Lecture 1: Introduction to General Microbiology (PHM211, Fall 2024) - MSA University PDF

Department of Microbiology and Immunology General Microbiology and Microbial Genetics (PHM211) Fall 2024 Lecture 1 ▪ Introduction of General Microbiology  PHM211 Course Coordinators:...

Department of Microbiology and Immunology General Microbiology and Microbial Genetics (PHM211) Fall 2024 Lecture 1 ▪ Introduction of General Microbiology  PHM211 Course Coordinators: Dr. Mai Abdelwahed “[email protected]” Dr. Amany Abdelfattah “[email protected]” Assistant: AL. Hams Atef TA. Merna Osama 2  ‫كلية الصيدلة‬ ‫رؤية الكلية‬ ‫كلية الصيدلة جامعة اكتوبر للعلوم الحديثة واآلداب تساهم بفاعلية في تحقيق رؤية مصر المستقبلية والوصول لترتيب متميز‬.‫قوميا وإقليميا وعالميا‬ Vision The Faculty of Pharmacy, October University for Modern Sciences and Arts, contributes effectively to achieving Egypt’s future vision and reaching a distinguished ranking nationally, regionally, and globally.  ‫كلية الصيدلة‬ ‫رسالة الكلية‬ ‫تلتزم كلية الصيدلة جامعة أكتوبر للعلوم الحديثة واآلداب بتقديم برامج تعليمية متطورة بشراكة دولية إلعداد صيدلي قادر على المنافسة‬ ‫ كما تلتزم الكلية بإجراء بحوث‬،‫واالبتكار وريادة األعمال قوميا وإقليميا وعالميا وتقديم أفضل الخدمات الصحية في إطار أخالقيات المهنة‬ ‫ المشاركة المجتمعية الفعالة متبنييه بذلك أهداف التنمية المستدامة‬،‫علمية تطبيقية‬ Mission The Faculty of Pharmacy, October University for Modern Sciences and Arts, is committed to providing advanced educational program with international partnership to prepare a pharmacist capable of competition, innovation, and entrepreneurship nationally, regionally, and globally, and to provide the best health services within the framework of professional ethics. The Faculty is also committed to conducting applied scientific research and effective community services, thereby adopting the goals of sustainable development.  ‫األهداف اإلستراتيجية للكلية‬ ‫‪-‬تحسين تنافسية جودة الطالب والخريجين‬ ‫‪-‬االرتقاء بمنظومة البحث العلمي وتطوير برامج الدراسات العليا‬ ‫‪-‬بناء كوادر تدريسية وإدارية متميزة‪.‬‬ ‫‪-‬استدامة الجودة الشاملة لرفع مستوى االداء التنافسي للمؤسسة‬ ‫‪-‬رفع مستوى المشاركة المجتمعية وتعزيز فرص التنمية المستدامة‬  NARS: National Academic Reference Standards ‫المعايير القومية المرجعية االكاديمية‬ It is the minimum level of knowledge and skills that a graduate must possess to ensure good practice of his profession. These standards have been set by the National Authority for Quality Assurance of Education and Accreditation agency (NAQAAE) NARS Programme Course LOs LOs Learning outcomes (Knowledge and skills ): measurable achievements that the learner will be able to understand after learning processes is completed  National Academic Reference Standards (NARS) for Pharmacy Education NARS-Pharmacy (2nd Edition) Approved the from the board of directors of NAQAAE in April 2017 Competencies of the Pharmacy Graduates Four Competency Domains are included in the competency-based National Academic Reference Standards for Pharmacy Education. These domains are designed to cover all essentials for practicing pharmacy profession including both drug- oriented and patient-oriented disciplines. Each domain should be achieved through a number of Competencies ranging from one to six, with a total of twelve competencies for all domains. These competencies are overall broad statements that cover various areas of the graduate performance. A number of Key Elements ranging from two to seven are included in each competency, with a total of forty two key elements for all competencies. These key elements demonstrate how pharmacy graduate will reflect each competency in practice. The competency domains are the followings: Domain 1: Fundamental Knowledge Domain 2: Professional and Ethical Practice Domain 3: Pharmaceutical Care Domain 4: Personal Practice Overall aims of course The course provides students with a combination of laboratory and theoretical experience exploring the general aspects of microbiology. It includes knowledge of microorganisms, their morphology, diversity, cell structure and function, cultural characteristics, growth, metabolism, and microbial pathogenesis. The course also covers the principles of genetic characters including chromosome, plasmid, transposon, and genetic variation. Different forms of mutation and mutagenic agents. It also explores the basic concepts of microbial growth, cultivation and reproduction. 8  Course Specifications (PHM211) Mapping MLO to programme and NARS key elements NARS Key element Programme Key element Course learning outcome (CLO) 1-1-1-2-1 Demonstrate a comprehensive understanding of microbial diversity, categorizing microorganisms based on their phenotypic and metabolic characteristics. 