Unit 6Unit 6 Unit 6 Viruses, Advance Planning...Viruses, Bacteria, Protists, and Fungi BIOIODIGESTIGEST Unit Projects Unit Projects Unit 6Unit 6 486 Viruses, Bacteria, Protists, and

487

Unit Projects

Unit ProjectsUnit ProjectsUnit Projects

Unit 6Unit 6Advance PlanningChapter 18■ Order live Oscillatoria for the

Project.■ Order prepared slides of both

heterotrophic and autotrophicbacteria for the Activity.

■ Order sterile agar plates forthe Quick Demo and BioLab,and bacterial cultures andantibiotic disks for the BioLab.

■ Order slides of cocci, bacilli,and spirilla for MiniLab 18-2.

Chapter 19■ Order live protozoans for the

Getting Started.■ Order Paramecium for Mini-

Lab 19-1 and for the BioLab.■ Order Euglena for the Project

and BioLab and methyl cellu-lose for the BioLab.

■ Purchase slides of some proto-zoans for the Quick Demo.

■ Order termites for the Meet-ing Individual Needs.

■ Order diatomaceous earth forthe Activity.

■ Order brown and red algae forthe Quick Demo.

■ Order Physarum polycephalumfor the Alternative Lab.

Chapter 20■ Grow mold on fruit for the

Getting Started.■ Purchase preserved specimens

of Peziza for the Quick Demo.■ Order a mushroom farming kit

for the Project.

DisplayVisual-Spatial Make a bulletinboard from news articles about

both harmful and beneficial microbes.

P

ELL

LS

L1

P

LS

Using the LibraryIntrapersonal Find out about stateand federal laws that regulate food

handlers. Report on these laws and howthey help to prevent food contamination.L3

P

LS

Final ReportHave each group present its findings tothe class in the form of an oral report,demonstration, or poster.

Viruses,Bacteria,Protists,

and Fungi

486

1818

1919

2020

UNIT CONTENTSUNIT CONTENTS

Viruses and Bacteria

Protists

Fungi

UNIT PROJECTUNIT PROJECT

Use the Glencoe Science Web Site for more project

activities that are connected to this unit.www.glencoe.com/sec/science

Unit 6Unit 6

Viruses,Bacteria,Protists,

and FungiOnly about 1.8 million of an estimated 10million species have been identified. Most ofthe unidentified species probably belong tokingdoms that you will study in this unit.However, some members of these kingdoms,such as those shown in the photograph, arewell known.

Viruses, Bacteria,Protists, and Fungi

BIODIGESTBIODIGEST

Unit ProjectsUnit ProjectsUnit Projects

Unit Projects

Unit 6Unit 6

486

Viruses, Bacteria,Protists, andFungi

Unit OverviewChapter 18 introduces studentsto the characteristics of virusesand to the structure, ecology, andimportance of bacteria. In Cha-pter 19, students study the diver-sity and classification of protists.Finally, in Chapter 20, studentslearn about the characteristicsand diversity of fungi.

Introducing the UnitNaturalist Organize studentsinto groups. Ask each

group to estimate how manyspecies live on Earth and toexplain their reasoning. Toemphasize the diversity of life onEarth, ask students to list all theliving things that they see in thephoto.

P

COOP LEARN

LS

L1

P

LS

Microbes and Food Have students do one of the projects for this unit as described on the Glencoe ScienceWeb Site. As an alternative, students can do one of the projects described on thesetwo pages.

Make a PosterVisual-Spatial Design and producea poster about foods that com-

monly carry disease-causing organisms.

P

ELL

LS

L1

P

LS

Interview a SpecialistLinguistic Interview a restaurantowner about how his or her prac-

tices ensure food safety. L2

P

LS

http://www.glencoe.com/sec/science

Products Available FromGlencoeTo order the following products,call Glencoe at 1-800-334-7344:CD-ROMNGS PictureShow: The CellCurriculum KitNGS PicturePack: Cells andMicroorganisms

Products Available FromNational Geographic SocietyTo order the following products,call National Geographic Societyat 1-800-368-2728:VideosBacteriaVirus!

Index to NationalGeographic MagazineThe following articles may beused for research relating to thischapter:“Body Beasts,” by RichardConniff, December 1998.“The Rise of Life on Earth,” byRichard Monastersky, March 1998.“Viruses: On the Edge of Life,On the Edge of Death,” PeterJaret, July 1994.“Bacteria: Teaching Old BugsNew Tricks,” by Thomas Y.Canby, August 1993.“The Disease Detectives,” byPeter Jaret, January 1991.

Teacher’s Corner

488B

Viruses and BacteriaViruses and Bacteria

TransparenciesReproducible MastersSection

Viruses

Archaebacteriaand Eubacteria

Section 18.1

Section 18.2

Teacher Classroom Resources

Reinforcement and Study Guide, p. 79-80Concept Mapping, p. 18BioLab and MiniLab Worksheets, p. 85Laboratory Manual, pp. 125-128Content Mastery, pp. 89-90, 92

Reinforcement and Study Guide, pp. 81-82Critical Thinking/Problem Solving, p. 18BioLab and MiniLab Worksheets, pp. 86-88Laboratory Manual, pp. 129-132Content Mastery, pp. 89, 91-92Inside Story Poster

P

ELL

LS

L1

P

LS

L2

P

LS

L2

P

LS

L3

P

LS

L2

P

LS

L1

P

LS

L2

P

LS

L2

P

LS

P

ELL

LS

L3

P

LS

L2

P

LS

Section Focus Transparency 43Basic Concepts Transparency 25Basic Concepts Transparency 26Reteaching Skills Transparency 27

Section Focus Transparency 44Basic Concepts Transparency 27Reteaching Skills Transparency 28

P

ELL

LS

L1

P

LS

P

ELL

LS

L2

P

LS

P

ELL

LS

L1

P

LS

P

ELL

LS

L1

P

LS

P

ELL

LS

L2

P

LS

P

ELL

LS

L2

P

LS

P

ELL

LS

L1

P

LS

Assessment Resources Additional ResourcesSpanish ResourcesEnglish/Spanish AudiocassettesCooperative Learning in the Science ClassroomLesson Plans/Block Scheduling

COOP LEARN

LS

P

ELL

LS

P

ELL

LS

Chapter Assessment, pp. 103-108MindJogger VideoquizzesPerformance Assessment in the Biology ClassroomAlternate Assessment in the Science ClassroomComputer Test BankBDOL Interactive CD-ROM, Chapter 18 quiz

Chapter 18 OrganizerChapter 18 Organizer

Activities/FeaturesObjectivesSection

VirusesNational Science EducationStandards UCP.1, UCP.2,UCP.5; A.1, A.2; C.5; F.1,F.5; G.1-3 (2 sessions, 1/2 block)

Archaebacteria andEubacteriaNational Science EducationStandards UCP.1, UCP.2,UCP.5; A.1, A.2; C.1, C.4,C.5, C.6; E.1, E.2; F.1, F.4-6; G.1-3 (3 sessions, 11/2 blocks)

1. Identify the different kinds of viruses.2. Compare and contrast the replication

cycles of viruses.

3. Compare the types of prokaryotes.4. Explain the characteristics and adapta-

tions of bacteria.5. Evaluate the economic importance of

bacteria.

MiniLab 18-1: Measuring a Virus, p. 490Problem-Solving Lab 18-1, p. 494Careers in Biology: Dairy Farmer, p. 495Focus On Viruses, p. 498

Inside Story: A Typical Bacterial Cell, p. 503MiniLab 18-2: Bacteria Have DifferentShapes, p. 506Problem-Solving Lab 18-2, p. 508Design Your Own BioLab: How sensitiveare bacteria to antibiotics? p. 512Biology & Society: Super Bugs Defy Drugs,p. 514

Section 18.2

Section 18.1

MATERIALS LIST

BioLabp. 512 bacteria cultures, sterile nutri-ent agar, petri dishes, antibiotic disks,sterile filter paper disks, marking pen,long-handled cotton swabs, forceps,incubator, metric ruler

MiniLabsp. 490 metric ruler, pencil, paperp. 506 microscope, paper, preparedslides of bacteria

Alternative Labp. 504 screw-top test tubes, distilledwater, vinegar, Schultz liquid plantfood, Accent seasoning, baking soda,60-watt light bulb, soil samples

Quick Demosp. 491 bolt, nut (2), #22 gauge wirep. 504 petri dishes (2), sterile nutrientagar, soap, labelsp. 509 Swiss cheese, pickles, vinegar,sauerkraut, yogurt, peas, beans, soy-beans, peanuts, milk, sour cream

Need Materials? Contact Carolina Biological Supply Company at 1-800-334-5551or at http://www.carolina.com

488A

Refer to pages 4T-5T of the Teacher Guide for an explanation of the National Science Education Standards correlations.

Key to Teaching StrategiesKey to Teaching Strategies

Level 1 activities should be appropriatefor students with learning difficulties.Level 2 activities should be within theability range of all students.Level 3 activities are designed for above-average students.ELL activities should be within the abilityrange of English Language Learners.

Cooperative Learning activitiesare designed for small group work.These strategies represent student prod-ucts that can be placed into a best-workportfolio.These strategies are useful in a blockscheduling format.

L1

P

LS

L2

P

LS

L3

P

LS

P

ELL

LS

P

COOP LEARN

LS

PP

LS

P

LS

The following multimedia resources are available from Glencoe.

Biology: The Dynamics of LifeCD-ROM

Animation: The Lytic CycleAnimation: The Lysogenic CycleBioQuest: Biodiversity ParkVideo: Binary Fission

Videodisc ProgramLytic CycleLysogenic CycleBinary Fission

The Secret of Life SeriesFlu VirusBacteria Virus–Phage

P

LS

P

ELL

LS

http://www.carolina.com

Section

What Is a Virus?You’ve probably had influenza—

the flu—at some time during yourlife. Nonliving particles called virusescause influenza. Viruses are aboutone-half to one-hundredth the size ofthe smallest bacterium. To appreciatehow very tiny viruses are, try theMiniLab on the next page.

Most biologists consider viruses tobe nonliving because viruses are notcells and don’t exhibit all the criteriafor life. For example, they don’t carryout respiration, grow, or develop. Allviruses can do is replicate—make

copies of themselves—and they can’teven do that without the help of liv-ing cells. A cell in which a virus repli-cates is called the host cell.

Because they are nonliving, viruseswere not named in the same way asorganisms. Viruses, such as rabiesviruses and polioviruses, were namedafter the diseases they cause. Otherviruses were named for the organ ortissue they infect. For example, scien-tists first found the adenovirus (uhDEN uh vyruhs), which is one causeof the common cold, in adenoid tis-sue between the back of the throatand the nasal cavity.

18.1 VIRUSES 489

How many childhood diseaseshave you had—chicken pox,mumps, German measles,

whooping cough? These diseases occurmostly in children and therefore arecalled childhood diseases. When yourgrandparents were young, these child-hood diseases were so common thatmost children got them. Today, theavailability of vaccinations makesthese diseases rare. However, thecauses of childhood diseases still exist,and these causes will break outwhere people are not vaccinatedagainst them.

SECTION PREVIEW

ObjectivesIdentify the differentkinds of viruses.Compare and contrastthe replication cycles ofviruses.

Vocabularyvirushost cellbacteriophagecapsidlytic cyclelysogenic cycleprovirusretrovirusreverse transcriptase

18.1 Viruses

A child being vaccinated (above)and a Rubella virus(inset)

Magnification: 200 000�

489

Section 18.1

BIOLOGY: The Dynamics of Life SECTION FOCUS TRANSPARENCIES

DNA

RNA

T A

C G

A

A

T

T

D

D

D

D

D

D

P

P

P

P

P

C

G

N

CH

N

N

N

C

C

N

C

H

H

C

H

N

N

O

C C

H

C

O

AdenineUracil

Hydrogenbonds

CH

H

O

HO

O P OOCH2

C

H

OHOH

C

C C

H HH

Ribose

Phosphate R

RR

RR

R

A

U

U

C

G

C

P

PP

P

P

O

HO

O P OOCH2

C

H

HOH

C

C C

H HH

H

Phosphate

Deoxyribose

N

N N

N

N

N

C

C C

NC

CCH

HH

H

H H

H

C

C

O

N C N

N

N O

N H

H

H

C

CCH C

N C

Adenine (A)

Cytosine (C)

N

N

O

C

C C

H H

CH3

C

O

Thymine (T)

Guanine (G)

Use with Chapter 18,Section 18.1

How is the structure of viral RNA similar to that of viral DNA?

How do the two structures differ?

11

22

SECTION FOCUS

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

Transparency RNA and DNAin Viruses43

PrepareKey ConceptsThe structure and replicationcycles of viruses are described.The origin of viruses is also dis-cussed and their relationship toliving cells.

Planning■ Collect metric rulers and elec-

tron micrographs of differentviruses for MiniLab 18-1.

■ Gather wire (#22 gauge), bolts,and nuts for the Quick Demo.

■ Prepare photocopies of viraland bacterial growth curves forthe Extension.

1 FocusBellringer Before presenting the lesson, display Section Focus Trans-parency 43 on the overhead pro-jector and have students answerthe accompanying questions.

P

ELL

LS

L1

P

LS

Assessment PlannerAssessment PlannerPortfolio Assessment

Portfolio, TWE, pp. 492, 496, 503MiniLab, TWE, p. 490Assessment, TWE, p. 511BioLab, TWE, pp. 512-513

Performance AssessmentAssessment, TWE, pp. 493, 505MiniLab, SE, pp. 490, 506Problem-Solving Lab, TWE, p. 494

Alternative Lab, TWE, pp. 504-505MiniLab, TWE, p. 506BioLab, SE, pp. 512-513

Knowledge AssessmentSection Assessment, SE, pp. 497, 511Problem-Solving Lab, TWE, p. 508Chapter Assessment, SE, pp. 515-517

Skill AssessmentAssessment, TWE, p. 497

You may not recognize the landscape shown here, but it is human skin.Many bacteria, such as thisStaphylococcus epidermidis(inset), live on your skin.

Viruses and Bacteria

What You’ll Learn■ You will categorize viruses

and bacteria.■ You will explain how viruses

and bacteria reproduce.■ You will recognize the med-

ical and economic importanceof viruses and bacteria.

Why It’s ImportantViruses and bacteria are impor-tant because some cause dis-eases. Bacteria are also impor-tant in nature’s nutrient cyclesand in the food and pharma-ceutical industries.

Comparing BacteriaLook at a sealed petri dish inwhich bacteria are growing.CAUTION: Do not open thedish. Examine the bacteriagrowing on the surface of the gelatinlike material calledagar. How do the shapes andcolors of the bacterial groupscompare?

To find outmore about

viruses and bacteria, visit theGlencoe Science Web Site.www.glencoe.com/sec/science

18

GETTING STARTEDGETTING STARTED

ChapterChapter

488 VIRUSES AND BACTERIA

Magnification: 4600�

Magnification:30 000�

488

Theme DevelopmentThe systems and interactionstheme is evident in the sectionsabout viral replication and therecycling of nutrients by bacteria.The theme of unity withindiversity is apparent in the dis-cussions of the characteristics sci-entists use to organize viruses andclassify bacteria.

Chapter 18Chapter 18

MultipleLearningStyles

Look for the following logos for strategies that emphasize different learning modalities.Kinesthetic Meeting IndividualNeeds, p. 491; Quick Demo,

pp. 491, 504; Activity, p. 502; Project, p. 509; Tech Prep, p. 510

Visual-Spatial Biology Journal, p. 490; Check for Understanding,

p. 496; Extension, p. 497; Project, p. 500;Meeting Individual Needs, p. 508;

Interpersonal Portfolio, pp. 492,503; Project, p. 493; Meeting

Individual Needs, p. 502Intrapersonal Meeting Indi-vidual Needs, pp. 495, 506Linguistic Biology Journal, pp. 494, 503, 507; Portfolio,

p. 496; Tech Prep, p. 505; Reteach, p. 510; Extension, p. 511

Logical-Mathematical Activity,p. 501

GETTING STARTED DEMOGETTING STARTED DEMO

Visual-Spatial Prepare a wet mount slide of bac-

teria from one of the coloniesin the Getting Started plates.Use a drop of crystal violet ormethylene blue to stain thebacteria and place a cover slipover them. Have students ob-serve the bacteria under highpower.

P

LSP

ELL

LS

L1

P

LS

If time does not permit teach-ing the entire chapter, use theBioDigest at the end of theunit as an overview.


Capsid

Nucleic acidCapsid Nucleic acid

nizes and attaches the T4 to its bac-terial host cell. In other viruses, theattachment protein is in the capsid orin the envelope. The recognition and

attachment process is like two piecesof a jigsaw puzzle fitting together.The process might also remind youof two spaceships docking.

18.1 VIRUSES 491

Figure 18.1The different proteins in viral capsidsproduce a wide variety of viral shapes.

Nucleicacid

Envelope

Capsid

Magnification: 120 000�Magnification: 78 000�

An envelope studded with projections coverssome viruses, including the influenza virus(photo) and the AIDS-causing virus (inset).

CC This T4 virus, which infects E. coli, consists of apolyhedral-shaped head attached to a cylindri-cal tail with leglike fibers.

DD

Magnification: 49 000�Magnification: 160 000�

Polyhedral viruses, such as the papilloma virusthat causes warts, resemble small crystals.

AA The tobacco mosaic virus has a long, narrowhelical shape.

BB

Capsid

Nucleicacid

Tail fiber

Tail

491

EnrichmentOn the chalkboard, writethe following:

1000 µm = 1 mm1 000 000 nm = 1 mm

Ask students to draw a 132-mmline that represents a tobaccomosaic virus magnified 450 000times. Ask them to calculate thelength of the virus in millimeters,micrometers, and nanometers.0.00029 mm, 0.29 µm, and 290 nm

Visual LearningFigure 18.1 Ask students tostudy each virus and describe itsshape. papilloma virus—polyhedralshape; tobacco mosaic virus—cylin-drical shape; influenza virus andHIV—spherical shape with a stud-ded covering; T4 bacteriophage—a polyhedral head and a tail with sixprojecting fibers L1

P

LS

L2

P

LS

Measuring a Virus Can you use a light microscope to view avirus? Find out by measuring the size of a poliovirus in thephoto below and then comparing it to 0.2 µm, the size limitfor viewing objects with a light microscope.

Procedure! Copy the data table below.

@ Examine the photo. The horizontal line you see wouldmeasure only 0.4 micrometer (µm) in length if the photowas not magnified 172 500�. Use this line for reference.

# Calculate the diameter of one poliovirus. First, measurethe length of the reference line in millimeters. Record thevalue in the table. Then, measure the diameter of a polio-virus in millimeters. Record the value in the table.

$ Use the following equation to calculate the actual diame-ter of the poliovirus (X). Record your answer in the table.

photo line length in mm (A) = 0.4 µm diameter of virus in mm (B) diameter of virus in µm (X)

Analysis1. Explain why you cannot see viruses with a light micro-

scope. Use specific numbers in your answer.2. A bacterial cell may be 10 µm in size. How many polio-

viruses could fit across the top of such a bacterium?

MiniLab 18-1MiniLab 18-1 Measuring in SI

Today, most viruses are given agenus name ending in the word“virus” and a species name. However,sometimes scientists use code num-bers to distinguish among similar

viruses that infect the same host. Forexample, seven similar-looking virusesthat infect the common intestinalbacteria Escherichia coli have the codenumbers T1 through T7 (T stands for“Type”). A virus that infects a bac-terium is called a bacteriophage (bakTIHR ee uh fayj), or phage for short.

Viral structureA virus has an inner core of nucleic

acid, either RNA or DNA, and anouter coat of protein called a capsid.Some relatively large viruses, such ashuman flu viruses, may have an addi-tional layer, called an envelope, sur-rounding their capsids. Envelopes arecomposed primarily of the samematerials that are found in theplasma membranes of all cells. Youcan learn more about both viral cap-sids and envelopes in the Focus On atthe end of this section.

The core of nucleic acid contains avirus’s genetic material. Viral nucleicacid is either DNA or RNA and con-tains instructions for making copies ofthe virus. Some viruses have only fourgenes. The arrangement of proteinsin the capsid of a virus determines thevirus’s shape. Four different viralshapes are shown in Figure 18.1. Theprotein arrangement also plays a role indetermining what cell can be infectedand how the virus infects the cell.

Attachment to a host cellBefore a virus can replicate, it must

enter a host cell. Before it can enter,it must first recognize and attach to areceptor site on the plasma mem-brane of the host cell.

A virus recognizes and attaches toa host cell when one of its proteinsinterlocks with a molecular shapethat is the receptor site on the hostcell’s plasma membrane. A protein inthe tail fibers of the bacteriophageT4, shown in Figure 18.1, recog-


Values to measure and calculate Measurement

Length of photo line in mm

Diameter of poliovirus in mm

Diameter of poliovirus in µm

Data Table

Reference line


490

2 Teach

PurposeStudents will determine the sizeof a virus in a TEM photo.

Process Skillsmeasure in SI, use numbers, col-lect data

Teaching Strategies■ Remind students that virusesvary in size, and they will deter-mine the size of only one virus.■ Use the overhead projectorto preview this lab. Using a clearruler helps to demonstrate whatto measure.■ Use microbiology textbooksfor other viruses to measure ororder viral electron micrographsfrom biological supply houses.■ Have students use calculators.

Expected ResultsStudents should calculate the sizeof the poliovirus as follows.

69 mm 0.4 µm———— = ———— = 0.029 µm5 mm (x)

Analysis1. The virus’s diameter mea-

sures 0.029 µm, less than the0.2 µm light microscopelimit.

2. 345 viruses (10 µm divided by0.029 µm)

Portfolio Have studentslook up the size of six viruses andmake a scale drawing that showstheir relative sizes. Use the Per-formance Task Assessment Listfor Scientific Drawing in PASC,p. 55. L2

P

LS

AssessmentAssessment

P

LS

MiniLab 18-1MiniLab 18-1

BIOLOGY JOURNAL BIOLOGY JOURNAL

Viral Time LineVisual-Spatial Have students makea time line showing the major devel-

opments in virology—instrumentation,the discovery of immune system compo-nents, the discovery of viral diseases, andvaccine availablility. Students could makea separate time line for HIV.

P

LS

L2

P

LS

Quick DemoQuick Demo

Kinesthetic Build a bac-teriophage model. Screw

two nuts onto a large bolt sothat they touch the top of thebolt. Take three 14-cm pieces of #22 gauge wire and twistthem around the bottom of thebolt. Bend the ends of the wiresto resemble the tails of a bacte-riophage. Ask students whatstructure the wires represent?tail fibers What structure do thenuts and top of the bolt repre-sent? protein head

P

LS

L1

P

LS

MEETING INDIVIDUAL NEEDS MEETING INDIVIDUAL NEEDS

Visually ImpairedKinesthetic Allow visually impairedstudents to touch objects that are

shaped like viruses, such as various pastas,a corkscrew, studded rubber balls, andtoddler toys. Help them to associate eachshape with a virus. Use the model youmade for the Quick Demo.P

LS P

ELL

LS

L1

P

LS

VIDEODISCThe Secret of LifeFlu Virus

!7-t~F"

!7;>`H"Bacterial Virus—Phage

Resource ManagerResource Manager

Section Focus Transparency 43and Master

BioLab and MiniLab Work-sheets, p. 85 L2

P

LS

P

ELL

LS

L1

P

LS

18.1 VIRUSES 493

LYTIC CYCLE

LYSOGENIC CYCLE

AA Attachment and EntryProvirus FormationBB

A lysogenic virusinjects its nucleicacid into a bacterium.

The viral nucleic acid is calleda provirus when it becomespart of the host’s chromosome.

Althoughthe provirusis inactive,it replicatesalong withthe host cell’schromosome.

Bacterial hostchromosome

Provirus

The provirus leavesthe chromosome.

Viral nucleic acid and proteins are made.

The cell breaks openreleasing viruses.

CC Cell Division

Figure 18.3In a lysogenic cycle, a virus does not de-stroy the host cell at once. Rather, theviral nucleic acid isintegrated into thegenetic material ofthe host cell andreplicates with it fora while before enter-ing a lytic cycle.

surrounds the virus and produces avirus-filled vacuole inside the hostcell’s cytoplasm. Then, the virusbursts out of the vacuole and releasesits nucleic acid into the cell.

Lytic cycle

Once inside the host cell, a virus’sgenes are expressed and the sub-stances that are produced take overthe host cell’s genetic material. Theviral genes alter the host cell to makenew viruses. The host cell uses itsown enzymes, raw materials, andenergy to make copies of viral genesthat along with viral proteins areassembled into new viruses, whichburst from the host cell, killing it.The new viruses can then infect andkill other host cells. This process iscalled a lytic cycle (LIH tik). Followthe typical lytic cycle for a bacterio-phage shown in Figure 18.2.

Lysogenic cycleNot all viruses kill the cells they

infect. Some viruses go through alysogenic cycle, a replication cyclein which the virus’s nucleic acid isintegrated into the host cell’s chro-mosome. A typical lysogenic cycle fora virus that contains DNA is shownin Figure 18.3.

A lysogenic cycle begins in the sameway as a lytic cycle. The virus attachesto the host cell’s plasma membrane andits nucleic acid enters the cell. How-ever, in a lysogenic cycle, instead ofimmediately taking over the host’sgenetic material, the viral DNA is inte-grated into the host cell’s chromosome.

Viral DNA that is integrated intothe host cell’s chromosome is called aprovirus. A provirus may not affectthe functioning of its host cell, whichcontinues to carry out its own meta-bolic activity. However, every time

View an ani-mation of Figure 18.3in the PresentationBuilder of the Inter-active CD-ROM.

CD-ROM

493

View an ani-mation of Figure 18.2in the PresentationBuilder of the Inter-active CD-ROM.

CD-ROM

Attachment is a specific process

Each virus has a specifically shapedattachment protein. Therefore, eachvirus can usually attach to only a fewkinds of cells. For example, the T4phage can infect only certain types ofE. coli because the T4’s attachmentprotein matches a surface moleculeof only these E. coli. A T4 cannotinfect a human, animal, or plant cell,or even another bacterium. Similarly,a tobacco mosaic virus infects only acell of a tobacco plant. In general,viruses are species specific, and somealso are cell-type specific. For exam-ple, polio viruses normally infect onlyhuman intestinal and nerve cells.

The species specific characteristicof viruses is significant for control-ling the spread of viral diseases. Forexample, by 1980, the World HealthOrganization had announced thatsmallpox, which is a deadly human

viral disease, had been eradicated.The eradication was possible partlybecause the smallpox virus infectsonly humans. It is more difficult toeradicate a virus that is not speciesspecific, such as the flu virus, whichinfects humans and other animals.

Viral Replication CyclesOnce attached to the plasma mem-

brane of the host cell, the virus entersthe cell and takes over its metabolism.Only then can the virus replicate.Viruses have two ways of getting intohost cells. The virus may inject itsnucleic acid into the host cell like a syringe injects a vaccine into yourarm, as shown in Figure 18.2. Thecapsid of the virus stays attached tothe outside of the host cell. Anenveloped virus enters a host cell in a different way. After attachment, the plasma membrane of the host cell


AA

CC

DD

EE

Attachment Entry

Lysis and Release

Assembly

Replication

Bacteriophage

The bacteriophageinjects its nucleic acidinto the bacterial cell.

New virus particles are assembled.

The host‘s metabolic ma-chinery makes viral nucleic acid and proteins.

The host cell breaks open andreleases new virus particles.

Nucleicacid

Bacterial DNA

Bacterialhost cell

BB

Figure 18.2In a lytic cycle, a virususes the host cell’senergy and raw ma-terials to make newviruses. A typical lyticcycle takes about 30 minutes and pro-duces about 200 newviruses.

OriginWORDWORD

lyticFrom the Greekword lyein, meaningto “break down.”The host cell isdestroyed during alytic cycle.

492

Using an AnalogyUse the following analogy todescribe the lytic cycle. Duringwartime, a tank (virus) filled withenemy troops (nucleic acid)crashes through the wall (mem-brane) of an automobile factory(cell). The troops take over thefactory’s machinery (nucleus andorganelles), and adapt them toproduce new tanks (viruses)instead of cars (cell parts).

Revealing MisconceptionsStudents may think that antibi-otics will cure viral infections,such as a cold and the flu. Explainthat although antibiotics curemany bacterial infections, they donot affect viral diseases.

Developing Disease AwarenessInterpersonal Organize students intogroups representing medical teams at

the Centers for Disease Control that areentrusted with protecting the public againstlassa fever, which has just been diagnosed inseveral people in New York City. Ask students

to produce a warning for television newsthat describes the disease, its potential effecton the population, and ways to protectagainst it. Provide resources. Students canvideotape their presentations and keep theirwritten information in their portfolios.

P

COOP LEARN

LS

P

LS

PP

LSP

ELL

LS

L2

P

LS

PortfolioPortfolio P R O J E C TVaccine Development

Interpersonal Ask student groupsto prepare skits about the discovery

of the following vaccines: polio, smallpox,measles, and German measles. Each skitshould include information about the disease, the scientists involved in develop-ing the vaccine, and the vaccine’s impacton society.

P

COOP LEARN

LS

P

LS

L2

P

LS

CD-ROMBiology: The Dynamicsof Life

Animation: The Lytic Cycle Disc 3Animation: The Lysogenic CycleDisc 3

VIDEODISCBiology: The Dynamicsof Life

The Lytic Cycle (Ch. 9)Disc 1, Side 2, 1 min. 14 sec.

The Lysogenic Cycle (Ch. 10)Disc 1, Side 2, 1 min. 25 sec.

!7áá"

!8,~"

Visual LearningFigures 18.2 and 18.3 On thechalkboard, draw flowcharts thatsequence the stages in the lyticand lysogenic cycles. Encouragestudents to copy the flowchartsinto their journals and use themto study.

Concept DevelopmentAsk students to list a viral diseasethey have had. Provide them withthe resources to find out howeach disease spreads and whatmethods of prevention are avail-able. Students can use the lists togenerate a classroom table ofviral diseases.

Performance Have stu-dents create their own mnemonicdevices of the steps of the lyticand lysogenic cycles and sharethem with others.

P

LS

L2

P

LS


L1

P

LS


Concept Mapping, p. 18

Reteaching Skills Trans-parency 27 and Master

Laboratory Manual, pp. 125-128 L2

P

LS

P

ELL

LS

L1

P

LS

P

ELL

LS

L3

P

LS

Resource ManagerResource ManagerBasic Concepts Transparency 26 and

Master

P

ELL

LS

L2

P

LS

Retrovirus Cycle

Retrovirus

Reversetranscriptase

Enteringcell

Exitingcell

New virusforming

New virus parts

Provirus inhost chromosome

RNA

RNA

mRNA

DNA

DNA is made fromthe viral RNA.

CAREERS IN BIOLOGY

Dairy Farmer

D id you grow up on a farm, or doyou wish you did? Would you

enjoy a chance to work with animalsand be outdoors? Perhaps youshould be a dairy farmer.

Skills for the JobIn the past, most dairy farms were

family owned, but now corporationsown some of these farms. A person can learndairy farming on the job, or by completing two- and four-year college programs in agriculture. A degree in agriculturecan lead to certification as a farm manager. Dairy farmersmust keep their herds healthy and producing both milk andcalves. Like all farming, dairy farming is a risky business thatdepends on factors such as the weather, the cost of feed, theamount of milk the herds produce, and the market price formilk and milk products.

For more careers in related fields, be sureto check the Glencoe Science Web Site.

www.glencoe.com/sec/science

transport process by which materialsare expelled or secreted from a cell,release new viruses from the hostcell. In exocytosis, a newly producedvirus approaches the inner surface ofthe host cell’s plasma membrane. Theplasma membrane surrounds thevirus, enclosing it in a vacuole thatthen fuses with the host cell’s plasmamembrane. Then, the viruses arereleased to the outside.

RetrovirusesMany viruses, such as the human

immunodeficiency virus (HIV) thatcauses the disease AIDS, are RNAviruses—RNA being their onlynucleic acid. The RNA virus with themost complex replication cycle is theretrovirus (reh tro VY rus). How canRNA be integrated into a host cell’schromosome, which contains DNA?

Once inside a host cell, the retro-virus makes DNA from its RNA. Todo this, it uses reverse transcriptase(trans KRIHP taz), an enzyme it carriesinside its capsid. This enzyme helpsproduce double-stranded DNA fromthe viral RNA. Then the double-stranded viral DNA is integrated intothe host cell’s chromosome and

becomes a provirus. If reverse tran-scriptase is found in a person, it is evi-dence for infection by a retrovirus.You can see how a retrovirus replicatesin its host cell in Figure 18.5.

18.1 VIRUSES 495

Figure 18.5Retroviruses have an enzyme that tran-scribes their RNAinto DNA. The viralDNA becomes aprovirus that steadilyproduces small num-bers of new viruseswithout immediatelydestroying the cell.

495

Career PathCourses in high school:math, biology, chemistry,

accounting, and computer sci-enceCollege: bachelor’s degree inagriculture or animal sciencefrom a two- or four-year program

Career IssueUrban sprawl results in housingsubdivisions on farm land.Should subdivisions be allowedon prime farm land? Will we runout of arable land in the UnitedStates?

For More InformationFor more information on a careerin farming, students can write to:

U.S. Department of AgricultureWashington, DC 20250

What type of virus causes disease? The symptoms andincubation time of a disease can indicate how the virus actsinside its host cell.

AnalysisTable 18.1 lists symptoms and incubation times for some

viral diseases. Use the table to predict which diseases lyticviruses might cause and which diseases lysogenic virusesmight cause.

Thinking Critically1. How much time is associated with the replication cycle of

a lytic virus? A lysogenic virus?2. What diseases may lytic viruses cause? Explain your

answer.3. What diseases may lysogenic viruses cause? Explain your

answer.4. What is a possible consequence of the fact that a person

infected with HIV may have no symptoms for years?

Problem-Solving Lab 18-1Problem-Solving Lab 18-1 AnalyzingInformation

the host cell reproduces, the provirusis replicated along with the host cell’schromosome. Therefore, every cellthat originates from an infected hostcell has a copy of the provirus. Thelysogenic phase can continue formany years. However, at any time,the provirus can be activated andenter a lytic cycle. Then the virusreplicates and kills the host cell. Tryto distinguish the human diseasescaused by lysogenic viruses fromthose caused by lytic viruses in theProblem-Solving Lab on this page.

Disease symptoms of provirusesThe lysogenic process explains the

reoccurrence of cold sores, which arecaused by the herpes simplex I virus.Even though a cold sore heals, theherpes simplex I virus remains in yourcells as a provirus. When the provirusenters a lytic cycle, another cold soreerupts. No one knows what causes aprovirus to be activated, but some sci-entists suspect that physical stress,such as sunburn, and emotional stress,such as anxiety, play a role.

Many disease-causing viruses havelysogenic cycles. Three examples ofthese viruses are herpes simplex I,herpes simplex II that causes genitalherpes, and the hepatitis B virus thatcauses hepatitis B. Another lysogenicvirus is the one that causes chickenpox. Having chicken pox, which usually occurs before age ten, giveslifelong protection from anotherinfection by the virus. However, somechicken pox viruses may remain as proviruses in some of your body’snerve cells. Later in your life, theseproviruses may enter a lytic cycle andcause a disease called shingles—apainful infection of some nerve cells.

Release of virusesEither lysis, the bursting of a cell,

or exocytosis, Figure 18.4, the active

Figure 18.4Before the influenza virus leaves a host cell, it is wrapped in apiece of the host’s plasma membrane, making an envelope withthe same structure as the host’s plasma membrane

Disease IncubationSymptom

Measles

Shingles

Warts

Coryza (cold)

HIV

9-11 days

years

months

2-4 days

2-5 years

rash, fever

pain, itching on skin

bumpy areas on skin

sneezing, runny nose, fever

fatigue, weight loss, fever

Table 18.1 Characteristics of some viral diseases


494

PurposeStudents will analyze data aboutviruses and decide if the viruseshave lytic or lysogenic cycles.

Process Skillsthink critically, analyze informa-tion, classify, define operationally,interpret data

BackgroundMeasles is caused by the rubeolavirus. Shingles is caused by a her-pes virus (varicella-zoster virus).Human papillomavirus causeswarts. Colds are caused by severalviral types—the rhinovirus is themost common. AIDS is caused bythe human immunodeficiencyvirus.

Teaching Strategies■ If necessary, review the twoviral replication cycles or ask stu-dents to reread these sections.

Thinking Critically

1. short—usually days; long—could be months or years

2. Measles, cold; a short incuba-tion implies a short replica-tion cycle.

3. Shingles, warts, AIDS; a longincubation implies a longreplication cycle.

4. They may be unaware thatthey’re infected and thentransmit the disease to others.

Performance Ask studentsto research one of these diseasesand write a brief report in theirjournal. Use the PerformanceTask Assessment List for Writingin Science in PASC, p. 87. L2

P

LS


P

LS

Problem-Solving Lab 18-1Problem-Solving Lab 18-1


Smallpox EpidemicLinguistic Ask students to write anarticle about an epidemic of small-

pox in Boston, Massachusetts, during colo-nial times as it might have appeared thenin a newspaper.

P

LS

L2

P

LS

CAREERS IN BIOLOGY


GiftedIntrapersonal Ask students to ex-plore the genetic engineering re-

search that uses viruses to insert genes inpeople with genetic disorders. Ask themto model the processes being used and toshare their findings with the class. L3

P

LS

VIDEOTAPEThe Secret of Life

Nothing to Sneeze at: Viruses


of plants such as some tulips, gladioli,and pansies. The infected flowers, likethe one shown in Figure 18.7, havestreaks of vibrant, contrasting colorsin their petals. These viruses are easilyspread among plants when you cut aninfected stem and then cut healthystems with the same tool.

Origin of VirusesYou might assume that viruses rep-

resent an ancestral form of lifebecause of their relatively uncompli-cated structure. This is probably not

so. For replication, viruses need hostcells; therefore, scientists suggest thatviruses might have originated fromtheir host cells.

Some scientists suggest that virusesare nucleic acids that break free fromtheir host cells while maintaining anability to replicate parasitically withinthe host cells. The fact that tumorviruses contain genes that are identi-cal to ones found in normal cells isevidence for this hypothesis. Accor-ding to this hypothesis, viruses aremore closely related to their hostcells than they are to each other.

Figure 18.7Tobacco mosaic viruscauses yellow spotson tobacco leaves,making them unmar-ketable (a). In con-trast, another viruscauses the beautifulstripes of Rembrandttulips, making themmore desirable (b).

Section AssessmentSection Assessment

Understanding Main Ideas1. Why is a virus considered to be nonliving?2. What is the difference between a lytic cycle and

a lysogenic cycle?3. What is a provirus?4. How do retroviruses convert their RNA to DNA?

Thinking Critically5. Describe the state of a herpes virus in a person

who had cold sores several years ago but whodoes not have them now.

6. Making and Using Graphs A microbiologistadded some viruses to a bacterial culture. Everyhour from noon to 4:00 p.m., she determined thenumber of viruses present in a sample of the cul-ture. Her data were 3, 3, 126, 585, and 602.Graph these results. How would the graph look ifthe culture had initially contained dead bacteria?For more help, refer to Organizing Informationin the Skill Handbook.

SKILL REVIEWSKILL REVIEW

18.1 VIRUSES 497

a

b

497

Section AssessmentSection AssessmentSection Assessment1. It does not respire, grow, move, or carry

on any life function on its own.2. In the lytic cycle, viral nucleic acid immedi-

ately takes over the cell’s machinery andquickly destroys the cell. In the lysogeniccycle, it becomes part of the host cell’sDNA and does not quickly kill the cell.

3. viral DNA in a host cell’s chromosome4. using the enzyme reverse transcriptase

5. a provirus in some cells of the person6. The horizontal axis should be labeled

“Time” and the vertical axis “Number ofVirus Particles.” Student graphs shouldshow a stepwise increase in the numberof viruses. Without living bacteria forviral replication, there would be no dataand thus no graph.

HIV: An infection of white blood cells

Once inside a human host, HIVinfects white blood cells. Newly madeviruses are released into the bloodstream by exocytosis. Then theseviruses infect other white blood cells.Infected host cells still function nor-mally because the viral genetic mater-ial is a provirus that produces only asmall number of new viruses at atime. Because the infected cells arestill able to function normally, aninfected person may not appear sick.However, people who are infectedwith HIV but have no symptoms cantransmit the virus in their body fluids.

An HIV-infected person can expe-rience no AIDS symptoms for a longtime. However, most people with anHIV infection eventually get AIDSbecause, over time, more and morewhite blood cells are infected and pro-duce new viruses, Figure 18.6. Peoplewill gradually lose white blood cellsbecause proviruses enter a lytic cycleand kill their host cells. Because whiteblood cells are part of a body’s disease-fighting system, their destructioninterferes with the body’s ability to

protect itself from organisms thatcause disease, a symptom of AIDS.

Viruses and CancerRetroviruses are one kind of virus

that may cause some cancers. Theretroviruses that convert, or transform,normal cells to tumor cells are knownas tumor viruses. The first tumor viruswas discovered in chickens. In additionto retroviruses, the papilloma virus,which is a DNA virus that causeswarts, and the hepatitis B virus, aDNA virus thought to cause liver can-cer in humans, are also tumor viruses.

Plant VirusesThe first virus to be identified was

a plant virus, called tobacco mosaicvirus, that causes disease in tobaccoplants. Biologists know of more than400 viruses that infect a variety ofplants. These viruses cause as manyas 1000 plant diseases.

Not all viral plant diseases are fatalor even harmful. For example, thereare some mosaic viruses that causestriking patterns of color in the flowers


Figure 18.6Normal white bloodcells are an essentialpart of a human’simmune system (a).In an HIV infectedperson, white bloodcells are eventuallydestroyed by HIVproviruses that enterlytic cycles (b).

aMagnification: 5800�

Magnification:7800�

b

496

Preventing the Spread of AIDSLinguistic Ask student groups to pre-pare interview questions for a dentist

or dental assistant to find out how dentalprofessionals protect both themselves andpatients from HIV. Once prepared, have one

or two students from each group interview adental professional and report back to thegroup. Encourage students to find out aboutthe American Dental Association’s guidelinesfor AIDS prevention. A group report can beprepared.

P

COOP LEARN

LS

P

LS

PP

LS

L2

P

LS

PortfolioPortfolio

DiscussionBased on viral structure andreplication, have students identifyapproaches to the production ofantiviral vaccines.

3 AssessCheck for Understanding

Visual-Spatial Give studentsout-of-sequence sketches

of the steps in the lytic and lysogenic cycles. Have them rearrange the sketches into thecorrect sequences.

ReteachAsk students to make a table thatlists each virus discussed in thissection, its type of nucleic acid,structure, method of replication,and host organism. L1

P

LS

P

LS

L1

P

LS

L2

P

LS

VIDEODISCSTV: Human Body Vol. 3

AIDS Virus (tinted blue)1

!7SvB,"

!7Sv`%"AIDS Virus (tinted blue) 2


What’s in Stetter’s Pond: TheBasics of Life

ExtensionVisual-Spatial Provide stu-dents with graphs showing

curves of bacterial growth andviral replication. Have studentscompare the curves and summa-rize their observations. Point outthat, in time, the accumulation of toxic materials leads to bacter-ial death. The viral curve is steplike.Viral numbers are constant duringreplication in the host cell and thensuddenly rise when the newly madeviruses are released. Bacterial growthcurves are exponential to a point.

Skill Ask students to com-pare and contrast viruses and liv-ing cells by making a table.

4 CloseDiscussionAsk students the meaning of thesaying, “If you catch a cold, it willtake seven days to get better. Ifyou take medication, it will take aweek.” Medications may be taken torelieve symptoms, but they will notdestroy viruses.

L1

P

LS


L3

P

LS


Reinforcement and StudyGuide, pp. 79-80

Content Mastery, p. 90 L1

P

LS

L2

P

LS

ENVELOPED VIRUSESSome viruses, such as influenzaand HIV (the virus that causesAIDS), are enclosed in an enve-lope composed of lipids, carbohy-drates, and proteins. Envelopeproteins (right) form spiky projec-tions that help the virus gain entryto a host cell, much like keysfitting into a lock.

HELICAL VIRUSESHelical viruses are shaped like tinycylinders, with the viral geneticmaterial spiraling down the centerof a hollow protein tube. Tobaccomosaic virus (below), which infectsplants (right), is a long helicalvirus.

PHAGESBacteriophages, or phages for short, are viruses that infect bacteria. ThisT4-phage (top left), looks like a miniature lunar-landing module. It has aDNA-containing head, a protein tail, and protein tail fibers that attach tothe surface of a bacterium. Once viruses are attached (left), the tail sectioncontracts and pierces the cell wall, and viral DNA is injected into the hostcell.

DEADLY BEAUTYSome viruses have irregularshapes. The Ebola virus (below),which causes massive internalbleeding in humans, has a twisted,worm-like form. A strain of Ebolavirus from Zaire, Africa, is one of themost deadly viruses researchers haveever studied.

T-PHAGE E-COLI

T-PHAGE

TOBACCO MOSAIC VIRUS Magnification: 30 000 x PLANT INFECTED BY TOBACCO MOSAIC VIRUS

INFLUENZA VIRUSMagnification: 17 150 x

T-PHAGES, IN BLUE, INFECTING E. COLI BACTERIUMMagnification: 90 000 x

1 THINKING CRITICALLY In what way might viruses like those thatcause common colds be considered “more successful” than viruses suchas Ebola?

2 JOURNAL WRITING Read The Andromeda Strain (1969) by MichaelCrichton, a science fiction story about an alien virus that comes to Earth.In your journal, record your reactions to the book. What similarities didyou notice between how scientists in the story handled the alien virus andhow present-day scientists study viruses such as Ebola?

EXPANDING Your View

EBOLA VIRUSMagnification: 19 000 x

499

499

Visual Learning■ Ask students to calculatethe actual size of one of the

tobacco mosaic viruses andone of the polio viruses byusing a metric ruler to mea-sure the size of the virus in thephoto. Then, they shoulddivide the measurement by thephoto’s magnification.

■ Have students make a video orcomputer presentation about aviral disease, such as mumps,Ebola, or rabies. Their presen-tations should include infor-mation about both the virusand the disease it causes.

Answers to Expanding Your View

1. They don’t kill their hosts.2. They used the highest level

of containment when work-ing with the virus, as do vir-ologists who work withdeadly and newly discoveredviruses today.

L3

P

LS

L2

P

LS

STRUCTUREA single drop of blood can containsix billion viruses. Despite theirincredibly small size, many viruses,such as this tobacco mosaic virus(below), have complex structures.All viruses consist of a core of

nucleic acid—eitherDNA or RNA—enclosed in a proteincoat called a capsid.Both the type andarrangement of pro-teins in the capsidgive different virusescharacteristic shapes.

Viruses lurk everywhere–oncomputer keyboards, in birddroppings, under your fin-gernails–just waiting toget inside your body orsome other living thing.Smaller than the small-est bacteria, virusesare not alive. By them-selves, they cannotmove, grow, or repro-duce. But give viruses thechance to invade a living cell,and they will take over itsmetabolic machinery, repro-gramming it to churn out moreviruses to attack other cells.

INVISIBLE INVADERSScientists have identified thou-sands of viruses. Some invadeplants, others attack animals, andstill others target bacteria.

In humans, viruses are responsi-ble for chicken pox, warts, coldsores, and the common cold, aswell as dreaded diseases suchas rabies, influenza, hepatitis,and AIDS.

ICOSAHEDRAL VIRUSESMany animal viruses—such as polio (above)and adenovirus—have20-sided, or icosahedral,capsids. Viewed underan electron microscope,icosahedral viruses looklike perfectly symmetri-cal crystals.

POLIO VIRUSMagnification:85 000 x

MODEL OF TOBACCOMOSAIC VIRUS

VirusesFOCUSON

WOMAN EXPERIENCING SYMPTOMS OFTHE COMMON COLD

MODEL OF AIDS VIRUS

498

DNACAPSID

498

Focus OnViruses

PurposeStudents will compare and con-trast the structures and shapes ofviruses.

BackgroundThe classification of viruses isbased on the criteria of size, mor-phology, type of genetic material(DNA or RNA and double-stranded or single-stranded), andmeans of replication.

Teaching Strategies■ Discuss with students the dif-ferent ways viruses enter cells asillustrated by a bacteriophage andan enveloped virus.■ Students interested in Ebolamay wish to read Ebola: ADocumentary Novel of Its FirstExplosion by William T. Close orHot Zone by Richard Preston.L2

P

LS

P

LS

Internet Address Book

Note Internet addresses that you find useful in the spacebelow for quick reference.VIDEODISC


Tinkering with Our Genes: Genetic Medicine

!7P((É~I"

18.2 ARCHAEBACTERIA AND EUBACTERIA 501

Figure 18.8Archaebacteria live inextreme environments.

Dead Sea. A third type lives in thehot, acidic waters of sulfur springs.This type of anaerobic archaebac-terium also thrives near cracks deep inthe Pacific Ocean’s floor, where it isthe autotrophic producer for a uniqueanimal community’s food chain.

Eubacteria: The heterotrophsEubacteria, the other kingdom of

prokaryotes, includes those prokary-otes that live in more hospitableplaces than archaebacteria inhabit andthat vary in nutritional needs. The

heterotrophic eubacteria live almosteverywhere and use organic moleculesas a food source. Some bacterial het-erotrophs are parasites, obtainingtheir nutrients from living organisms.Because they are not adapted for trap-ping food that contains organic mole-cules or for making organic moleculesthemselves. Others are saprophytes,which are organisms that feed on deadorganisms or organic wastes. Recallthat saprophytes break down andthereby recycle the nutrients locked inthe body tissues of dead organisms.

Heat- and acid-lovingarchaebacteria livearound deep oceanvents where watertemperatures areoften above 100°C.

CC

Methane-producingarchaebacteria flourishin this swamp and alsolive in the stomachs ofcows.

AA

Salt-loving archaebac-teria live in these saltpools left after this lakein British Columbia,Canada evaporated.These pools have highlevels of magnesiumand potassium salts.

BB

501

2 TeachActivityAsk students to make a wetmount of a period cut from

a newspaper. Remind them tohandle glass microscope slidescarefully. Have them estimate theperiod’s size given that the aver-age low-power objective field ofview of a microscope is 1.44 mm.about 0.35 mm. Ask them to cal-culate how many bacteria thatmeasure 0.002 mm could fit onthe period. about 175

ActivityLogical-Mathematical Givestudents slides of hetero-

trophic and photoautotrophicbacteria. Ask them to observe theslides under high power andsketch them. Remind students touse care when handling a micro-scope and glass slides and to usespecial care not to break the slidewhen viewing it under the high-power objective. Have studentsestimate the bacterial sizes iftheir high-power field of view is0.35 mm. Then, ask them towrite a comparison of the twotypes of bacteria.

P

LS

L2

P

LS

P

LS

L2

P

LS

Section


Diversity ofProkaryotes

Recall that prokaryotes are unicel-lular organisms that do not havemembrane-bound organelles. Theyare classified in two kingdoms—archaebacteria and eubacteria. Manybiochemical differences exist betweenthese two types of prokaryotes. Forexample, their cell walls and thelipids in their plasma membranes dif-fer. In addition, the structure andfunction of the genes of archaebacte-ria are more similar to those ofeukaryotes than to those of bacteria.

Because they are so different, manyscientists propose that archaebacteriaand eubacteria arose separately from acommon ancestor several billion yearsago. The exact time is unknown.

Archaebacteria: Often the extremists

There are three types of archae-bacteria that live mainly in extremehabitats where there is usually nofree oxygen available. You can seesome of these inhospitable places inFigure 18.8. One type of archaebac-terium lives in oxygen-free environ-ments and produces methane gas.These methane-producing archae-bacteria live in marshes, lake sedi-ments, and the digestive tracts ofsome mammals, such as cows. Theyalso are found at sewage disposalplants, where they play a role in thebreakdown of sewage.

A second type of archaebacteriumlives only in water with high concen-trations of salt, such as in Utah’sGreat Salt Lake and the Middle East’s

Imagine yourself going backthree-and-a-half billion years.You wander around the young

Earth and find yourself alone withthe first life on this planet. Dino-saurs? Saber-toothed tigers? No.You would be alone with what havebecome some of the most diverse forms of life on Earth—prokaryotes.

SECTION PREVIEW

ObjectivesCompare the types ofprokaryotes.Explain the characteris-tics and adaptations ofbacteria.Evaluate the economicimportance of bacteria.

Vocabularychemosynthesisbinary fissionconjugationobligate aerobeobligate anaerobeendosporetoxinnitrogen fixation

18.2 Archaebacteria andEubacteria

A hot spring (above) and the archaebacteriumThermoproteus tenax (inset)

Magnification:17 280�

500

Section 18.2

PrepareKey ConceptsThe classification, structure, sur-vival adaptations, and diversity ofbacteria are explained. Bacterialreproduction and the importanceof bacteria to people, otherorganisms, and the environmentare discussed.

Planning■ Purchase distilled water and

yogurt containing live bacter-ial cultures for the MicroscopeActivity.

■ Purchase pickles, yogurt, Swisscheese, soybeans, peanuts,milk, sour cream, and sauer-kraut or bring in their picturesfor the Quick Demo.

1 FocusBellringer Before presenting the lesson, display Section Focus Trans-parency 44 on the overhead pro-jector and have students answerthe accompanying questions.

P

ELL

LS

L1

P

LS

BIOLOGY: The Dynamics of Life SECTION FOCUS TRANSPARENCIES

Use with Chapter 18,Section 18.2

What role do bacteria play in the nitrogen cycle?

