nucleus, cytosol, endomembrane system, and semiautonomous organelles.

Explain how the proteome underlies the structure and function of cells.

Analyze how cell size and shape affect the surface area/volume ratio.

Identify the location of the cytosol in a eukaryotic cell and list its general functions.

Describe the three types of protein filaments that make up the cytoskeleton. Identify which underlie cilia, flagella, centrioles, the nuclear lamina, and the brush border. Tell which are readily assembled and disassembled. Tell which are involved in various cell shape changes or movements.

Explain how motor proteins interact with microtubules or actin filaments to promote cellular movement.

Describe the structure and organization of the cell nucleus. Describe the structure and function of nuclear pores.

Outline the structures and general functions of the components of the endomembrane system.

Distinguish between the rough endoplasmic reticulum and the smooth endoplasmic reticulum.

Identify three important functions of the plasma membrane.

Tell why mitochondria and chloroplasts are called semi-autonomous organelles.

Discuss the evidence for the endosymbiosis theory.

Outline the structures and general functions of mitochondria and chloroplasts.

Explain how proteins are moved via vesicles through the endomembrane system.

If you are told about the function of a specific protein, tell where and in what type of cell that protein might be found.

Sketch and label a “typical” animal cell and a real animal cell such as a red blood cell or a muscle cell. Tell how it might be different than the “typical” cell in terms of its organelles and shape.

Sketch and label a “typical” plant cell and a real plant cell such as a root or leaf cell. Tell how it might be different than the “typical” cell in terms of its organelles and shape.

Describe the fluid-mosaic model of membrane structure. Tell why membranes are described as “fluid mosaics”.

Draw 10 phospholipid molecules as they would be arranged in a bilayer. Label the hydrophobic and hydrophilic parts.

61. Name all the places in a cell where membranes are found.

62. Describe at least three different categories of membrane proteins and tell what they do.

63. Describe what determines how fluid membranes are.

64. Explain how lipids are synthesized at the ER membrane.

65. Explain how transmembrane proteins are inserted into the ER membrane.

66. Compare and contrast diffusion, facilitated diffusion, passive transport, and active transport.

67. Explain the process of osmosis and how it affects cell structure.

68. Outline the functional differences between channels and transporters. Compare and contrast uniporters, symporters, and antiporters.

69. Explain the difference between primary active transport and secondary active transport.

70. Describe the structure and function of the sodium-potassium pump in animal cells and a similar pump in plants and prokaryotes.

71. Describe exocytosis and endocytosis and tell what molecules are moved across the membrane by these.

Discuss membrane transport, including its function and various forms and why all membranes have each form.

73. If a given cellular process is described, tell which form of transport might be involved.

List the different categories of animal tissue, providing general functions and specific examples of each.

Name the various organ systems found in many animals, list the components of each, and describe their general functions.

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