1-1-1- Demonstrate understanding of knowledge of pharmaceutical, biomedical, social, behavioral, 1-1-1-2 Use comprehended knowledge of biomedical and 1-1-1-2-2 Comprehend the functions of microbial cell and virion structures and investigate administrative, and clinical clinical sciences. factors influencing microbial growth. sciences. 1-1-1-2-3 Explain the basics of microbial genetics. 2-3-1 Handle, identify, and dispose biologicals, 2-3-1-2-1 Distinguish between different types of microbial culture media and understand synthetic/natural materials, biotechnology-based and 2-3-1-2 Handle, identify, and dispose biological and radio- their principles. radio- labeled products, and other materials/products labeled used in pharmaceutical field. used in pharmaceutical field. 2-3-1-2-2 Isolate pure bacterial culture on solid media. 2-3-2 Recognize and adopt ethical, legal, and safety 2-3-2-1 Apply GLP and safety guidelines in handling, guidelines for handling and disposal of biologicals, identifying and disposal of biological and pharmaceutical 2-3-2-1-1 Apply safety measures in the microbiology laboratory. and pharmaceutical materials/products. materials/products. 3-1-3-2-1 Demonstrate understanding and practical skills to differentiate between various 3-1-3 Monitor and control microbial growth and carry 3-1-3-2 Carry out laboratory tests for microbial microorganisms based on their morphological and metabolic characteristics. out laboratory tests for identification of identification and diagnosis of infections/diseases. infections/diseases. 3-1-3-2-2 Analyze the impact of various factors on the growth of microorganisms. 4-1-1-1-1 Adopt time-management, communication and team work skills. 4-1-1 Demonstrate responsibility for team performance 4-1-1-1 Demonstrate effective communication and team and peer evaluation of other team members, and work skills and enhance time management abilities. 4-1-1-1-2 Apply collaborative and independent analysis to gather and address information express time management skills. for problem-solving. 4-2-2 Use contemporary technologies and media to 4-2-2-1 Demonstrate the ability to effectively present demonstrate effective 4-2-2-1-1 Effectively present topics of interest using advanced technologies. topics of interest using advanced technologies. presentation skills. 4-3-2 Practice independent learning needed for 4-3-2-1 Practice independent learning through a variety of 4-3-2-1-1 Demonstrate the skill to retrieve information from both reference books and continuous professional development. sources, including libraries, databases and internet. online sources, fostering a culture of lifelong learning. 9 Marks Distribution PHM211 PM211 Assessment method Marks Assessment method Marks Quizzes 5 marks (5%) Quizzes 5 marks (5%) Assignment 10 marks (10%) Assignment 10 marks (10%) Oral Exam 15 marks (15%) Practical Exam 25 marks (25%) Practical Exam 20 marks (20%) Midterm Exam 20 Marks (20%) Midterm Exam 15 marks (15%) Final written Exam 40 marks (40%) Final written Exam 35 marks (35%) Total Marks 100 marks (100%) Total Marks 100 marks (100%) Quiz 1 Week 4 Lectures 1, 2 and 3 Quiz 2 Week 9 Lectures 6, 7, and 8 10 References 1. Kathleen P Talaro_ Barry Chess - Foundations in microbiology _ basic principles (2012, McGraw-Hill ) 2. Paul G. Engelkirk, Janet Duben-Engelkirk - Burton’s Microbiology for the Health Sciences (2014, Wolters Kluwer Health) 3. Pommerville, J. C. - Alcamo's Fundamentals of Microbiology (2010, Jones & Bartlett Learning) 4. Michael T. Madigan, John M. Martinko, David Stahl, David P. Clark-Brock Biology of Microorganisms (13th Edition) -Benjamin Cummings (2010) 5. Stuart Hogg-Essential Microbiology-Wiley-Blackwell (2013) 6. Gerard J Tortora_ Berdell R Funke_ Christine L Case-My microbiology place CD-ROM [to accompany] Microbiology_ an introduction, 10th ed. [by] Tortora, Funke, Case-Benjamin Cummings (2010) 7. Joanne Willey, Linda Sherwood, Chris Woolverton-Prescott's Principles of Microbiology -McGraw-Hill Science_Engineering_Math (2008) 11 Interactive teaching methods and activities: 1. Youtube videos: https://www.youtube.com/watch?v=sOZA_ZBNHnI https://www.youtube.com/watch?v=E_PKQ_M7AtU 12 Lecture Lecture1 Learning 1 OutlineOutcomes ▪ By the end of the lecture, students should be able to demonstrate knowledge of: I. Scope of Microbiology ▪ What is microbiology? ▪ Microbial Taxonomy ▪ Microbial classification ▪ Microbial Diversity ▪ Cellular and acellular microbes ▪ Prokaryotic and eukaryotic microbes ▪ Pathogens but not microorganisms ▪ Microscopes II. Nomenclature of living organisms III. History of Microbiology 13 Lecture Learning1 Learning OutcomesOutcomes Demonstrate a comprehensive understanding of microbial diversity, categorizing microorganisms based on their phenotypic and metabolic characteristics. 14 I. Scope of Microbiology A. What is Microbiology? ▪ The science dealing with small life forms that individually are too small to be seen by naked eye, such organisms are known as “microorganisms” or “microbes”. Micro- -bio- -ology From Greek: ―micro‖: small ―bios‖: life ―ology‖: science ▪ Microbes that cause diseases are known as “pathogens”. ▪ Microbes that don’t cause diseases are known as “nonpathogens”. patho- -gen From Greek: ―pathos‖: suffering ―genes‖: producer of 15 I. Scope of Microbiology B. Microbial Taxonomy The Tree of Life Prof. Carl Woese American biophysicist and microbiologist. He pioneered the technique of phylogenetic taxonomy using 16S ribosomal RNA. 1923-2012 Three Domains and Six Kingdoms Classification Carl Woese’s Classification (Helminthes) (Algae) LUCA (the last universal common ancestor) 16 I. Scope of Microbiology C. Microbial Diversity Consisting mainly of nucleic acid Consisting of one or more and proteins cells (Do not contain cells and unable Able to reproduce and pass to reproduce by their own or pass on genetic material to on genetic material) daughter cells Acellular Prokaryotic Bacteria Viruses Archaea Prions 17 I. Scope of Microbiology C. Microbial Diversity Cellular Microbes According to the number of cells, cellular microbes are classified into: Unicellular Microbes Multicellular Microbes They are composed of a single They are composed of several cell, including bacteria, distinct cell types with archaea, protozoa, some fungi, specialized functions: some fungi some algae. and some algae. According to the type of cells, cellular microbes are classified into: Prokaryotic microbes Eukaryotic Microbes formed of prokaryotic cells formed of eukaryotic cells ―before nucleus‖ ―true nucleus‖ 18 From Pro- Eu- -Karyo- Greek: ―pro‖: before ―eu‖: true ―karyon‖: nut, referring to nucleus I. Scope of Microbiology C. Microbial Diversity ▪ Features ▪ Prokaryotic cells ▪ Eukaryotic cells All cell types have: 1. Size ▪ Smaller ▪ Larger 1. Cell membrane 2. Nucleus ▪ Absent ▪ Present 2. Genetic material 3. Cytoplasm 3. Membrane-bound organelles ▪ Absent ▪ Present 4. Ribosomes 4. Division ▪ Binary Fission ▪ Mitosis and Meiosis Capsule Endoplasmic reticulum 19 I. Scope of Microbiology C. Microbial Diversity 1. Bacteria 3. Fungi 5. Protozoa 2. Archaea 4. Algae 6. Viruses (particles) 20 https://sitn.hms.harvard.edu/flash/2016/national-microbiome-initiative-fueling-discovery-microscopic-world-around-us/ I. Scope of Microbiology C. Microbial Diversity 1. Bacteria. 2. Archaea Bacteria (singular: bacterium) are relatively - Like bacteria, archaea (singular archaeon) consist of simple, single-celled (unicellular) prokaryotic cells, but if they have cell walls, the walls lack organisms. peptidoglycan. Bacterial cells have cell walls composed of - Archaea, often found in extreme environments, are peptidoglycan which responsible for the divided into three main groups: rigidity and an essential protective barrier The methanogens produce methane as a waste for bacterial cells. product from respiration. The extreme halophiles (halo = salt; philic = loving) live - Because their genetic material is not in extremely salty environments such as the Great Salt enclosed in a special nuclear membrane, Lake and the Dead Sea. the bacterial cells are called prokaryotes, The extreme thermophiles (therm = heat) live in hot from Greek words meaning prenucleus. sulfurous water, such as hot springs at Yellowstone National Park. Archaea are not known to cause disease in humans. N.B. Prokaryotes include both bacteria and 21 archaea I. Scope of Microbiology C. Microbial Diversity 3. Fungi 4. Algae Fungi (singular: fungus) are eukaryotes, organisms Algae (singular: alga) are photosynthetic eukaryotes whose cells have a distinct nucleus containing the with a wide variety of shapes and both sexual and cell’s genetic material (DNA), surrounded by a special asexual reproductive forms, belong to kingdom Plantae. envelope called the nuclear membrane. Organisms in the Kingdom Fungi may be unicellular or multicellular. The algae are either unicellular or multicellular. Microbiologists are usually interested in unicellular form. Large multicellular fungi, such as mushrooms, may look some what like plants, but unlike most plants, fungi cannot carry out photosynthesis. Algae are abundant in freshwater and saltwater, in soil, True fungi have cell walls composed primarily of a and in association with plants. Their cell walls of are substance called chitin. composed of a carbohydrate called cellulose. The unicellular forms of fungi, yeasts, are oval As photosynthesizers, algae need light, water, and microorganisms that are larger than bacteria. carbon dioxide for food production and growth, but they do not generally require organic compounds from the The most typical multicellular fungi are molds. environment. As a result of photosynthesis, algae Molds form visible masses called mycelia, which produce oxygen and carbohydrates that are then are composed of long filaments (hyphae) that utilized by other organisms, including animals. Thus, they branch and intertwine. play an important role in the balance of nature. 22 I. Scope of Microbiology C. Microbial Diversity 5. Protozoa 6. Viruses Protozoa (singular: protozoan) are unicellular Viruses are very different from the eukaryotic microbes, belong to kingdom Protista. - other microbial groups; they are Protozoa can reproduce sexually or asexually. not listed in the tree of life. Protozoa have a They are so small that most can be seen only with an electron variety of shapes microscope, and they are acellular (that is, they are not cells). and live either as free entities or as parasites Structurally very simple, a virus particle contains a core made Different types of protozoa of only one type of nucleic acid, either DNA or RNA. This core is surrounded by a protein coat, which is sometimes Protozoa move by pseudopods, flagella, or cilia. encased by a lipid membrane called an envelope. Amebae move by using extensions of their cytoplasm called pseudopods (false feet). Other protozoa have long flagella or numerous Viruses can reproduce only by using the cellular machinery shorter appendages for locomotion called cilia. of other organisms. Thus, on the one hand, viruses are considered to be living only when they multiply within host Some protozoa, such as Euglena, are cells they infect. In this sense, viruses are parasites of other photosynthetic. They use light as a source of forms of life. On the other hand, viruses are not considered to energy and carbon dioxide as their chief source of be living because they are inert outside living hosts. carbon to produce sugars. 23 I. Scope of Microbiology D. Pathogens but not microorganisms 1. Prions 2. Helminths A prion is a type of protein that can cause disease Helminths are parasitic worms that can infect humans and other in animals and humans by triggering normally animals. There are three types of helminths: flukes, tapeworms, and healthy proteins in the brain to fold abnormally. roundworms; they belong to kingdom of Animalia. They can cause diseases such as helminthiasis. Prions are not microorganisms because they are not living organisms. They are infectious proteins Helminths are not microorganisms because they are multicellular that lack any nucleic acid or cellular structure and large enough to see without a microscope. Microorganisms are unicellular or very small multicellular organisms that can only be The prion mode of action is very different to seen with a microscope. bacteria and viruses as they are simply proteins, devoid of any genetic material. Once a misfolded prion enters a healthy person – potentially by Helminthes are studied in microbiology because they cause diseases eating infected food – it converts correctly-folded that involve microscopic eggs and larvae. proteins into the disease-associated form. They cause several neurodegenerative diseases in mammals, e.g. Creutzfeldt Jakob disease (bovine spongiform encephalopathy (BSE, or ―mad cow‖ disease). They are non-living, unlike other pathogens. They do not contain nucleic acids like DNA or RNA or any cellular structure. Therefore, they are not considered microbes. 24 I. Scope of Microbiology C. Microbial Diversity Common measurements encountered in microbiology and a scale of comparison from the macroscopic to the microscopic 25 Representations of metric units of measurements I. Scope of Microbiology E. Microscopes ▪ Instruments used to observe very small objects that cannot be seen by naked eye. ▪ Types of Microscopes: 1. Light Microscopes ▪ Microscopes that use visible light to illuminate specimens. 2. Electron Microscopes ▪ Microscopes that use a beam of electrons to illuminate and create magnified images of specimens. ▪ They have greater magnification and resolution enabling us to see viruses and the internal structure of cells. Compound Light Microscope 26  II. Nomenclature of living organisms The binomial system ▪ Naming the living organisms was and still established according to international rules. ▪ Established by Carl Linnaeus (the father of taxonomy) in the 1700s. ▪ Each organism is given two names usually derived from Latin or Greek words. ▪ The first name is the genus (pl., genera): first letter capitalized (uppercase letter) ▪ The second name is the species: first letter not capitalized (lowercase letter) ▪ The two names are underlined or italicized ▪ Frequently, single-letter abbreviation is given to the genus Carl Linnaeus (1707-1778) Genus Name Species Name Escherichia coli Escherichia coli E. coli 27  II. Nomenclature of living organisms The binomial system Scientific names may: ▪ describe an organism, ▪ honor a researcher ▪ identify the habitat of a species. ▪ identify a disease caused by microorganism ▪ Examples of scientific names: 1. Staphylococcus aureus 2. Escherichia coli ▪ Staphylo- describes the clustered arrangement of cells ▪ Escherichia- named for a scientist, Theodor ▪ coccus- indicates that they are shaped like spheres. Escherich ▪ aureus, is Latin for golden, the color of colonies ▪ coli- reminds us that E. coli live in the colon S. aureus cells under Scanning Golden colonies of S. aureus Theodor Escherich, discovered electron microscopy. E. Coli habituating human colon 28 E.coli in 1886 III. History of Microbiology Selected events in the early history of microbiology Golden Age of Microbiology 29 II. History of Microbiology 1. First observations 1665 Robert Hooke (1635-1703) ▪ He reported that life's smallest structural units were "little 1668 boxes," or "cells “. ▪ He described the first microorganism (bread mold). Antonie van Leeuwenhoek (1632-1723) ▪ Hooke’s discovery marked the beginning of the cell ▪ The first person to see live bacteria and protozoa which theory—the theory that all living things are he called ―animalcules‖. composed of cells. ▪ He ground tiny glass lenses and mounted in small ▪ Hooke’s microscope was capable of showing large cells, metal frames, thus creating a microscope that could it lacked the resolution that would have allowed him to magnify objects to 200 to 300 times their sizes. see microbes clearly. Leeuwenhoek Leeuwenhoek’s Robert Hooke 30 Hooke’s Microscope 1632-1723 Microscope 1635-1703  2. The Debate over II. History of Microbiology Spontaneous Generation & Biogenesis Spontaneous generation Biogenesis It is an idea that life comes from non-living items. It is an idea that life emerges from existing life. 1668 The spontaneous generation debate refers to the ancient theory that living organisms could originate from nonliving Redi’s Experiment matter. During the 17th (1600) and 18th (1700) centuries, scientists began to conduct experiments that challenged this hypothesis of spontaneous generation. The debate over spontaneous generation continued well into the 19th century, with scientists serving as supporters of both sides. To settle the debate, the Paris Academy of Sciences offered a Francesco prize for resolution of the problem. Redi 1745 Needham’s Experiment 1859 Pasteur’s Experiment John Needham Louis Pasteur 31  2. The Debate over III. History of Microbiology Spontaneous Generation Spontaneous generation Pasteur’s Experiment Biogenesis using Swan neck flasks Louis Pasteur (1822-1895) Pasteur disproved the ―spontaneous generation theory‖ by demonstrating that microorganisms are not spontaneously generated from nonliving matter and that biogenesis is responsible for the propagation of life using his swan neck flasks. Pasteur showed that microorganisms can be present in nonliving matter (solids, liquids, and air) and can be destroyed by heat. A swan neck flask features a round-bottom design with an S-shaped tube as its neck. This design minimizes contact between the flask's contents and the external environment. Air passing through the tube is slowed, causing particles like bacteria to become trapped on the inner surfaces, preserving the flask's contents. This design was famously used by Louis Pasteur in the 19th century to support the biogenesis theory over 32 the idea of spontaneous generation from bad air.  2. The Debate over III. History of Microbiology Spontaneous Generation Pasteur’s Experiment using Swan neck flasks Biogenesis 33 Link: https://youtu.be/Q5nbU_V1STk III. History of Microbiology 3. Fermentation and Pasteurization Glucose Glucose 2 Pyruvate Pasteur found that wine and beer are Fermentation O2 Absent made by a process, called ―fermentation‖ 1860’s Pyruvate 2 Ethanol or Lactate [Fermentation] in which microorganisms called yeasts convert the sugars to alcohol in the absence of air (oxygen). Souring and spoilage of wine are caused by different microorganisms called bacteria which, in the presence of air, change the alcohol in the beverage into vinegar (acetic acid). Pasteur's found that heating wine just enough to kill most of bacteria in a process, called ―pasteurization‖, will prevent spoilage. He developed a protocol, knowns as Pasteurization pasteurization, to fight the diseases, heating the wine to between 55°C and 60°C, a temperature at which it does not deteriorate and its bouquet is preserved. 