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Solution Manual For Microbiology Principles and Explorations 9th Edition Black 1118743164 9781118743164
Solution Manual For Microbiology Principles and Explorations 9th Edition Black 1118743164 9781118743164
Solution Manual:
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explorations-9th-edition-black-1118743164-9781118743164/
CHAPTER 2
FUNDAMENTALS OF CHEMISTRY
Chapter Overview
Chemistry has never been a very popular subject among beginning students of microbiology.
It is often initially difficult for students to understand that knowledge of basic, organic and biological
chemistry is fundamental to a functional understanding of the many structures that bacteria possess.
It is important for students to understand that that everything is made up of chemicals and that life
relies on chemical reactions. After all, cells are really just big bags of chemicals and the processes
that occur in cells involve chemical reactions. Without knowledge of chemistry, the basis for the
Gram stain, the role of the bacterial cell membrane, the action of antibiotics, the mechanisms of
fermentation, and countless other processes could not be understood.
This chapter begins with an attempt to instill in the student a need and desire to seek out
this basic chemical knowledge. A foundation is provided by presenting the structure of the atom
and discussing the important features of chemical bonding and reactions. Because water is one of
the fundamental molecules in living systems, a thorough analysis of this marvelous substance is
provided along with important terms and concepts that will help the student relate to mechanisms
such as active transport and osmosis that will be covered later in the textbook.
The last part of the chapter is devoted to a presentation of the complex molecules of
organisms: carbohydrates, lipids, proteins, and nucleotides. Numerous examples are provided to help
the student see how these molecules relate to living systems, especially to bacteria.
Considering that some students may have had prior experience with the concepts of
chemistry, this chapter may be omitted. However, it can be used as an excellent reference chapter for
students with previous preparation.
Chapter Objectives
Explain why knowledge of basic chemistry is necessary to understand microbiology.
Define the terms atom, element, molecule, and compound; list the most common elements (and
their symbols) found in living organisms.
Describe the structure of an atom, noting especially the characteristics of protons, neutrons,
and electrons; explain the formation and structure of ions and isotopes.
Provide several distinguishing characteristics for ionic, covalent, and hydrogen bonds, and show
how they are involved in holding atoms together.
List and describe the characteristics of chemical reactions.
List and describe at least four properties of water that are important to its function in living
systems.
Describe the properties of solutions and colloidal dispersions that are important to their
function in living systems.
Define the terms acid, base, and pH; explain how these terms are used in relationship to living
systems.
Define organic chemistry and identify the four major functional groups of organic molecules.
2-1
Describe the general structure and chemical properties of carbohydrates, and explain the role
of carbohydrates in living systems.
List and describe the characteristics of the three main types of carbohydrates, and provide two
examples of each.
Describe the general structure and chemical properties of simple lipids, compound lipids, and
steroids, and explain the role of each in living systems.
Describe the general structure and chemical properties of amino acids, and note how amino
acids form into proteins.
Describe the four levels of structure found in proteins; contrast structural proteins and enzymes.
Describe the general structure and chemical properties of nucleotides, and explain the role of
nucleotides in living systems.
Contrast the characteristics, chemistry, and roles of the two nucleic acids, DNA and RNA.
Teaching Tips
Ball-and-stick models of various molecules such as carbon dioxide and water can be used
to illustrate spatial relationships.
Make solutions in water to demonstrate exergonic (10M sodium hydroxide, for example)
and endergonic (10% ammonium persulfate, for example) reactions.
Obtain a conductivity-of-solutions apparatus to test the electrical properties of liquids. Immerse
the electrodes in various solutions to illustrate electrolytes and current flow.
To illustrate the various organic molecules and their properties, bring examples of food that
consist primarily of specific sugars, proteins, lipids, and so forth.
Video: Functional Chemistry in Living Cells (60 min, C, VHS). Overall review of fundamental
concepts of cell biochemistry. (LO77 1139VH, PLP)
Use a heavy piece of rope to illustrate the various levels of protein organization. By twisting and
coiling the rope, all three levels of protein structure can be demonstrated
In-Class Activity
Activity – Protein structure
Time: Approximately 10-20 minutes
Materials: Bring in various lengths of a heavy piece of rope.
Procedures: Have the students twist and coil the rope, using it to
demonstrate the different levels of protein structure. Alternatively, have
students link paper clips together simulating the formation of peptide
bonds between amino acids. Then have the students twist and coil the
chain so that it takes on different forms in secondary and tertiary
structure. Make sure that the students understand what types of bonds
are being used to hold together the different structures. Student
instructions: Using the materials provided (either rope or paper clips),
manipulate the materials in such a way as to demonstrate the different
protein structures. Explain what kinds of bonds are important in the
different levels of protein structure as you form them.
2-2
Specific suggestions: When talking about protein structure, be sure to
focus on the bonds that are important in each structure (primary is due
to peptide bonds, a form of covalent bond, secondary is due to
hydrogen bonds between amino acids that are not directly connected
to each other, tertiary is typically due to hydrophobic interactions –
hydrophobic residues on the inside and hydrophilic residues on the
outside with some disulphide covalent bonds holding it together, and
quaternary due to hydrogen bonding and shape). After the structures
have been formed, you can then emphasize that temperature is really a
measure of the movement of molecules, and that when you increase
temperature you increase movement, which can disrupt the weaker
bonding (hydrogen bonds and hydrophobic interactions) thus causing
denaturation. It would also be important to emphasize that shape
defines function in proteins which will be examined later with
examples of enzymes and substrates, virus proteins and receptors, and
even antibodies and antigens.
Objectives: Giving the students a clear understanding of how
important chemicals are to life and how shapes of molecules can
define their function.
Using Technology in Your Microbiology Classroom
1. Animations – textbook website
A. The formation of ions. This textbook animation is used to enhance
Figure 2.2 in the text.
B. Covalent bonds are formed by sharing electrons. This textbook
animation is used to enhance Figure 2.3 in the text.
C. Polar compounds and hydrogen bonding. This textbook animation
is used to enhance Figure 2.4 in the text.
D. Polarity and water molecules. This textbook animation is used to
enhance Figure 2.5 in the text.
E. The pH values of some common substances. This textbook
animation is used to enhance Figure 2.7 in the text.
2. Animations – online
A. Hydrogen bonds and water from Northland College website.
http://programs.northlandcollege.edu/biology/Biology1111/animat
ions/hydrogenbonds.html
B. Chemical bond animations covering ionic, covalent and
hydrogen bonds. http://www2.nl.edu/jste/bonds.htm
C. Amino acid and peptide bond animation by John
Kryk. http://www.johnkyrk.com/aminoacid.html
D. Carbohydrates by Barbara Liang at the wisc-online site.
http://www.wisc-online.com/objects/index_tj.asp?objID=AP13104
E. Lipids by Barbara Liang at the wisc-online site. http://www.wisc-
online.com/objects/index_tj.asp?objID=AP13204
2-3
F. John Kryk’s website on amino acids and proteins
http://www.johnkyrk.com/aminoacid.html
Web Destinations
http://www.biology.arizona.edu/biochemistry/tutorials/chemistry/main.html
Chemistry tutorial
http://biop.ox.ac.uk/www/mol_of_life/index_b.html
Web site about proteins
http://biop.ox.ac.uk/www/mol_of_life/index_a.html
Web site about DNA
http://www.chem1.com/acad/webtext/chembond/
All about chemical bonding from Simon Fraser University
Discussion Topics
How can electrons absorb energy and then give it off in chemical reactions?
If both starch and cellulose contain the monosaccharide glucose, why can't most
animals, including humans, digest cellulose?
Track It Down
A number of vitamins are required to form the dinucleotides, NAD and FAD, which are then
used as coenzymes in cellular metabolism. What vitamins are they? Are there any other vitamins
that play a similar role, and how do they chemically form these dinucleotide molecules?
How can DNA be used in fingerprinting criminals?
Chapter Outline
I. Why Study Chemistry?
II. Chemical Building Blocks and Chemical Bonds
A. Chemical building blocks
1. Atoms and elements
2. Atomic formulas
3. Molecules
4. Compounds
B. Structure of atoms
1. Atomic particles
a. Protons
b. Neutrons
2-4
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McCoy, Columbus W., 33
Mallett, Dr. William P., 22
Marshall, Dr. Matthias M., 19, 35;
nominated assistant bishop, 48
Maryland, 9, 12
Mecklenburg County, missions in, 42
Meredith, Rev. Reuben, 79
Methodist Church Conference, 83
Missionary bishops for Negro work, 101-102
Mitchell, Elizabeth Lansdale,
marries Bishop Cheshire, 69;
death of, 123
Mitchell, Rev. Walter A., 69
Mitchell County, 57-58
Monreath, summer home of the Bishop's father, 5, 12
Monroe, N. C., Cheshire organizes church in, 32
Mooresville, N. C., 33
