{"product_id":"challenges-of-the-unseen-world-isbn-9781555819927","title":"Challenges of the Unseen World","description":"\u003cp\u003e\u003cb\u003eSolving real-world health challenges in a learning environment\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eYou are at an exciting gateway into the world of microorganisms. With nothing more than basic lab equipment such as microscopes, Petri dishes, media, and a handful of reagents, you will learn to isolate, grow, and identify bacteria that live all around us. This is no ordinary microbiology laboratory course; not only will you learn how to streak plates, use a microscope, perform a Gram stain, and prepare serial dilutions and spread plates—fundamental skills found in every microbiologist's toolkit—you will solve a series of public health–related challenges that many professional microbiologists encounter in their work.\u003c\/p\u003e \u003cp\u003eBy the end of this course, you will:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eDetermine the origin of a nosocomial infection. Using foundational and molecular methods, you will determine whether the infections occurring in hospitalized patients are the result of contaminated medical items.\u003c\/li\u003e \u003cli\u003eSelect the antibiotic to treat a patient with Crohn's disease. You will find minimum inhibitory concentrations of various antibiotics for a Pseudomonas strain associated with Crohn's disease.\u003c\/li\u003e \u003cli\u003ePinpoint the source of lettuce contaminated with E. coli. Using molecular tools you will investigate a common food safety challenge, antibiotic-resistant E. coli and the potential for spread of this resistance in the environment.\u003c\/li\u003e \u003cli\u003eFind the farm releasing pathogens into a stream used for drinking water. Using bacteriophage load in water samples, you will locate the source of fecal contamination in the water supply of a village in an underdeveloped country.\u003c\/li\u003e \u003cli\u003eEvaluate the potential of bacteria to cause a urinary tract infection. You will test for biofilms, quorum sensing behavior, and chemotaxis and assess which disinfectants would be most effective for sanitizing contaminated surfaces.\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eMicrobiology educators and researchers Richard Meyer and Stacie Brown have created this hands-on, engaging introduction to the essential laboratory skills in the microbial sciences that is sure to change the way you view the world around you.\u003c\/p\u003e \u003cp\u003ePreface\u003c\/p\u003e \u003cp\u003eAbout the Authors\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eThe scientific method\u003c\/p\u003e \u003cp\u003eExperimental design\u003c\/p\u003e \u003cp\u003eBig data\u003c\/p\u003e \u003cp\u003eDocumentation\u003c\/p\u003e \u003cp\u003eSafety\u003c\/p\u003e \u003cp\u003eStudent Laboratory Safety Contract\u003c\/p\u003e \u003cp\u003eAppendix\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChallenge One: Identifying the bacteria causing infections in hospital patients\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLab One\u003c\/p\u003e \u003cp\u003eBackground\u003c\/p\u003e \u003cp\u003eDiversity and pure cultures\u003c\/p\u003e \u003cp\u003eBright field and phase contrast microscopy\u003c\/p\u003e \u003cp\u003eLearning outcomes\u003c\/p\u003e \u003cp\u003eObjectives\u003c\/p\u003e \u003cp\u003ePart 1: Isolate bacteria from a mixed culture: Procedure: Streaking for isolated colonies\u003c\/p\u003e \u003cp\u003ePart 2: Examine bacterial cells under the microscope\u003c\/p\u003e \u003cp\u003eProcedure: Making a wet mount\u003c\/p\u003e \u003cp\u003eProcedure: Using the microscope\u003c\/p\u003e \u003cp\u003ePreparation for next lab\u003c\/p\u003e \u003cp\u003eQuestions\u003c\/p\u003e \u003cp\u003eLab Two\u003c\/p\u003e \u003cp\u003eBackground\u003c\/p\u003e \u003cp\u003eColony morphology and optimum temperature for growth\u003c\/p\u003e \u003cp\u003eCell shape and bacterial spores\u003c\/p\u003e \u003cp\u003eThe cell envelope\u003c\/p\u003e \u003cp\u003eLearning outcomes\u003c\/p\u003e \u003cp\u003ePart 1: Describe the colony morphology of the unknown\u003c\/p\u003e \u003cp\u003ePart 2: Describe the characteristics of an individual cell viewed under themicroscope\u003c\/p\u003e \u003cp\u003ePart 3: Determine the optimum temperature for growth\u003c\/p\u003e \u003cp\u003ePart 4: Determine if the unidentified microorganism is Gram-positive or Gram-negative.\u003c\/p\u003e \u003cp\u003eProcedure: Doing a Gram stain\u003c\/p\u003e \u003cp\u003ePreparation for next lab\u003c\/p\u003e \u003cp\u003eQuestions\u003c\/p\u003e \u003cp\u003eLab Three\u003c\/p\u003e \u003cp\u003eBackground\u003c\/p\u003e \u003cp\u003eModes of energy generation in bacteria\u003c\/p\u003e \u003cp\u003eLearning outcomes\u003c\/p\u003e \u003cp\u003ePart 1: Can the unidentified microorganism grow in the presence of bile salts and ferment lactose?\u003c\/p\u003e \u003cp\u003eProcedure: Streaking cells on MacConkey-lactose plates\u003c\/p\u003e \u003cp\u003ePart 2: Can the unidentified microorganism ferment glucose?\u003c\/p\u003e \u003cp\u003eProcedure: Glucose fermentation test\u003c\/p\u003e \u003cp\u003ePart 3: Does the unidentified microorganism use cytochrome C duringrespiration (Gram-negative bacteria)?\u003c\/p\u003e \u003cp\u003eProcedure: Oxidase test\u003c\/p\u003e \u003cp\u003ePart 4: Does the microorganism make catalase (Gram-positive bacteria)?\u003c\/p\u003e \u003cp\u003eProcedure: Catalase test\u003c\/p\u003e \u003cp\u003ePart 5: Is the microorganism motile?\u003c\/p\u003e \u003cp\u003eProcedure: Soft agar motility assay\u003c\/p\u003e \u003cp\u003eQuestions\u003c\/p\u003e \u003cp\u003eSolving Challenge One\u003c\/p\u003e \u003cp\u003ePreparing for Challenge Two\u003c\/p\u003e \u003cp\u003eQuestions\u003c\/p\u003e \u003cp\u003eBibliography\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChallenge Two: Confirming the identification of a microorganism by sequencing the 16S rRNA gene\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQuestions before you begin the challenge\u003c\/p\u003e \u003cp\u003eLab One: Background\u003c\/p\u003e \u003cp\u003eClassification of bacteria and 16S rRNA gene\u003c\/p\u003e \u003cp\u003ePolymerase chain reaction (PCR)\u003c\/p\u003e \u003cp\u003eLab One: Learning outcomes\u003c\/p\u003e \u003cp\u003eLab One: Objective\u003c\/p\u003e \u003cp\u003ePart 1: Obtain enough DNA for sequencing: amplify the 16S rRNA gene by PCR\u003c\/p\u003e \u003cp\u003eProcedure:Diluting from stock solutions:\u003c\/p\u003e \u003cp\u003eLab One: Questions\u003c\/p\u003e \u003cp\u003eLab Two: Background\u003c\/p\u003e \u003cp\u003eAgarose gel electrophoresis\u003c\/p\u003e \u003cp\u003eDideoxy DNA sequencing\u003c\/p\u003e \u003cp\u003eLab Two: Learning outcomes\u003c\/p\u003e \u003cp\u003eLab Two: Objectives\u003c\/p\u003e \u003cp\u003ePart 1: Visualize the PCR product by agarose gel electrophoresis\u003c\/p\u003e \u003cp\u003eProcedure:Making an agarose gel and carrying out gel electrophoresis\u003c\/p\u003e \u003cp\u003ePart 2: Submit sample for DNA sequencing\u003c\/p\u003e \u003cp\u003eLab Two: Questions\u003c\/p\u003e \u003cp\u003eSolving Challenge Two: Background\u003c\/p\u003e \u003cp\u003eSolving Challenge Two: Learning outcomes\u003c\/p\u003e \u003cp\u003eSolving Challenge Two: Objective\u003c\/p\u003e \u003cp\u003eIdentifying the unknown microorganism from the 16S rRNA gene sequence\u003c\/p\u003e \u003cp\u003eProcedure: Preparing the sequence for analysis\u003c\/p\u003e \u003cp\u003eProcedure: Doing a BLAST search\u003c\/p\u003e \u003cp\u003eQuestions\u003c\/p\u003e \u003cp\u003eBibliography\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChallenge Three: Choosing an antibiotic to alleviate the symptoms of Crohn’s disease\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQuestions before you begin the challenge\u003c\/p\u003e \u003cp\u003eLab One: Background\u003c\/p\u003e \u003cp\u003eExponential growth\u003c\/p\u003e \u003cp\u003eThe bacterial growth curve\u003c\/p\u003e \u003cp\u003ePure cultures in liquid medium and the real world of bacteria\u003c\/p\u003e \u003cp\u003eLab One: Learning outcomes\u003c\/p\u003e \u003cp\u003eLab One: Objectives\u003c\/p\u003e \u003cp\u003ePart 1: Construct a growth curve and calculate the generation time\u003c\/p\u003e \u003cp\u003eProcedure: Recording the optical density of a growing culture\u003c\/p\u003e \u003cp\u003ePart 2: Determine viable cell counts during exponential growth\u003c\/p\u003e \u003cp\u003eProcedure: Serial dilution of samples\u003c\/p\u003e \u003cp\u003eProcedure: Spreading cells on agar medium\u003c\/p\u003e \u003cp\u003eLab One: Questions\u003c\/p\u003e \u003cp\u003eLab Two: Background\u003c\/p\u003e \u003cp\u003eAssaying for antibiotic sensitivity\u003c\/p\u003e \u003cp\u003eLab Two: Learning outcomes\u003c\/p\u003e \u003cp\u003eLab Two: Objective\u003c\/p\u003e \u003cp\u003eDetermine the MICs of different antibiotics for the Pseudomonas isolate.\u003c\/p\u003e \u003cp\u003eProcedure: Setting up a MIC dilution assay\u003c\/p\u003e \u003cp\u003eLab Two: Questions\u003c\/p\u003e \u003cp\u003eSolving Challenge Three\u003c\/p\u003e \u003cp\u003eBibliography\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChallenge Four: Tracking down the source of an E. coli strain causing a local outbreak of disease\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQuestions before you begin the challenge\u003c\/p\u003e \u003cp\u003eLab One: Background\u003c\/p\u003e \u003cp\u003eGenomic diversity and horizontal gene transfer\u003c\/p\u003e \u003cp\u003eThe shifting genome of many bacteria\u003c\/p\u003e \u003cp\u003eConjugation and other mechanisms of horizontal gene transfer\u003c\/p\u003e \u003cp\u003eLab One: Learning outcomes\u003c\/p\u003e \u003cp\u003eLab One: Objectives\u003c\/p\u003e \u003cp\u003ePart 1: Determine if chloramphenicol resistance can be transferred byconjugation\u003c\/p\u003e \u003cp\u003eProcedure: Doing a conjugation experiment on TSA medium\u003c\/p\u003e \u003cp\u003ePart 2: Determine if the donor strain for conjugation contains a plasmid\u003c\/p\u003e \u003cp\u003eProcedure: Rapid isolation of plasmid DNA\u003c\/p\u003e \u003cp\u003eLab One: Questions\u003c\/p\u003e \u003cp\u003eLab Two: Background\u003c\/p\u003e \u003cp\u003eStrain typing\u003c\/p\u003e \u003cp\u003eLab Two: Learning outcomes\u003c\/p\u003e \u003cp\u003eLab Two: Objectives\u003c\/p\u003e \u003cp\u003ePart 1: Determine if the plasmid DNAs from the lettuce isolate and the pathogenic strain are related\u003c\/p\u003e \u003cp\u003eProcedure: Doing a restriction digest\u003c\/p\u003e \u003cp\u003ePart 2: Determine if the donor strain for conjugation contains a plasmid\u003c\/p\u003e \u003cp\u003eProcedure: Rapid isolation of plasmid DNA\u003c\/p\u003e \u003cp\u003eProcedure: Agarose gel electrophoresis of the DNA fragments\u003c\/p\u003e \u003cp\u003eSolving Challenge Four\u003c\/p\u003e \u003cp\u003eQuestions\u003c\/p\u003e \u003cp\u003eBibliography\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChallenge Five: Using bacteriophage to identify the farm releasing pathogenic bacteria intoa village stream\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQuestions before you begin the challenge\u003c\/p\u003e \u003cp\u003eLab: Background\u003c\/p\u003e \u003cp\u003eHistory and properties of bacteriophage\u003c\/p\u003e \u003cp\u003eTesting water purity\u003c\/p\u003e \u003cp\u003eLab: Learning outcomes\u003c\/p\u003e \u003cp\u003eLab: Objective\u003c\/p\u003e \u003cp\u003eDetermine the load of bacteriophage at each collection site\u003c\/p\u003e \u003cp\u003eProcedure: Filter the water samples to remove all the bacteria\u003c\/p\u003e \u003cp\u003eProcedure: Titer the phages in the sterile filtrates\u003c\/p\u003e \u003cp\u003eSolving Challenge Five\u003c\/p\u003e \u003cp\u003eLab: Questions\u003c\/p\u003e \u003cp\u003eBibliography\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChallenge Six: Evaluating the pathogenic potential of bacteria causing urinary infections\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQuestions before you begin the challenge\u003c\/p\u003e \u003cp\u003eLab One: Background\u003c\/p\u003e \u003cp\u003eQuorum sensing\u003c\/p\u003e \u003cp\u003eBiofilms\u003c\/p\u003e \u003cp\u003eLab One: Objectives\u003c\/p\u003e \u003cp\u003ePart 1: Determine if the hospital isolates form biofilms\u003c\/p\u003e \u003cp\u003eProcedure: Staining biofilms with crystal violet\u003c\/p\u003e \u003cp\u003ePart 2: Quantitatively analyze biofilm formation\u003c\/p\u003e \u003cp\u003eProcedure: Quantifying the amount of biofilm by spectrophotometry\u003c\/p\u003e \u003cp\u003ePart 3: Determine whether the hospital strains produce quorum sensingcompounds\u003c\/p\u003e \u003cp\u003eProcedure: Using a reporter strain to detect quorum sensing\u003c\/p\u003e \u003cp\u003eLab One: Questions\u003c\/p\u003e \u003cp\u003eLab Two: Background\u003c\/p\u003e \u003cp\u003eSwimming\u003c\/p\u003e \u003cp\u003eLab Two: Objectives\u003c\/p\u003e \u003cp\u003ePart 1: Complete the analysis of quorum sensing\u003c\/p\u003e \u003cp\u003ePart 2: Assay the hospital strains for chemotaxis to different compounds\u003c\/p\u003e \u003cp\u003eProcedure: Testing for chemotaxis with the “plug-in-soft agar” test\u003c\/p\u003e \u003cp\u003ePart 3: Determine the effectiveness of chemical cleaners\u003c\/p\u003e \u003cp\u003eProcedure: Testing for chemical effectiveness with the Kirby-Bauer disk diffusion assay\u003c\/p\u003e \u003cp\u003eQuestions\u003c\/p\u003e \u003cp\u003eSolving Challenge Six\u003c\/p\u003e \u003cp\u003eBibliography\u003c\/p\u003e \u003cp\u003e\u003cb\u003eRichard J. Meyer\u003c\/b\u003e, Ph.D., is a professor in the Department of Molecular Biosciences at the University of Texas at Austin. He joined the Department of Microbiology in the University of Texas at Austin in 1978, and has been at that institution ever since. From the beginning of his career, Meyer has been interested in the hands-on aspect of teaching biology to undergraduates. He developed the introductory microbiology laboratory course currently used at the University of Texas at Austin. It was the pedagogical approaches that are used in this course that inspired him to develop the manual you hold in your hands. Over more than forty years, Meyer’s research was on the molecular mechanisms of replication and conjugative transfer of broad host-range plasmids.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eStacie A. Brown\u003c\/b\u003e, Ph.D., is director of first year biology laboratories and a member of the biology department at Southwestern University. Prior to her current position, she taught microbiology courses for biology majors and pre-nursing students while also overseeing the microbiology labs, at Texas State University. For several years, she also taught microbiology labs and courses at the University of Texas at Austin. Her experience teaching microbiology labs to thousands of undergraduates ensures that the challenge-based microbiology labs in this manual will work in any introductory laboratory course in undergraduate microbiology.\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eChallenges of the Unseen World\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eFirst Edition \u003c\/p\u003e\u003cp\u003e\u003ci\u003eSolving real-world health challenges in a learning environment\u003c\/i\u003e \u003c\/p\u003e\u003cp\u003eYou are at an exciting gateway into the world of microorganisms. With nothing more than basic lab equipment such as microscopes, Petri dishes, media, and a handful of reagents, you will learn to isolate, grow, and identify bacteria that live all around us. This is no ordinary microbiology laboratory course; not only will you learn how to streak plates, use a microscope, perform a Gram stain, and prepare serial dilutions and spread plates—fundamental skills found in every microbiologist's toolkit—you will solve a series of public health–related challenges that many professional microbiologists encounter in their work. \u003c\/p\u003e\u003cp\u003eBy the end of this course, you will: \u003c\/p\u003e\u003cul\u003e \u003cli\u003eDetermine the origin of a nosocomial infection. Using foundational and molecular methods, you will determine whether the infections occurring in hospitalized patients are the result of contaminated medical items.\u003c\/li\u003e \u003cli\u003eSelect the antibiotic to treat a patient with Crohn's disease. You will find minimum inhibitory concentrations of various antibiotics for a Pseudomonas strain associated with Crohn's disease.\u003c\/li\u003e \u003cli\u003ePinpoint the source of lettuce contaminated with E. coli. Using molecular tools you will investigate a common food safety challenge, antibiotic-resistant E. coli and the potential for spread of this resistance in the environment.\u003c\/li\u003e \u003cli\u003eFind the farm releasing pathogens into a stream used for drinking water. Using bacteriophage load in water samples, you will locate the source of fecal contamination in the water supply of a village in an underdeveloped country.\u003c\/li\u003e \u003cli\u003eEvaluate the potential of bacteria to cause a urinary tract infection. You will test for biofilms, quorum sensing behavior, and chemotaxis and assess which disinfectants would be most effective for sanitizing contaminated surfaces.\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eMicrobiology educators and researchers Richard Meyer and Stacie Brown have created this hands-on, engaging introduction to the essential laboratory skills in the microbial sciences that is sure to change the way you view the world around you.\u003c\/p\u003e","brand":"ASM Press","offers":[{"title":"Default Title","offer_id":47988900298981,"sku":"NP9781555819927","price":70.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781555819927.jpg?v=1761781978","url":"https:\/\/k12savings.com\/products\/challenges-of-the-unseen-world-isbn-9781555819927","provider":"K12savings","version":"1.0","type":"link"}