34 III. History of Microbiology 4. The Germ Theory of Diseases Before the time of Pasteur, effective treatments for many diseases were discovered by trial and error, but the causes of the diseases were unknown. Pasteur found that the more The realization that yeasts play a crucial role in fermentation was the recent infection was caused by a 1865 first link between the activity of a microorganism and physical and protozoan, and he developed a chemical changes in organic materials. method for recognizing afflicted This discovery alerted scientists to the possibility that microorganisms silkworm moths. might have similar relationships with plants and animals—specifically, that microorganisms might cause disease. This idea was known as the germ theory of disease. Joseph Lister applied the germ theory to medical procedures by using phenol (that kills 1865 bacteria) as an antiseptic for surgical wounds. His findings proved that microorganisms cause surgical wound infections. 1876 Robert Koch provided the first proof that bacteria cause disease. Koch discovered rod -shaped bacteria in the blood of cattle died of anthrax, a disease affecting cattle and sheep. He cultured the bacteria and then injected samples of the culture into healthy animals that became sick and died, Koch then isolated the bacteria in their blood and compared them with the bacteria originally isolated. He found that the two sets of blood cultures contained the same bacteria. Koch formulated a set of criteria, known as Koch’s postulates, for determining the causative agent of an infectious disease. 35 III. History of Microbiology 4. The Germ Theory of Diseases Koch’s postulates Koch pioneered the use of agar as a base for culture media. He developed the pour plate method and was the first to use solid culture media for culture of bacteria. He introduced staining techniques by using aniline dye. 36  III. History of Microbiology 5. Vaccination Often a treatment or preventive procedure is developed before scientists 1796 know why it works. The smallpox vaccine is an example. Almost 70 years before Koch established that a specific microorganism He observed that dairymaids causes anthrax, Edward Jenner, a young British physician, embarked on that contracted a mild an experiment to find a way to protect people from smallpox. infection of cowpox seemed to be immune to smallpox. Edward Jenner could protect people from smallpox using scrapings from cowpox (a Edward Jenner much milder disease) lesions. (1749-1823) Years after Jenner's experiment, Pasteur discovered why A young milkmaid informed Jenner that she couldn’t get smallpox vaccinations work. He discovered of 1880 because she already had been sick from cowpox—a much milder how to make vaccines by disease—he decided to put the girl’s story to the test. attenuating, or weakening, the Jenner collected cowpox material microbe involved. from cowpox blisters and used it to inoculate an 8-year-old volunteer by He developed the earliest vaccines scratching the child's arm with a against fowl cholera (aka chicken contaminated needle. cholera), anthrax, and rabies. The volunteer developed a raised The word vaccine comes from the bump and experienced mild illness but recovered. This process provided cowpox virus vaccinia which Edward immunity, protecting the volunteer derives from the Latin word vacca Jenner from both cowpox and smallpox. for cow. 37 III. History of Microbiology The origin of vaccination 38 Link: https://youtu.be/E_PKQ_M7AtU III. History of Microbiology 6. Discovery of Chemotherapeutic Agents 1909 Fleming accidently found clear areas where bacterial growth had been inhibited in bacterial culture Salvarsan 606 plates contaminated by molds. As his 606th arsenic compound tested The mold was later identified as Penicillium notatum and the inhibitor, Paul Ehrlich the first antibiotic, was called (1854-1915) penicillin. 1929 Ehrlich is the first to think about the ―magic bullet" that could destroy a pathogen without harming the infected host. He found a chemotherapeutic agent called salvarsan (the magic bullet), an Alexander Fleming (1881-1955) arsenic derivative effective against 39 syphilis. Faculty of Pharmacy