HES 032 Microbiology and Parasitology Student Activity Sheet PDF

HES 032 (Microbiology and Parasitology) STUDENT ACTIVITY SHEET BS NURSING /SECOND YEAR...

HES 032 (Microbiology and Parasitology) STUDENT ACTIVITY SHEET BS NURSING /SECOND YEAR Session # 1 LESSON TITLE: Introduction to Microbiology and Taxonomy Upon completion of this lesson, the nursing student can: Materials: 1. Explain effectively the importance of Microbiology to the Book, pen, notebook, and paper healthcare professionals notably to the nursing profession; 2. Distinguish correctly a pathogenic organism from a non- References: pathogenic organism; Engelkirk, P., & Engelkirk, J. (2015). Burton's 3. Differentiate between biogenesis and abiogenesis; Microbiology for the Health and Sciences. 10 th 4. Outline some of the contributions of Leewenhoek, Pasteur, ed., Philadelphia: Lipincott Williams & Wilkins and Koch to microbiology; 5. Enumerate the seven (7) taxa designations in the hierarchic classification system correctly; 6. Express efficiently the standard method of naming organisms based on the binomial system of nomenclature. SUBJECT ORIENTATION (10 minutes) Good day, learners! Welcome to HES 032 Microbiology and Parasitology! I am ___________________, your classroom instructor in Microbiology and Parasitology-Lecture. I am glad to be one of your instructors this semester. Listed below is the additional information vital in our subject orientation: 1. The schedule of activities for major examinations will be distributed accordingly. 2. Classroom rules and regulations will be emphasized. 3. Computation of grades specific for this subject will be relayed. If you have any questions, please do not hesitate to ask your instructor. Daily Productivity Tip: “Discipline over motivation”. Start day one with this motto and choose to do it again the next day. MAIN LESSON (35 minutes) Why study Microbiology? Welcome to the world of Microbiology where you will learn about creatures so small that the vast majority cannot be seen with the naked eye. In this course, you will discover the effects of these tiny creatures have on our daily lives, the ecosystems, and the environment around us, and why knowledge of them is of great importance to healthcare professionals especially to nurses. It is therefore necessary that nursing profession know the principles of microbiology, including the characteristics of the infecting agent and response of the host to infection. You are about to embark an exciting journey with me. Enjoy the learning adventure! th Before we start, please open chapter 1 of Burton’s Microbiology for the Health Sciences, 10 Ed. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 1 of 7  Lesson 1: Overview of Microbiology: Microbiology and You Microbiology can be defined as the study of microbes. Microbes are said to be ubiquitous, meaning they are virtually everywhere. The two categories of microbes are cellular and acellular microbes. Because viruses and prions are not to be considered as living organisms, they are often referred to as “acellular microbes” or “infectious particle” while bacteria, archae, protozoa, and certain types of algae and fungi are the “cellular microbes”. Your first introduction to microbes may have been when your mother warned you about “germs”. Although not a scientific term, germs are the microbes that cause disease. Your mother worried that you might become infected with these types of microbes. You will learn that some of them are our friends, whereas others are our enemies. Microbes that cause disease are known as ______________. Microbes that do not cause disease are called Microbes that do not cause disease under ordinary conditions but have the potential to cause disease should the opportunity present itself are called ___________________. Microbes that live on and in the human body and, for the most part, they are of benefit to us are referred to as _____________________. Microbes that are involved in the decomposition of dead organisms and the waste products of living organisms are referred to as ____________________. Furthermore, pathogens cause two major types of diseases; infectious diseases and microbial intoxication. INFECTIOUS DISEASE MICROBIAL INTOXICATION A pathogen colonizes a person’s body. A pathogen produces a toxin in vitro. The pathogen causes a disease. A person ingests the toxin. The toxin causes a disease. Examples: MRSA infection and Gas gangrene Examples: Staphylococcal food poisoning and Foodborne botulism Think and Learn: Can normal flora or indigenous microbiota cause a disease? Lesson 2: A Brief History of Microbiology Bacteria and protozoa were the first microbes to be observed by humans. It then took about 200 years before a connection was established between microbes and infectious diseases. Among the most significant events in the early history of microbiology were the development of microscopes, bacterial staining procedures, techniques that enabled microorganisms to be cultured in the laboratory, and steps that could be taken to prove that specific microbes were responsible for causing specific infectious diseases. Three early microbiologists are discussed briefly in this course. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 2 of 7  1632-1723 Anton Van First person to see live bacteria TAKE A QUICK BREAK. BREATHE Leeuwenhoek and protozoa using his SLOWLY. WRITE FREELY. microscope. In many of the Father of Microbiology, Father of specimens, he observed various ______________________________________ Bacteriology, Father of tiny living creatures, which he ______________________________________ Protozoology called “animalcules.” ______________________________________ ______________________________________ 1822-1895 Louis Pasteur Developed Pasteurization, a way ______________________________________ of killing pathogens in many types ______________________________________ of liquids which involves heating. ______________________________________ Discovered what happens during ______________________________________ alcohol fermentation. ______________________________________ Aerobes – organisms that require ______________________________________ oxygen. ______________________________________ Anaerobes – organisms that do ______________________________________ nto require oxygen. ______________________________________ 1843-1910 Robert Koch He made many contributions to ______________________________________ the science of microbiology. ______________________________________ ______________________________________  Koch’s Postulates ______________________________________  Tuberculin (a protein ______________________________________ derivative from ______________________________________ M.tuberculosis which led ______________________________________ to he development of a ______________________________________ skin test valuable in ______________________________________ diagnosing tuberculosis. ______________________________________  He discovered that B. ______________________________________ anthracis produces ______________________________________ spores capable of ______________________________________ resisting adverse ______________________________________ reactions. ______________________________________  He developed methods of ______________________________________ cultivating bacteria on ______________________________________ solid media with his ______________________________________ colleague R.J Petri, who ______________________________________ invented a flat glass dish ______________________________________ (now called as Petri dish) ______________________________________ ______________________________________ ______________________________________ “spontaneous generation” or abiogenesis – the idea that life can arise spontaneously from non-living matter. biogenesis – the idea that life can only arise from preexisting life. First proposed by Rudolf Virchow in 1858. Consistent with the findings of Louis Pasteur and John Tyndall. