Engelkirk) Lesson Plans Chapter 7 - Microbial Physiology and Genetics Goals of The Lesson

Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics
Burton’s Microbiology for the Health Sciences, 10th ed. (Paul G. Engelkirk & Janet Duben-
Engelkirk)
Lesson Plans
Goals of the Lesson:
Cognitive: Students will be introduced to the metabolic processes within cells.
Motor: Students will build models of and role-play molecules in metabolic reactions.
Affective: Students will understand how changes to a person’s metabolism can affect him/her, especially in the case of
anabolic steroids.
Learning Objectives:
The lesson plan for each objective starts on the page shown below.
7.1 Define phototroph, chemotroph, autotroph, heterotroph, photoautotroph, chemoheterotroph,
endoenzyme, exoenzyme, plasmid, R-factor, “superbug,” mutation, mutant, and mutagen..........................................2
7.2 Discuss the relationships among apoenzymes, coenzymes, and holoenzymes...............................................................4
7.3 Differentiate between catabolism and anabolism...........................................................................................................5
7.4 Explain the role of adenosine triphosphate (ATP) molecules in metabolism.................................................................6
7.5 Briefly describe each of the following: biochemical pathway, aerobic respiration, glycolysis,
the Krebs cycle, the electron transport chain, oxidation–reduction reactions, photosynthesis.......................................7
7.6 Explain the differences among beneficial, harmful, and silent mutations......................................................................9
7.7 Briefly describe each of the following ways in which bacteria acquire genetic information:
lysogenic conversion, transduction, transformation, conjugation.................................................................................10
You Will Need:

Gather the following materials and teaching aids for the following lessons:
7.2 Materials: Blank paper, colored pencils or markers.
7.3 Handouts: List of several common metabolic processes.
7.5 Materials: Several molecule modeling kits, enough to model each stage of aerobic respiration.
7.6 Handouts: List of several mutations.
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator
Page 1
Copyright © 2015 Wolters Kluwer Health | Lippincott Williams & Wilkins
Objective 7.1
Define phototroph, chemotroph, autotroph, heterotroph, photoautotroph, chemoheterotroph,
endoenzyme, exoenzyme, plasmid, R-factor, “superbug,” mutation, mutant, and mutagen.
Lecture Outline
Figures, Tables, and Resources and Outside Assignments/
Instructor’s Notes
Text PPT Features In-Class Activities Evaluation
Content
page slide
 Microbial physiology 113- 1–13, Tables In-Class Activities Outside Assignments

 Introduction 118, 33-44 7-1: Terms relating to Have students, as a class, Have students use the
123- energy and carbon come up with at least one Internet or print resources
 Nutritional requirements
128 sources example of each of the to research articles on
 Categorizing microorganisms
p. 115, IB following: superbugs. Ask them to
according to their energy and
Features  Phototroph write one or two
carbon sources
Study Aid: Nutrients paragraphs about a
o Phototroph—uses light  Chemolithotroph superbug, its effects, and
as an energy source p. 114
 Chemoorganotroph what is being done to
o Chemotroph—uses  Autotroph combat it.
chemicals as an energy  Heterotroph
source
o Autotroph—uses CO2 as
its sole source of carbon
o Heterotroph—uses
organic compounds
other than CO2 as a
carbon source
o Photoautotroph—uses
light as an energy source
and CO2 as a carbon
source
o Chemoheterotroph—
uses chemicals as an
energy source and
organic compounds as a
carbon source
 Metabolic enzymes
Page 2
 Biologic catalysts
o Endoenzyme—enzyme
produced within a cell
that remains with the cell
o Exoenzyme—enzyme
produced within in a cell
and then released from
the cell
 Bacterial genetics
 Mutations
o Mutation—a change in
the characteristics of a
cell caused by a change
in the DNA that is
transmissible to its
offspring
o Mutagen—a physical or
chemical agent which
increases the rate of
mutation in a cell
o Mutant—an organism
containing a mutation
 Ways in which bacteria
acquire new genetic
information
o Plasmid—DNA
molecule located in the
cytoplasm
o R-factor—plasmid
containing multiple
genes for antibiotic
resistance
o Superbug—cell
containing an R-factor
Page 3
Objective 7.2
Discuss the relationships among apoenzymes, coenzymes, and holoenzymes.
Lecture Outline
Content
page slide
 Metabolic enzymes 115- 9-13 Figures In-Class Activities Outside Assignments

 Biological catalysts 117 7-2: Action of a Ask the students to work Have students define the
o Apoenzyme—must link specific enzyme together in pairs to create following terms:
up with a cofactor to breaking down a diagrams depicting the  Apoenzyme
become a holoenzyme substrate molecule relationships among
p. 116, PPT 11, IB apoenzymes, coenzymes,  Coenzyme
and catalyze a chemical
reaction and holoenzymes. Bring  Endoenzyme
o Coenzyme—small, the class back together and  Exoenzyme
have the students view  Holoenzyme
organic, vitamin-like
each others’ diagrams.
molecule used in
conjunction with an Materials
apoenzyme Blank paper, colored
 Factors that affect the pencils or markers
efficiency of enzymes
Page 4
Objective 7.3
Differentiate between catabolism and anabolism.
Lecture Outline
Content
page slide
 Metabolism 118- 14-17 Tables In-Class Activities Outside Assignments

 Catabolism—the collection 123 7-2: Differences Make a list of several Have students research
of all bond-breaking between catabolism metabolic processes and anabolic steroids using the
reactions in a cell; a cell’s and anabolism their functions, and have Internet or print resources.
major source of energy p. 118, IB students classify each as Have them write one or
 Anabolism—the collection of catabolic or anabolic. Ask two paragraphs about how
all bond-forming reactions in students to work together anabolic steroids work and
a cell in pairs or small groups. how they relate to
Materials anabolism.
Handouts listing several
metabolic processes and
their functions
Page 5
Objective 7.4
Explain the role of adenosine triphosphate (ATP) molecules in metabolism.
Lecture Outline
Content
page slide
 Metabolism 118- 18-19 Figures In-Class Activities Outside Assignments

 ATP—adenosine 119 7-4: Adenosine Have students role-play to Have students explain the
triphosphate, the major triphosphate (ATP) illustrate the relationships relationships between ATP,
energy-storing molecule in a p. 118, IB among ATP, ADP, and ADP, and AMP, and their
cell; a temporary energy 7-5: Interrelationships AMP. Ask for volunteers uses in a cell by having
source, which is used quickly among ATP, ADP, and to play phosphate groups, them create a table listing
by the cell AMP molecules adenine, and pentose in the similarities and
p. 119, PPT 19, IB order to create a complete differences of each. During
ATP molecule, then ask the next class, ask
them to break apart and volunteers to help create a
link back up accordingly master table on the board.
to create an ADP molecule
and then an AMP
molecule. Use the holding
of hands to illustrate a
chemical bond, and have
the class note that
whenever two people hold
hands in the role-play,
energy is stored, and when
they let go, energy is
released, thus
demonstrating the purpose
of the ATP, ADP, and
AMP molecules.
Page 6
Objective 7.5
Briefly describe each of the following: biochemical pathway, aerobic respiration, glycolysis, the
Krebs cycle, the electron transport chain, oxidation–reduction reactions, photosynthesis.
Lecture Outline
Content
page slide
 Catabolism 118- 18–28 Figures In-Class Activities Outside Assignments

 Biochemical pathways 123 7-6: A biochemical Have the class divide into SR: Have students read
o Biochemical pathways— pathway pairs or small groups. Ask “Why Anaerobes Die in the
a series of linked p. 119, PPT 22, IB each group to create a Presence of Oxygen” on
biochemical reactions 7-7: Glycolysis model of a different stage thePoint. Then have
that occur in a stepwise p. 120, PPT 24, IB of aerobic respiration students write a short
manner, leading from a using molecule modeling paragraph answering
7-8: The Krebs cycle kits. Come back together Critical Thinking Exercise
starting material to an
p. 120, PPT 25-26, IB as a class, and discuss 1. During the next class
end product
7-9: An oxidation– aerobic respiration using period, have students share
 Aerobic respiration of
reduction reaction the models as a teaching their responses.
glucose
p. 122, PPT 30-31, IB aid.
o Aerobic respiration—a
Tables Materials
catabolistic process
involving outside 7-3: Recap of the Several molecule
sources of oxygen number of ATP modeling kits, enough to
molecules produced model each stage of
o Glycolysis—an
from one molecule of aerobic respiration
anaerobic process in
glucose by aerobic
which a glucose
respiration
molecule is broken down
p. 121, IB
into two molecules of
pyruvic acid Features
o Krebs cycle—a Study aid: A
biochemical pathway in biochemical pathway
which acetyl-CoA p. 119
molecules are converted
into a number of
different molecules,
which then enter the
Page 7
electron transport chain

o Electron transport chain
—a biochemical
pathway in which
electrons are moved
from one molecule to the
next, resulting in the
discharge of energy; a
great deal of energy
results from this process
 Fermentation of glucose
 Oxidation–reduction (redox)
reactions
o Oxidation–reduction
reactions—paired
reactions in which
electrons are transferred
 Anabolism
 Biosynthesis of organic
compounds
o Photosynthesis—light
energy is converted to
chemical energy in the
form of chemical bonds
Page 8
Objective 7.6
Explain the differences among beneficial, harmful, and silent mutations.
Lecture Outline
Content
page slide
 Bacterial genetics 123- 33-34 In-Class Activities Outside Assignments

 Mutations 124 Make a list of examples of SR: Ask students to
o Beneficial mutation— mutations. In pairs or consult the vocabulary list
mutation that benefits small groups, have for Chapter 7 and make
the affected organism students classify each flashcards for at least 20 of
o Harmful mutation— example as a beneficial, the terms that are least
harmful, or silent familiar to them.
mutation that is harmful
mutation. For additional review,
or potentially lethal to
the affected organism Materials have students bring their
o Silent mutation— Handouts listing examples flashcards to class to play
mutation that has no of mutations Jeopardy or quiz each
effect on the organism other.
Page 9
Objective 7.7
Briefly describe each of the following ways in which bacteria acquire genetic information:
lysogenic conversion, transduction, transformation, conjugation.
Lecture Outline
Content
page slide
 Bacterial genetics 124- 35-44 Figures In-Class Activities Outside Assignments

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

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Formati disponibili

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

Chapter 7 — Microbial Physiology and Genetics

You Will Need:

Chapter 7 — Microbial Physiology and Genetics

 Microbial physiology 113- 1–13, Tables In-Class Activities Outside Assignments

Chapter 7 — Microbial Physiology and Genetics

Chapter 7 — Microbial Physiology and Genetics

 Metabolic enzymes 115- 9-13 Figures In-Class Activities Outside Assignments

Chapter 7 — Microbial Physiology and Genetics

 Metabolism 118- 14-17 Tables In-Class Activities Outside Assignments

Chapter 7 — Microbial Physiology and Genetics

 Metabolism 118- 18-19 Figures In-Class Activities Outside Assignments

Chapter 7 — Microbial Physiology and Genetics

 Catabolism 118- 18–28 Figures In-Class Activities Outside Assignments

Chapter 7 — Microbial Physiology and Genetics

electron transport chain

Chapter 7 — Microbial Physiology and Genetics

 Bacterial genetics 123- 33-34 In-Class Activities Outside Assignments

Chapter 7 — Microbial Physiology and Genetics

 Bacterial genetics 124- 35-44 Figures In-Class Activities Outside Assignments

Chapter 7 — Microbial Physiology and Genetics

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