In what other ways do living things depend on bacteria?

11

22

Transparency Importance of Bacteria44 SECTION FOCUS

Cop

yrig

ht ©

Gle

ncoe

/McG

raw

-Hill

, a d

ivis

ion

of T

he M

cGra

w-H

ill C

ompa

nies

, Inc

.

CO2 O2

NitratesAnimal wastes

Bacterialdecomposers

Nitrogen-fixing bacteriain soil and root nodulesNitrogen

fixingbacteria

N2

N2

Ammonia

Cellulose GlucoseIntestinalbacteria

Cyanobacteria

P R O J E C TBacterial Microscopy

Visual-Spatial Show students howto prepare depression slides and use

the hanging drop (oil suspension) methodof microscopy. Ask students to use thesemethods to make slides of living Oscilla-toria and observe the cells. Have studentswrite and sketch their observations.

P

LSP

ELL

LS

L1

P

LS

Internet Address Book

Note Internet addresses that you find useful in the spacebelow for quick reference.

VIDEODISCThe Secret of LifeArchaebacteria

!7;5LF"

Resource ManagerResource ManagerSection Focus Transparency 44 and

Master

P

ELL

LS

L1

P

LS


A Typical Bacterial Cell

Bacteria are microscopic, prokaryotic cells. The greatmajority of bacteria are unicellular. A typical bacte-

rium would have some or all of the structures shown inthis diagram of a bacterial cell.

Critical Thinking Which structures of bacteria areinvolved in reproduction?

Magnification: 4275�INSIDESSTORTORYY

INSIDE

Flagellum Somebacteria havelong, whiplikeprotrusions calledflagella thatenable them tomove.

77

Pilus Some bacteria have pili—extensions of their plasma membranes. A hairlike pilushelps a bacterium stick to a surface. It is alsolike a bridge through or on which two bacte-ria can exchange DNA.

55

Plasma MembraneA plasma membranesurrounds the cell andregulates what entersand leaves the cell.

44

Chromosome A singleDNA molecule, arranged as a circular chromosomeand not enclosed in anucleus, contains most ofthe bacterium’s genes.

11

Plasmid A few genesare located in a smallcircular chromosomepiece called a plasmid.A bacterium may haveone or more plasmids.

66

Cell wall A cellwall surrounds theplasma membrane.It gives the cell itsshape, and preventsosmosis from burst-ing the cell.

22 Capsule Some bacteria have asticky gelatinous capsule around thecell wall. A bacterium with a capsuleis more likely to cause disease thana bacterium without a capsule.

33

Escherichia coli

503

IINSIDENSIDESSTORTORYY

INSIDE

PurposeStudents will learn about boththe structures and adaptations ofa generalized bacterium.

Teaching Strategies■ To demonstrate some condi-tions that inhibit bacterialgrowth, pour 100 mL of boiledbeef broth into each of four ster-ile beakers. Label the beakers 1,2, 3, and 4 and add respectivelyto each 1 tsp salt, 1 tsp sugar, 1tsp vinegar, and 1 tsp distilledwater. Have students observe andrecord the clarity and color of thebroth in each beaker initially andagain after three days. Explainthat bacterial growth clouds thebroth. Ask students to explainhow salt, sugar, and acid (vinegar)affected bacterial growth. Saltand acids inhibit growth; sugar aidsit.

Visual Learning■ Name the bacterial structures

shown in The Inside Story. Asyou name each structure, havea student summarize its func-tion. Repeat until all structureshave been discussed.

■ Challenge students to identifybacterial cell structures thatare shared and not shared byplant and/or animal cells.

Critical ThinkingStudents might say the chromo-some, pili, and maybe plasmids.

L1

P

LS

L1

P

LS

L1

P

LS

P

LS

Eubacteria: Photosynthetic autotrophs

A second type of eubacterium isthe photosynthetic autotroph. Theseeubacteria live in places with sunlightbecause they need light to make theorganic molecules that are their food.Cyanobacteria are photosyntheticautotrophs. They contain the pig-ment chlorophyll that traps the sun’senergy, which they then use in photo-synthesis. Most cyanobacteria, likethe Anabaena shown in Figure 18.9,are blue-green and some are red oryellow in color. Cyanobacteria com-monly live in ponds, streams, andmoist areas of land. They are com-posed of chains of independentcells—an exception to the unicellularform of most other bacteria.

Eubacteria: Chemosynthetic autotrophs

A third type of eubacterium is thechemosynthetic autotroph. Like pho-tosynthetic bacteria, these bacteriamake organic molecules that are theirfood. However, unlike the photosyn-thetic bacteria, the chemosynthetic

bacteria do not obtain the energy theyneed to make food from sunlight.Instead, they break down and releasethe energy of inorganic compoundscontaining sulfur and nitrogen in theprocess called chemosynthesis (keemoh SIHN thuh sus). Some chemosyn-thetic bacteria are very important to other organisms because they are ableto convert atmospheric nitrogen intothe nitrogen-containing compoundsthat plants need.

What Is a Bacterium?A bacterium consists of a very

small cell. Although tiny, a bacterialcell has all the structures necessary tocarry out its life functions.

The structure of bacteriaProkaryotic cells have ribosomes,

but their ribosomes are smaller thanthose of eukaryotes. They also havegenes that are located for the mostpart in a single circular chromosome,rather than in paired chromosomes.What structures can protect a bac-terium? Look at the Inside Story onthe next page to learn about otherstructures located in bacterial cells.

One structure that supports andprotects a bacterium is the cell wall.The cell wall protects the bacteriumby preventing it from bursting.Because most bacteria live in a hypo-tonic environment, one in whichthere is a higher concentration ofwater molecules outside than insidethe cell, water is always trying to entera bacterial cell. A bacterial cell re-mains intact, however, and does notburst open as long as its cell wall isintact. If the cell wall is damaged,water will enter the cell by osmosis,causing the cell to burst. Scientistsused a bacterium’s need for an intactcell wall to develop a weapon againstbacteria that cause disease.


Figure 18.9Cyanobacteria, suchas Anabaena, have ablue-green color.

OriginWORDWORD

cyanobacteriumFrom the Greekwords kyanos, mean-ing “blue,” and bakterion, meaning“small rod.” Thecyanobacteria areblue-green bacteria.


502

ActivityKinesthetic Thin yogurtcontaining live bacterial cul-

tures with distilled water. Havestudents make a wet mount of theyogurt, adding a drop of methyl-ene blue, and look for bacteria ontheir slides. The bacteria shouldbe visible under the high-power.Remind students to use carewhen handling a microscope andglass slides and to use special carenot to break the slide when view-ing it under the high-powerobjective. Caution students thatstains may be permanent on theirclothing. Have them rinse theirskin immediately if they spillstain on it.

P

LSP

ELL

LS

L1

P

LS

MMEETING EETING IINDIVIDUAL NDIVIDUAL NNEEDS EEDS MEETING INDIVIDUAL NEEDS

Learning DisabledInterpersonal Have pairs of studentsdesign flash cards that show a bacterial

structure on one side and its function on theother side. Later, students can make cardsthat show bacterial shape on one side andthe name of a bacterium with that shape on

the other. They can also make cards thatshow bacterial arrangements—clusters,chains, and pairs—to practice using the cor-rect prefixes. Students can use the cards tolearn the names of the bacteria studied inthis section.

P

COOP LEARN

LS

P

LSP

ELL

LS

L1

P

LS


Bacteria Making HeadlinesLinguistic Ask students to bring innewspaper and magazine articles

about bacterial illnesses and summarizethe articles in their journals.

P

LS

L2

P

LS

PortfolioPortfolio

Discovering PenicillinInterpersonal Ask groups to writea skit about penicillin, including

how penicillin was discovered and howmedicine changed after its discovery.They could also include the problem ofpenicillin-resistant bacteria. Have stu-dents place the script in their portfolios.

P

COOP LEARN

LS

PP

LS

P

LS

L3

P

LS


BioQuest: Biodiversity ParkDisc 3, 4


Basic Concepts Transparency27 and Master

P

ELL

LS

L2

P

LS Resource ManagerResource Manager

Reteaching Skills Trans-parency 28 and Master

P

ELL

LS

L1

P

LS

two chromosomes separate and moveto opposite ends of the cell. Then, apartition forms between the chromo-somes, as shown in Figure 18.12.This partition separates the cell intotwo similar cells. Because each newcell has either the original or the copyof the chromosome, the resulting cellsare genetically identical.

Bacterial reproduction can be rapid.In fact, under ideal conditions, some

bacteria can reproduce every 20 min-utes, producing enormous numbers ofbacteria quickly. If bacteria alwaysreproduced this fast, they would coverthe surface of Earth within a fewweeks. But, this doesn’t happen, be-cause bacteria don’t always have idealgrowing conditions. They run out ofnutrients and water, they poisonthemselves with their own wastes, andpredators eat them.


Figure 18.11Scrub, shampoo, andgargle as you will,you’ll remove only asmall fraction of thebacteria that live onand in you.

Figure 18.12This Escherichia colicell is starting todivide. The newlyforming partition isvisible in the centerof the cell.


These spherical, Gram-positiveStreptococcus mutans bacteriacause tooth decay.

AA


This rodlike, Gram-positive bac-terium, Clostridium botulinum,produces a poison that canresult in food poisoning.

BB


This spiral-shaped, Gram-negative Spirillum volutansbacterium has flagella.

CC


tube. Add growth medium, screw onthe test tube’s top, and shake well.

2. Place the tubes about 60 cm away froma light bulb and do not disturb.

3. Hypothesize where bacteria will grow.4. Examine the cultures daily for two

weeks. Red, rust, pink, and orange col-ors indicate photosynthetic bacteria.

Analysis1. In which tubes did you find photosyn-

thetic bacteria? from all to none

2. Was your hypothesis supported by yourdata? Speculate why or why not. Datawill vary. There are hundreds of photo-synthetic bacteria and only some mayhave been able to grow.

3. What caused the colors you saw in thetest tubes? photosynthetic pigments

Performance Have studentsexperiment to determine the best tem-perature for the growth of their isolatedbacteria. They must subculture everytwo weeks to maintain the culture. Usethe Performance Task Assessment Listfor Assessing a Whole Experiment andPlanning the Next Experiment inPASC, p. 33. L3

P

LS


505

In 1928, Sir Alexander Flemingaccidentally discovered penicillin, thefirst antibiotic used in humans. Hewas growing bacteria when an air-borne mold, Penicillium notatum,contaminated his culture plates. Henoticed that the mold, shown inFigure 18.10, secreted a substance—now known as the antibiotic peni-cillin—that killed the bacteria he wasgrowing. Later, biologists discoveredthat penicillin interferes with theability of some bacteria to make cellwalls. When such bacteria grow inpenicillin, holes develop in their cellwalls, water enters their cells, andthey rupture and die.

Identifying bacteriaYou may think of bacteria as all the

same, but scientists have developedways to distinguish among them. Forexample, one trait that helps catego-rize bacteria is how they react toGram stain. Gram staining is a tech-nique that distinguishes two groups

of bacteria because the stain reflects abasic difference in the composition ofbacterial cell walls. The cell walls ofall bacteria are made of interlinkedsugar and amino acid molecules thatdiffer in arrangement and thereforereact differently to Gram stain. Afterstaining, gram-positive bacteria arepurple and Gram-negative bacteriaare pink. Gram-positive bacteria areaffected by different antibiotics—substances that can destroy bacterialcells—than the antibiotics that affectGram-negative bacteria.

Not only do bacterial cell wallsreact differently to Gram stain, butthey also give bacteria differentshapes. Shape is another way to cate-gorize bacteria. The three most com-mon shapes are spheres, rods, andspirals, as shown in Figure 18.11. Inaddition to having one of theseshapes, bacterial cells often grow incharacteristic patterns that provideanother way of categorizing them.Diplo- is a prefix that refers to apaired arrangement of cell growth.The prefix staphylo- describes anarrangement of cells that resemblegrapes. Strepto- is a prefix that refersto an arrangement of chains of cells.

Reproduction by binary fissionBacteria cannot reproduce by

mitosis or meiosis because they haveno nucleus, and instead of pairs ofchromosomes, they have one circularchromosome and varying numbers ofsmaller circular pieces of DNA calledplasmids. Therefore, they have otherways to reproduce.

Bacteria reproduce asexually by aprocess known as binary fission. Toreproduce in this way, a bacteriumfirst copies its chromosome. Thenthe original chromosome and thecopy become attached to the cell’splasma membrane for a while. Thecell grows larger, and eventually the


Figure 18.10The mold known asPenicillium notatumproduces the antibi-otic penicillin.

Alternative LabPhotosynthetic Bacteria

PurposeStudents will isolate photosynthetic bacteriafrom a variety of soil samples.

P

LS

Safety Precautions Remind students to wear safety goggles, alab apron, and disposable latex gloves andto avoid skin, eye, and mouth contact withthe materials used in this activity. Cautionthem to handle glass tubes carefully and todispose of broken glass as you direct. Re-mind them not to handle electrical equip-ment with wet hands and to wash theirhands thoroughly after this activity.

Materials screw-top test tubes; liquid growthmedium composed of 445 mL distilledwater, 50 mL vinegar, 4 drops Schultz liquidplant food, 0.5 g Accent seasoning, andenough baking soda to bring the pH to 7.0(about 4.5 g); 60-watt incandescent lightbulbs; four soil samplesProcedureGive students the following directions.

1. Place 1 to 2 cm of each soil in a test504


Kinesthetic Obtain twosterile petri dishes with

agar. Label one dish “Soap.”Ask a student to lift the coverof the unlabeled dish, gentlytouch the agar, and recover thedish. After using soap to washhis or her hands, have the stu-dent do the same in the labeleddish. Leave both dishes upsidedown in a warm place and un-disturbed. After two to threedays, ask students to explainany differences they observe.

P

LSP

ELL

LS

L1

P

LS

Bacterial GrowthLinguistic Have studentsresearch how antiseptics,

sterilizing, canning, freezing,salting, smoking, and coolingcan reduce the growth of bac-teria. Assign students individualtopics and have them demon-strate their findings to theclass.

P

LS

L2

P

LSVIDEODISCThe Secret of LifeGram Staining

Bacteria Shapes

Biology: The Dynamics of LifeBinary Fission (Ch. 11)Disc 1, Side 2, 18 sec.

!7;DVD"

!7;D`E"Bacteria Shapes

!7;DjF"

!86Ä"


Video: Binary FissionDisc 3

Visual LearningFigure 18.12 Ask students whycell growth is needed for binaryfission. for chromosome duplicationand separation.

Performance Assessmentin the Biology Classroom, p. 29,Inhibiting Bacterial Growth. Havestudents carry out the activity todetermine how to inhibit bacterialgrowth. L2

P

LS


some bacteria probably adapted overtime to use oxygen for respiration.

Diversity of metabolismRecall that the breaking down food

to release its energy is called cellularrespiration. Modern bacteria havediverse types of respiration.

Many bacteria require oxygen forrespiration. These bacteria are calledobligate aerobes. Mycobacteriumtuberculosis, the organism that causesthe lung disease called tuberculosis, isan obligate aerobe. There are otherbacteria, called obligate anaerobes,that are killed by oxygen. Amongbacteria that are obligate anaerobes isthe bacterium Treponema pallidumthat causes syphilis, a sexually trans-mitted disease, and the bacteriumthat causes botulism, a type of foodpoisoning that you will learn moreabout soon. There are still other bac-teria that can live either with or with-out oxygen, releasing the energy infood aerobically by cellular respira-tion or anaerobically by fermentation.

A survival mechanismSome bacteria, when faced with

unfavorable environmental condi-tions, produce endospores, shown inFigure 18.14. An endospore is a

tiny structure that contains a bac-terium’s DNA and a small amount ofits cytoplasm, encased by a toughouter covering that resists drying out,temperature extremes, and harshchemicals. As an endospore, the bac-terium rests and does not reproduce.When environmental conditionsimprove, the endospore germinates,or produces a cell that begins to growand reproduce. Some endosporeshave germinated after thousands ofyears in the resting state.

Although endospores are useful tobacteria, they can cause problems forpeople. Endospores can survive atemperature of 100°C, which is theboiling point of water. To kill endo-spores, items must be sterilized—heated under high pressure in eithera pressure cooker or an autoclave.Under pressure, water will boil at ahigher temperature than its usual100°C, and this higher temperaturekills endospores.

Canned foods must be sterilizedand acidified. This is because theendopores of the bacterium calledClostridium botulinum easily get intofoods being canned. These bacteriabelong to the group clostridia—allobligate anaerobic bacteria that form endospores. If the endospores


Figure 18.14This TEM shows bacteria in three different stages of endospore production


507

Visual LearningFigure 18.14 Point out the yel-low bacterium in the middle ofthe photo that is in the earlystage of spore formation and stilllacks an endospore wall. Havestudents find the yellow bac-terium nearer the edge of thephoto that contains a matureendospore with a wall. Ask themto find the blue bacteriumbetween the two yellow ones thatis releasing its endospore. Askstudents why a thick wall is valu-able to the bacterium. It helps thebacterium resist dehydration, boil-ing, and many chemicals.

Revealing MisconceptionsStudents may think that steppingon a rusty nail causes tetanusbecause of the rust on the nail.But, the soil that the nail touchedis the source of the bacteriumthat causes tetanus.

Sexual reproductionIn addition to binary fission, some

bacteria have a form of sexual repro-duction called conjugation. Duringconjugation (kahn juh GAY shun), onebacterium transfers all or part of itschromosome to another cell throughor on a bridgelike structure called apilus (plural, pili) that connects thetwo cells. In Figure 18.13, you cansee how this genetic transfer occurs.Conjugation results in a bacteriumwith a new genetic composition. Thisbacterium can then undergo binaryfission, producing more cells with thesame genetic makeup.

Try the MiniLab on this page tosee some bacterial staining reactions,cell shapes, and patterns of growth.

Adaptations in BacteriaBased on fossil evidence, some sci-

entists propose that anaerobic bacte-ria were probably among the firstphotosynthetic organisms, producingnot only their own food but also oxy-gen. As the concentration of oxygenincreased in Earth’s atmosphere,


Bacteria Have Different Shapes Bacteria come in three shapes: spherical (coccus), rodlike (bacillus), and spiral shaped (spirillum). They may appear singly or in pairs, chains, or clusters. Each species has a typical shape and reaction to Gram stain.

Procedure! Obtain slides of bacteria from your teacher.@ Using low power, locate bacteria of one shape. Switch to

high power. Look for individual cells and observe theirshape. Observe also the size of the cells and their color.Then look for groups of bacterial cells to determine theirarrangement. CAUTION: Use caution when working witha microscope and microscope slides.

# Repeat step 2 for bacteria with the other shapes. Then,compare the sizes of the bacteria.

$ Draw a diagram of each type of bacteria.

Analysis1. How do the sizes of the three bacteria compare?2. Which of the bacteria were Gram negative?3. What adaptive advantage might there be for bacteria to

form groups of cells?

MiniLab 18-2MiniLab 18-2 Observing

Figure 18.13The E. coli at the bot-tom is attached to theother bacteria by pili,through or on whichgenetic material isbeing transferred.

Staphylococcus bacteria



506

PurposeStudents will examine three typi-cal shapes of bacteria.

Process Skillscompare and contrast, classify,observe and infer

Teaching Strategies■ Provide students with theirmicroscopes’ high-power field ofview diameter.■ Encourage students to identifybacterial arrangements.■ Caution students to work care-fully with microscopes, slides, andcoverslips especially when view-ing slides under a high-powerobjective.

Expected ResultsStudents will observe spherical,rod, and spiral-shaped bacteria.

Analysis1. The spherical bacteria were

smallest. The spirilla weremost likely largest.

2. the pink bacteria3. exchange information and

nuclear material.

Performance Give stu-dents a prepared slide of unfamil-iar bacteria. Ask them to identifythe bacteria’s shape and arrange-ment. Use the Performance TaskAssessment List for MakingObservations and Inferences inPASC, p. 17.

Visual LearningFigure 18.13 Ask students whyit is advantageous for bacteria totransfer genetic material. Thetransfer of genetic material allowsfor genetic recombination, leading tovariation in the species that permitssome members to survive conditionsthat others cannot.

L1

P

LS


P

LS

MiniLab 18-2MiniLab 18-2


GiftedIntrapersonal Ask students toresearch Gram positive and Gram

negative bacteria. Ask them to examineprepared slides of Gram-stained bacteriaand present their findings.

P

LS

L3

P

LS


Immunization HistoryLinguistic Have students obtain theirimmunization records and write in

their journals the dates of their most recentvaccinations, indicating if each vaccinationwas against a disease caused by bacteria or

viruses. Encourage students to find out forhow long the immunization is good. Provideresearch resources. Students who have reli-gious beliefs that prohibit immunization canwrite about the medically suggested immu-nization schedule.

P

LS

L2

P

LS

VIDEODISCThe Secret of LifeBacterial Endospore

!7;DtG"

Resource ManagerResource ManagerBioLab and MiniLab Worksheets,

p. 86 L2

P

LS


Laboratory Manual, pp. 129-132 L2

P

LS

need a booster shot periodically, orimmediately if you receive a puncturewound and are seriously injured.

The Importance of Bacteria

When you think about bacteria,your first thought may be disease.But disease-causing bacteria are fewcompared with the number of harm-less and beneficial bacteria on Earth.Bacteria help to fertilize fields, torecycle nutrients on Earth, and toproduce foods and medicines.

Nitrogen fixationMost of the nitrogen on Earth

exists in the form of nitrogen gas,N2, which makes up 80 percent ofthe atmosphere. All organisms neednitrogen because the element is acomponent of their proteins, DNA,RNA, and ATP. Yet few organisms,including most plants, can directlyuse nitrogen from the air.

Several species of bacteria haveenzymes that convert N2 into ammo-nia (NH3) in a process known asnitrogen fixation. Other bacteriathen convert the ammonia intonitrite (NO2

- ) and nitrate (NO3- ),

which plants can use. Bacteria are theonly organisms that can performthese chemical changes.

Some nitrogen-fixing bacteria livesymbiotically within the roots ofsome trees and legumes—plants suchas peas, peanuts, and soybeans—inswollen areas called nodules. You cansee some nodules in Figure 18.16.Farmers grow legume crops after theharvesting of crops such as corn,which depletes the soil of nitrogen.Not only do legumes replenish thesoil’s nitrogen supply, they are aneconomically useful crop.

Recycling of nutrientsYou learned that life could not

exist if decomposing bacteria did notbreak down the organic materials in

Figure 18.16Soybean plants haveswellings, called nod-ules, on their roots (a).The nodules (b) con-tain bacteria calledRhizobium (c) thatconvert nitrogen gasinto ammonia. In thissymbiotic association,the plant gains usablenitrogen, and the bac-teria gain food.

a

b


c

509

509

EnrichmentExplain that some bacteria pro-duce methane gas, which is the major component of naturalgas. On the chalkboard, sketchthe structural formula of methaneand write its molecular formula,CH4. Light a Bunsen burner toillustrate methane’s properties.Tell students that natural gascompanies add chemicals withodors that warn their customers of a fuel leak. Have studentsbrainstorm advantages resultingfrom utilizing bacteria that pro-duce methane. L3

P

LS

Can you get food poisoningfrom eating home-cannedfoods? Clostridium botu-linum is a bacterial speciesthat causes food poisoning.

AnalysisC. botulinum is an obli-

gate anaerobic soil bacterium, and it easily spreads onto plants. It forms endospores that are highly heat-resistant and germinate only in anaero-bic conditions. The bacteriumproduces a heat-resistant toxinthat can kill humans. Commercially canned foods are heatedto 121°C for a minimum of 20 minutes to ensure that allspores are killed.

Thinking Critically1. Hypothesize why you don’t get food poisoning if you eat

fresh vegetables that are contaminated with the endo-spores of C. botulinum.

2. Hypothesize how the endospores of C. botulinum get intohome-canned vegetables.

3. Hypothesize how C. botulinum endospores can surviveinadequate home-canning procedures.

4. Explain why endospores of C. botulinum germinate insidecanning jars.

Problem-Solving Lab 18-2Problem-Solving Lab 18-2 Hypothesizingof C. botulinum get into improperlysterilized canned food, they germi-nate. Bacteria grow in the anaerobicenvironment of the can and producea powerful and deadly poison, calleda toxin, as they grow. This deadlytoxin saturates the food and, if eaten,causes the disease called botulism.Although rare, botulism is often fatal,and it can be transmitted in manyways other than poorly canned food,as shown in Figure 18.15. Try theProblem-Solving Lab on this page tolearn more about C. botulinum.

Another clostridia, Clostridiumtetani, produces a powerful nervetoxin that causes the disease calledtetanus, which is often fatal. Becauseendospores of C. tetani exist almosteverywhere, they will often enter awound. Deep wounds and puncturewounds are hard to clean and providethe conditions needed for the growthof anaerobes. The endospores germi-nate in the wound, and the bacteriagrow and produce a toxin that theblood carries to nerve cells in thespinal cord. Fortunately, there is animmunization for tetanus. You prob-ably received this shot as a child. You


Figure 18.15CAUTION: When a foil-wrappedpotato is baked, any Clostridiumbotulinum spores on its skin can survive. If the potato is eaten imme-diately, the spores cannot germi-nate. However, if the still-wrappedpotato cools at room temperature,the spores can germinate in theanaerobic environment of the foil,and the bacteria will produce theirdeadly toxin.

508

PurposeStudents are asked to apply infor-mation about one type of foodpoisoning.

Process Skillsthink critically, analyze informa-tion, hypothesize

BackgroundEndospores of Clostridium botu-linum that are left undestroyedon a vegetable being canned cangerminate after the jar is sealed.The bacteria grow in the jar’sanaerobic conditions, producinga powerful endotoxin that canresult in respiratory failure ifingested by humans.

Teaching Strategies■ Have students review themeaning of the terms obligateanaerobe, endospore, anaerobicconditions, germinate, toxin.

Thinking Critically

1. Answers may vary. Endo-spores won’t germinate inoxygen.

2. Answers may vary. Spores insoil cling to the plant.

3. Answers may vary. A highenough temperature may nothave been reached duringcanning.

4. The jars contain no oxygen.

Knowledge Ask studentsto make a poster comparing thecharacteristics, problems, symp-toms and general nature of thediseases caused by Clostridiumtetani (tetanus) and Clostridiumbotulinum. Use the PerformanceTask Assessment List for Posterin PASC, p. 73. L2

P

LS


P

ELL

LS

L1

P

LS

P

LS

Problem-Solving Lab 18-2Problem-Solving Lab 18-2


English Language LearnersVisual-Spatial Give students a dia-gram of bacteria with different

shapes and arrangements. Include a key of the meanings of the word parts neededto name each bacterial type. Ask studentsto write the correct bacterial name beloweach drawing.

P

LSP

ELL

LS

L1

P

LS


Bring to class some foods thatrequire bacteria for processing.Include Swiss cheese, pickles,vinegar, sauerkraut, yogurt, andsour cream. Explain the impor-tance of bacteria to each food.P

LS

P R O J E C TBacteria of Decay

Kinesthetic Have students model alandfill in a jar containing moist soil.

Instruct them to bury carrot shavings, paper,aluminum foil, and a few other items thatare in landfills. Make sure they do not buryany animal products.

After two weeks, have them unearth theitems they buried and compare the way they

look with their pre-burial appearances. Askstudents to record their observations anduse them to discuss the importance of therecycling that bacteria do.

Have students wear a lab apron, dispos-able latex gloves, and safety goggles whenworking on this project. Remind them towash their hands thoroughly each time theywork with the model landfill.

P

LS

L2

P

LS

Bacteria cause diseaseAlthough only a few kinds of bacte-

ria cause diseases, those that dogreatly affect human lives. Bacteriacause about half of all human diseases,some of which you can see listed inTable 18.2. Disease-causing bacteriacan enter human bodies throughopenings, such as the mouth. Theyare carried in air, food, and water andsometimes invade humans throughskin wounds.

In the past, bacterial illnesses had agreater effect on human populationsthan they do now. As recently as1900, life expectancy in the United


Disease Transmission Symptoms Treatment

Strep throat Inhale or Fever, sore throat, Antibioticingest through swollen neck glandsmouth

Tuberculosis Inhale Fatigue, fever, night Antibioticsweats, cough, weight loss, chest pain

Tetanus Puncture Stiff jaw, muscle spasms, Open and clean wound, wound paralysis antibiotic; give antitoxin

Lyme disease Bite of Rash at site of bite, Antibioticinfected tick chills, body aches, joint

swelling

Dental Bacteria in Destruction of tooth Remove and fill the cavities (caries) mouth enamel, tooth ache destroyed area of tooth

Cholera Drinking Diarrhea, vomiting, Replace body fluids, contaminated dehydration antibioticswater

Table 18.2 Diseases caused by bacteria

Section AssessmentSection Assessment

Understanding Main Ideas1. Describe six parts of a typical bacterial cell. State

the function of each.2. What are endospores? How do they help bacte-

ria survive?3. Explain how penicillin affects a bacterial cell.4. Explain how bacteria avoid osmotic rupture.

Thinking Critically5. Some scientists have proposed that bacterialike

cells were probably among the earliest organisms

to live on Earth. Draw up a list of reasons whysuch a suggestion is feasible. Then explain eachreason on your list.

6. Making and Using Tables Construct a table comparing and contrasting archaebacteria andeubacteria. Include at least three ways they arealike and three ways they are different. For more help, refer to Organizing Information in the Skill Handbook.

SKILL REVIEWSKILL REVIEW

States was only 47 years. The mostdangerous diseases at that time werethe bacterial illnesses tuberculosisand pneumonia. In the last 100 years,human life expectancy has increasedto about 75 years. This increase isdue to many factors, including betterpublic health systems, improvedwater and sewage treatment, betternutrition, and better medical care.These improvements, along withantibiotics, have reduced the deathrates from bacterial diseases to lowlevels. However, this is starting tochange as you can read in the Biology& Society at the end of this chapter.

511

ExtensionLinguistic Ask a group ofstudents to write to the

Centers for Disease Control andPrevention in Atlanta, Georgia,to get recent copies of the “Mor-bidity and Mortality WeeklyReport” (MMWR). Have themsummarize the information aboutdiseases that are currently moni-tored in the United States andaround the world.

Portfolio Have studentsmake labeled diagrams of the bac-teria they have studied in thischapter. Ask them to include cap-tions that describe their adapta-tions.

4 CloseBrainstormingAsk students to summarize theimportance of bacteria, includingtheir diverse roles in the environ-ment, in causing diseases, and inindustry. L2

P

LS

PP

LS

L1

P

LS


L3

P

LS

Section AssessmentSection AssessmentSection Assessment1. Chromosome has genetic information;

plasma membrane regulates entry andexit; cell wall prevents osmotic ruptureand gives shape; capsule protects; flagellamove; pili help it adhere and conjugate.

2. Survival structure; endospores protectbacteria from dryness, chemicals, etc.

3. It interferes with the construction andrepair of bacterial cell walls.

4. Cell walls protect them.5. The oldest fossils are bacterialike. The

prokaryotic cell is not complex. Today,some bacteria live in extreme conditions.

6. Differences: plasma membrane and cellwall structure, tRNA and rRNA basesequences, reactions to antibiotics.Similarities: prokaryotes, unicellular, onecircular chromosome.

dead organisms and wastes, returningnutrients, both organic materials andinorganic materials, to the environ-ment. Autotrophic bacteria and alsoplants and algae, which are at thebottom of the food chains, use thenutrients in the food they make.

This food is passed from one het-erotroph to the next in food chainsand webs. In the process of makingfood, many autotrophs replenish thesupply of oxygen in the atmosphere.You can see from all this that otherlife depends on bacteria.

Food and medicinesSome foods that you eat—mellow

Swiss cheese, shown in Figure 18.17,

crispy pickles, tangy yogurt—wouldnot exist without bacteria. Duringrespiration, different bacteria pro-duce diverse products, many of whichhave distinctive flavors and aromas.As a result, specific bacteria are usedto make different foods, such as vine-gar, cheeses, and sauerkraut.

In addition to food, some bacteriaproduce important antibiotics thatdestroy other types of bacteria. Strep-tomycin, erythromycin, bacitracin,and neomycin are some of theseantibiotics. How do you know whichantibiotic you need when you aresick? The BioLab at the end of thischapter will help you learn how scien-tists have obtained such information.


Figure 18.17Bacteria not only give Swisscheese (a) its flavor but also itsholes as they produce carbondioxide that bubbles through thecheese (b). Useful bacteria aregrown in large industrial ferment-ing vats (c).

b

c

a

510

3 AssessCheck for UnderstandingHave students list the commoncharacteristics of the majorgroups of bacteria.

ReteachLinguistic Ask students tooutline this section of the

chapter using standard outlineformat. Beneath each of theiroutline heads, have students writea short summary of the section.L2

P

LS

L1

P

LS

Food PreparationKinesthetic Use bacteriato make yogurt, sauer-

kraut, or cheese as a class pro-ject. Recipes can be found incookbooks or on the Internet.

P

LSP

ELL

LS

L1

P

LS

Cultural DiversityMedicine in Latin AmericaBacteriology is an important field of study inLatin America thanks in part to work con-ducted at Brazil’s Institute of ExperimentalPathology founded in 1902. Tell studentsabout some twentieth century findings fromthese laboratories, including, in 1909, both

Carlos Chagas’s identification of the patho-gen called trypanosomiasis that causes Cha-gas’s disease (American sleeping sickness)and Alberto Barton’s solution to Carrion’sdisease. Also discuss the work of Cuban sci-entist Carlos Finlay, a major contributor tothe etiology and pathology of yellow fever.

The BioLab at theend of the chaptercan be used at thispoint in the lesson.

YOUR OWNDESIGN

YOUR OWNDESIGN


Critical Thinking/ProblemSolving, p. 18 L3

P

LS


Reinforcement and StudyGuide, pp. 81-82

Content Mastery, pp. 89,91-92 L1

P

LS

L2

P

LS

Going FurtherGoing Further

Application Use a similar procedure to test the effectiveness of four commercialantibacterial soaps. Prepare your disks bysoaking them in the different soap solutions.

To find out more aboutantibiotics, visit the

Glencoe Science Web Site.www.glencoe.com/sec/science

PLAN THE EXPERIMENTPLAN THE EXPERIMENT

1. Examine the materials providedby your teacher, and study thephotos in this lab. As a group,make a list of ways you mightinvestigate your hypothesis.

2. Agree on one way that yourgroup could investigate yourhypothesis. Design an experi-ment in which you can collectquantitative data.

3. Make a list of numbered direc-tions. In your list, include theamounts of each material youwill need. If possible, use nomore than one Petri dish foreach person.

4. Design and construct a tablefor recording data. To do this,carefully consider what datayou need to record and howyou will measure the data. Forexample, how will you measurewhat happens around the anti-biotic disks as the antibioticdiffuses into the agar?

1. Measuring in SI How did youmeasure the zones of inhibition?Why did you do it this way?

2. Drawing Conclusions Supposeyou were a physician treating apatient infected with these bacte-ria. Which antibiotic would youuse? Why?

3. Analyzing the Procedure Whatlimitations does this techniquehave? If these bacteria were infect-ing a person, what other testsmight increase your confidenceabout treating the person with

ANALYZE AND CONCLUDEANALYZE AND CONCLUDE


Check the PlanDiscuss the following points

with other group members todecide on your final procedure.1. How will you set up your

Petri dishes? How manyantibiotics can you test onone Petri dish? How willyou measure the effective-ness of each antibiotic?What will be your control?

2. Will you add the bacteria orthe antibiotic disks first?

3. What will you do to preventother bacteria from contami-nating the Petri dishes?

4. How often will you observe thePetri dishes?

5. Make sure your teacher hasapproved your experimentalplan before you proceed.

6. Carry out your experiment.CAUTION: Wash your handswith soap and water afterhandling dishes of bacteria.

the antibiotic that appears mosteffective against these bacteria?

YOUR OWNDESIGN

YOUR OWNDESIGN

1. Most students will measurethe diameter of the zone ofinhibition and use the valueas a basis of comparison.

2. Use the one with the largestzone of inhibition, which bestinhibits bacterial growth.

3. The antibiotic may work inan agar culture, but not inhuman tissue. A doctor mightalso do blood tests to exam-ine the kinds of white bloodcells present, or look for thebacteria themselves.

Portfolio Ask students towrite a paragraph about the fol-lowing event: A man arrives at hisdoctor’s office with a bacterialinfection in a cut. The doctor canprescribe one of ten antibiotics.How can she learn which antibi-otic will work best for thepatient? Use the PerformanceTask Assessment List for Writingin Science in PASC, p. 87. L2

P

LS


ANALYZE AND CONCLUDEANALYZE AND CONCLUDE

513

antibiotic disks in each of three quadrantsand a plain sterile disk in the fourth.

■ After incubating the dish for two days,students can measure the diameter of theclear areas that surround the disks.

Data and ObservationsAll antibiotic disks should show some inhi-bition. Results will vary depending on theantibiotic disks used. The untreated disksshould show no zone of inhibition.

Going FurtherGoing Further

Students can use liquid soaps ora solution of distilled water andshavings of bar soap. They mayneed to vary the concentrationsof the soap solutions.

How sensitive are bacteriato antibiotics?

Doctors must know which antibiotic kills each disease-causing bac-terium. You can use a test similar to the one in this BioLab to pro-

vide this information. You will use sterile, agar-containing Petri dishesand sterile, antibiotic disks. When you place a disk on the agar, the antibi-otic diffuses into the agar. A clear ring that develops around a disk—azone of inhibition—is where the antibiotic killed sensitive bacteria.

YOUR OWNDESIGN

YOUR OWNDESIGN

ProblemHow can you determine which

antibiotic most effectively kills spe-cific bacteria?

HypothesesDecide on one hypothesis that you

will test. Your hypothesis might bethat the antibiotic with the widestzone of inhibition most effectivelykills bacteria.

ObjectivesIn this BioLab, you will:■ Compare how effectively different

antibiotics kill specific bacteria.■ Determine the most effective antibi-

otic to treat an infection that thesebacteria might cause.

Possible Materialscultures of bacteriasterile nutrient agar Petri dishesantibiotic diskssterile disks of blank filter papermarking penlong-handled cotton swabsforceps37°C incubatormetric ruler

Safety PrecautionsAlways wear goggles in the lab.

Although the bacteria you will workwith are not disease-causing, do notspill them. Wash your hands withsoap immediately after handling anybacterial culture. Carefully cleanyour work area after you finish.Follow your teacher’s instructionsabout disposal of your swabs, cul-tures, and Petri dishes.

Skill HandbookUse the Skill Hand-

book if you needadditional help withthis lab.

PREPARATIONPREPARATION

YOUR OWNDESIGN

YOUR OWNDESIGN

512

Time Allotment Initial session: one class period;followup session: 15 minutes, 48hours after lab is begun.

Process Skillscompare and contrast, observeand infer, recognize cause andeffect, form a hypothesis, inter-pret data

Safety PrecautionsHave students wear a lab apron,safety goggles, and disposablelatex gloves during this lab.Students should wash their handswith soap after handling bacterialcultures. When students com-plete the lab, they should cleantheir work areas with disinfec-tant. Used swabs and petri dishesshould be disposed of after auto-claving or by incineration.

If students are transferringbacteria from an agar culture,they should use sterile technique.Remind them that even thoughE. Coli is not pathogenic undernormal conditions, it is wise totreat cultures with caution.

■ Arrange for delivery of theculture of E. coli and the petridishes shortly before the stu-dents will do the lab.

■ Purchase discs that containantibiotics with which studentsare likely to be familiar.

Possible HypothesesIf antibiotic disks are in a bacter-ial culture, no bacteria will grow.If no antibiotic disks are present,bacterial growth will be great.

PREPARATIONPREPARATION

P

LS

PLAN THE EXPERIMENTPLAN THE EXPERIMENT

Teaching Strategies■ Show students a petri dish that you inoc-ulated with E. coli and then incubated twodays before they begin this lab.■ Teach students sterile technique. Havethem practice with a sterile loop on plainagar before working with live cultures. Aloop and solid cultures are harder to usethan a cotton swab and a liquid culture.