Murdoch, Dr. Francis J., Cheshire's estimate of, 47;
nominated assistant bishop, 48;
nominates Cheshire, 48;
on Cheshire's election as bishop, 51
Murray, Bishop John Gardner, estimate of Cheshire, 107
Music in the church, Cheshire on, 73
N
Negro, religion of the, 106
Newsome, A. R., estimate of Cheshire as an historian, 98
Niles, Professor William W., 9
Nonnulla, vii, 79;
discussion of, 97
O
Orkneys, Cheshire visits, 68
Osborne, Rev. Edwin A.,
takes work at Monroe and Long Creek, 32, 34;
founds Thompson Orphanage, 42
Outlook, 95
P
Palmer, Professor George H., 94
Pamlico Banking and Insurance Company, 15, 19
Pan-Anglican Congress, 109-111
Parker, Elizabeth Toole, 4
Parker, Mary Toole, 4
Parker, Theophilus, 4
Pastoral Letter, by Cheshire, 72-73
Penick, Bishop Edwin A., elected bishop coadjutor, 119;
proposes gift for Cheshire, 121, 122
Perry, Bishop James DeWolf, tribute to Cheshire, 125
Phi Kappa, Cheshire's fraternity, 11
Pittsboro, N. C., 19
Polk County, 57
Portrait of the Bishop, 108
Presbyterian Synod, 83
Pynchon, Professor at Trinity, 10
Q
Quaker settlements in North Carolina, 89
Quin, Rev. Charles C., 30-32
Quintard, Bishop Charles T., 53
R
Racial episcopate, 103
Ravenscroft, Bishop John Stark, 47;
sketch of by Cheshire, 94
Ravenscroft, Raleigh, home of the Bishop, 120
Roanoke River swamp, Bishop hunts in, 78
Rockingham, N. C., 33
Ruffin, Chief Justice Thomas, 13
Ruffin, William K., Cheshire studies law under, 13-14, 16
S
St. Ambrose Church, Raleigh, 76
St. Augustine's School, 105, 107-108
St. Clement's Hall, Cheshire teaches at, 1, 12-13, 16
St. Luke's Church, Tarboro,
Cheshire holds first service as bishop in, 53
St. Mark's Church, Mecklenburg County, 25;
organized, 34
St. Martin's Church, Charlotte, organized, 31
St. Mary's School, founded, 63-64;
Cheshire's opinion of, 64;
established as a church school, 64-66;
Cheshire's daughters attend, 87;
debt on, 113-114;
endowment for, 114
St. Matthew's Church, Hillsboro,
Cheshire married in, 17
Cheshire is called to, 25
St. Michael and All Angels, Charlotte, organized, 30, 31, 99
St. Michael's Industrial School, Charlotte, 104-105
St. Paul's Church, Edenton, 2, 80
St. Paul's Church, Macon, Ga.,
Cheshire receives call to, 41
St. Paul's Church, Winston-Salem, 25, 55
St. Peter's Church, Charlotte, 28, 36;
Cheshire is called to, 26
St. Peter's Home and Hospital,
organized, 29, 30
St. Philip's Church, Durham, 24-25
Saluda conference, 66
Saunders, Col. William L., 89-90
Scotland, Cheshire visits, 68
Scotland Neck, 3
Sermons, Cheshire discusses, 21-22
Sessums, Bishop Davis, 53
Shepherd, John Avery, 12
Smedes, Dr. Aldert, 63
Smedes, Dr. Bennett, 63, 64, 66
Smedes, Rev. John E. C., 19, 25;
verses to Cheshire, 51-52
Society of the Cincinnati, Cheshire becomes member of, 93
State Literary and Historical Association, Cheshire elected president of, 97
Strange, Rev. Robert B., 92
Suffragan bishops, for Negro work, 101-104
Sutton, Rev. Robert B., 19, 20
Switzerland, Cheshire visits, 68, 112
T
Tarboro, N. C., 14-15, 17;
description of, 2
Tarboro Building and Loan Association, 15-16
Tarboro Male Academy, Cheshire attends, 5, 7, 13
Thompson Orphanage, Charlotte, 42
Trinity Church, Scotland Neck, 3
Trinity College, Hartford, Conn., Cheshire enters, 8-9;
graduates from, 11-12;
confers degree on Cheshire, 93;
Cheshire visits, 124
Tryon, N. C., 56
"Tuttle Prize," Cheshire wins, 11
U
University of North Carolina, 5, 6, 8, 19, 87;
confers degree on Cheshire, 93
University of the South, Cheshire made trustee of, 39-40;
Cheshire's son attends, 87;
confers degree on Cheshire, 93
V
Valle Crucis, Cheshire revives work at, 56-57, 59
W
Watauga County, missions in, 57-58
Watauga River, 56, 77
Watson, Bishop Alfred A., 25, 53
Webb, Annie Huske, Cheshire meets, 16;
marries Cheshire, 17;
death of, 67
Weed, Bishop Edwin G., 53
Weeks, Stephen B., 49 n.
West Indies, Archbishop of, 113
Wetmore, Rev. George B., 34
Whipple, Bishop Henry B., 47
Wilkes, John, 27-28, 32
Wilkes, Mrs. John, 42-43
Wilkinson, Frank S., 5, 7-8
Williams, Bishop John, 10-11
Wilson, President Woodrow, 115
Winchester, Rev. J. R., 47
Windsor, N. C., 3
Winston, Professor George T., 22
Y
York, Archbishop of, Cheshire visits, 68
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