■ Have students hold the dish to the lightto examine the clear zones of inhibition.■ Explain that the E. coli that is a common,harmless intestinal dweller can cause diseasein other body areas.

Possible Procedures■ Students will likely divide the dish in-

to four quadrants and place different


BioLab and MiniLab Work-sheets, pp. 87-88 L2

P

LS


Chapter 18 AssessmentChapter 18 Assessment

SUMMARYSUMMARY

Section 18.1

Section 18.2

Main Ideas■ Viruses are nonliving particles that have a nucleic

acid core and a protein-containing capsid.■ To replicate, a virus must first recognize a host

cell, then attach to it, and finally enter the hostcell and take over its metabolism.

■ During a lytic cycle, a virus replicates and killsthe host cell. In a lysogenic cycle, a virus’s DNAis integrated into a chromosome of the host cell,but the host cell does not die.

■ Retroviruses contain RNA. Reverse transcriptaseis an enzyme that helps convert viral RNA toDNA, which is then integrated into the hostcell’s chromosome.

■ Viruses probably originated from their host cells.

Vocabularybacteriophage (p. 490)capsid (p. 490)host cell (p. 489)lysogenic cycle (p. 493)lytic cycle (p. 493)provirus (p. 493)retrovirus (p. 495)reverse transcriptase

(p. 495)virus (p. 489)

Viruses

Main Ideas■ There are two kingdoms of prokaryotes: archae-

bacteria and eubacteria. Archaebacteria inhabitextreme environments. Eubacteria live almosteverywhere else. They probably arose separatelyfrom a common ancestor billions of years ago.

■ Some bacteria are heterotrophs, some are pho-tosynthetic autotrophs, and others are chemo-synthetic autotrophs. Some bacteria are obligateaerobes, some obligate anaerobes, and some areboth aerobes and anaerobes.

■ Bacteria usually reproduce by binary fission.Some have a type of sexual reproduction calledconjugation. Some bacteria form endosporesthat enable them to survive when conditions are unfavorable.

■ Bacteria fix nitrogen, recycle nutrients, and helpmake food products and medicines. Some bacte-ria cause diseases.

Vocabularybinary fission (p. 504)chemosynthesis (p. 502)conjugation (p. 506)endospore (p. 507)nitrogen fixation (p. 509)obligate aerobe (p. 507)obligate anaerobe

(p. 507)toxin (p. 508)

CHAPTER 18 ASSESSMENT 515

1. A ________ is never a part of a virus.a. nucleic acid c. viral envelopeb. protein coat d. cell wall

UNDERSTANDING MAIN IDEASUNDERSTANDING MAIN IDEAS 2. The cell walls of bacteria ________.a. control what enters and leaves the cellb. prevent osmotic rupturec. are involved in penicillin synthesisd. are involved in protein synthesis

Archaebacteriaand Eubacteria

515

Main IdeasSummary statements can be used bystudents to review the major con-cepts of the chapter.

Using the VocabularyTo reinforce chapter vocabulary, usethe Content Mastery Booklet andthe activities in the Interactive Tutorfor Biology: The Dynamics of Life onthe Glencoe Science Web Site.www.glencoe.com/sec/science

1. d2. b

UNDERSTANDING MAIN IDEASUNDERSTANDING MAIN IDEAS


All ChapterAssessment

questions and answers have beenvalidated for accuracy and suitabil-ity by The Princeton Review.


Chapter Assessment, pp. 103-108MindJogger VideoquizzesComputer Test BankBDOL Interactive CD-ROM, Chapter 18

quiz

Antibiotics have prevented millions of deaths from bacterial diseases in the past. Today,

however, antibiotics do not always cure diseasebecause many disease-causing bacteria have de-veloped resistance to many antibiotics.

Different ViewpointsDuring the past 50 years, antibiotics have

been used for preventive medical reasons and inagriculture. With the development of resistantbacteria, these uses are being reassessed.

How Much Is Too Much? Because antibioticshave worked well and had few side effects, somephysicians prescribe them for preventive reasons.For example, physicians may prescribe antibioticsbefore surgery to prevent the chance of infectionfrom bacteria during the surgery. In addition,some physicians prescribe antibiotics for patientswith viral infections because a viral infectionmakes a body vulnerable to a bacterial infection.

Because antibiotics hasten the growth of heal-thy cattle, chickens, and other domestic animals,many animal feeds contain small amounts of anti-biotics. Similarly, antibiotics are used to coatfruit and other agricultural products. These anti-biotics may produce resistant bacteria, whichpass to people when they eat the food.

A Public Health Crisis? More than 100 antibi-otics are available, and many bacteria that theyonce killed are now resistant to one or more ofthem. Tuberculosis, for example, is a deadly,highly contagious disease that a combination ofantibiotics usually treats effectively. But strains ofresistant tuberculosis bacteria have appeared, andthe number of deaths from the disease are begin-ning to increase.

Staphylococcus aureus and Enterococcus faecalisare common bacteria. S. aureus causes serious

infections in hospital patients and is beginning toshow resistance to the last antibiotic effectiveagainst it—vancomycin. The body’s immune sys-tem usually controls E. faecalis. But in patientswith weakened immune systems, this bacteriumcauses life-threatening illness. Like S. aureus, it isresistant to most antibiotics. Bacteria often passtraits among species, and health workers fear thatS. aureus could pass its vancomycin resistance toE. faecalis.

Super Bugs Defy DrugsYou have strep throat—a bacterial infection. After taking an antibioticfor six days, you feel fine, so you stop taking it. A few weeks later, youhave strep throat again. Your doctor prescribes the same antibiotic. Butthis time the sore throat doesn’t go away. You have to take a differentantibiotic to get rid of the infection.

Thinking Critically Antibacterial products—from soaps and lotions to kitchen cutting boardsand sponges—cram market shelves. Is it a goodidea to rely on them to keep kitchens and bath-rooms free of harmful bacteria? Why or why not?

To find out more about bacteriathat are antibiotic-resistant, visit

the Glencoe Science Web Site.www.glencoe.com/sec/science

INVESTIGATING THE ISSUEINVESTIGATING THE ISSUE

Antibiotics


514

PurposeStudents learn why drug-resistantbacteria develop and how thisthreatens public health.

BackgroundLow levels of antibiotics in theenvironment promote naturalselection for resistant bacteria.Without antibiotics, larger popu-lations of nonresistant bacteriathrive because they usually out-compete resistant strains. There-fore, the presence of nonresistantbacteria might help slow thedevelopment of drug resistance.

Teaching Strategies■ Remind students that commonantibiotics include penicillin,ampicillin, and tetracycline.■ Explain that patients who takefewer than the prescribed num-ber of daily pills maintain lowdrug levels in their bodies thatkill nonresistant cells.■ Tell students that some bacte-ria produce substances called bacteriocins that are toxic toclosely related bacteria. Some-times bacteriocins can replaceantibiotics to control bacteriathat can cause food poisoning.■ Explain that responsible usecan prolong the effectiveness ofcurrent antibiotics while newones are being tested.

Investigating the IssueTheir use maintains a low level ofantibacterial agent and may pro-mote the natural selection ofresistant bacteria.

P

LS

Going FurtherGoing FurtherGoing Further

Encourage students to explore recentdevelopments in the use of bacteriocinsto battle food-borne bacteria, the searchfor new antibiotics, and the occurrence ofdrug-resistant strains of disease.

VIDEOTAPEMindJogger Videoquizzes

Chapter 18: Viruses and BacteriaHave students work in groups as they playthe videoquiz game to review key chapterconcepts.




CHAPTER 18 ASSESSMENT 517

25. Applying Concepts Although bacteria growon nutrient agar in a laboratory, viruses willnot grow on agar. What kind of substancewould you need to grow viruses in the labo-ratory? Explain your answer.

26. Observing and Inferring If you were offeredthe choice of either a million dollars or a sumof money equal to a penny that doubles everyday for 64 days in a row, which would youchoose? Relate your choice to the growthrate of bacteria cells.

27. Interpreting ScientificIllustrations Bacteriafrom an infected personwere tested for their sensitivity to threeantibiotics. The results of the test are shown in the petri dish at right. If youwere the patient’s physician, which antibioticwould you prescribe and why?

28. Concept Mapping Complete the conceptmap by using the following vocabulary terms:host cells, viruses, lysogenic cycle, bacterio-phages, lytic cycle.

THINKING CRITICALLYTHINKING CRITICALLY ASSESSING KNOWLEDGE & SKILLSASSESSING KNOWLEDGE & SKILLS

One milliliter of E. coli culture was added toeach of three Petri dishes (A, B, and C). Thedishes were incubated for 36 hours, and thenthe number of bacterial colonies on eachwere counted.

Interpreting data Study the table andanswer the following questions.1. Which of the above dishes demonstrate

that carbohydrates are necessary for thegrowth of E. coli?a. Dish I aloneb. Dishes I and IIc. Dishes I and IIId. Dish III

2. Which of the above dishes demonstratethat vitamins enhance the growth of E. coli?a. Dishes I and IIb. Dishes II and IIIc. Dishes I and IIId. None of the dishes

3. Which of the following is a variable inthis experiment?a. E. colib. agarc. carbohydratesd. number of colonies

4. Making a Graph Construct a bar graphfrom the data in the above table.

Petri dish number Medium

Coloniesper dish

I

II

III

Table 18.3 Growth of various conditions

underE. coli

Agar andcarbohydrates

Agar, carbohydrates,and vitamins

Agar and vitamins

35

250

0

Control 1

2 3

such as

1.

2.

to reproduce at once in a

to reproduce eventually in a

4. 5.

3.

use

For additional review, use the assessmentoptions for this chapter found on the Biology: TheDynamics of Life Interactive CD-ROM and on theGlencoe Science Web Site.www.glencoe.com/sec/science

CD-ROM

517

25. Cell cultures because virusesneed to grow and reproduceinside living cells.

26. The penny would yield morethan $1 million in 64 days.Bacteria increase at an expo-nential rate.

27. Antibiotic 3; it shows the largestzone of inhibition.

28. 1. Viruses; 2. Bacteriophages; 3.Host cells; 4. Lytic cycle; 5.Lysogenic cycle

THINKING CRITICALLYTHINKING CRITICALLY


1. c2. a3. c4. Student bar graphs should

match the data in thetable.


3. Which of the following is NOT a commonbacterial shape?a. b. c. d.

4. What characteristic do viruses share with allliving organisms?a. respiration c. replicationb. metabolism d. movement

5. During a lytic cycle, after a virus enters thecell, the virus ________.a. forms a provirus c. diesb. replicates d. becomes inactive

6. Prokaryotic cells have ________.a. organelles c. mitochondriab. a nucleus d. a cell wall

7. In ________, bacteria convert gaseous nitro-gen into ammonia, nitrates, and nitrites.a. nitrogen fixation c. conjugationb. binary fission d. attachment

8. Bacteria that require ________ for respirationare called ________.a. food—obligate saprophytesb. hydrogen—archaebacteriac. oxygen—obligate anaerobesd. oxygen—obligate aerobes

9. Some bacteria, when faced with unfavorableenvironmental conditions, produce structurescalled ________.a. pili c. toxinsb. capsules d. endospores

10. Which of the following would be most likelyto live in Utah’s Great Salt Lake?a. Archaebacteria c. Eubacteriab. staphylococci d. viruses

11. The nucleic acid core of a virus contains________or ________.

12. Viruses are species specific so that the T4bacteriophage can infect only organismsknown as ________.

13. In the ________ cycle, viruses use the cell’senergy and raw materials to copy themselves,then burst from the cell.

14. ________ are the prokaryotes that have genesmost similar to those of eukaryotes.

15. ________ is a prefix that describes the pattern of growth of the bacteria shown here.

16. ________ results in two bacteria, each geneti-cally identical to the original.

17. The World Health Organization has success-fully eradicated the disease ________ from theworld’s population.

18. Penicillin kills bacteria by interfering withthe enzymes that link the sugar chains in the________.

19. All viruses contain a coat of _______ and coreof ________.

20. Some bacteria have a form of sexual repro-duction called ________.

21. Why are bacteria essential to life?22. Discuss two ways that prokaryotic cells differ

from eukaryotic cells.23. Discuss three factors that limit bacterial

growth. 24. Scientists cannot grow about 99 percent

of all bacteria in the laboratory. How mightthis inability interfere with understandingbacteria?

APPLYING MAIN IDEASAPPLYING MAIN IDEAS

516 CHAPTER 18 ASSESSMENT

TEST–TAKING TIPTEST–TAKING TIP

InvestigateAsk what kinds of questions to expect on the test.Ask for practice tests so that you can become fa-miliar with the test-taking materials.

516

3. c4. c5. b6. d7. a8. d9. d

10. a11. RNA, DNA12. Escherichia coli13. lytic14. Archaebacteria15. staphylo-16. binary fission17. smallpox18. cell wall19. protein, nucleic acid20. conjugation

21. Bacteria recycle nutrients for liv-ing things.

22. Prokaryotic cells do not havemembrane-bound organellesand have one circular chromo-some. Eukaryotic cells havemembrane-bound organellesand linear chromosomes.

23. Bacteria may run out of nutri-ents, be eaten by predators, ordehydrate.

24. Scientists cannot study them orconduct experiments to dis-cover their characteristics andrequirements.

APPLYING MAIN IDEASAPPLYING MAIN IDEAS



Documents

Unit 6Unit 6 Unit 6 Viruses, Advance Planning...Viruses, Bacteria, Protists, and Fungi BIOIODIGESTIGEST Unit Projects Unit Projects Unit 6Unit 6 486 Viruses, Bacteria, Protists, and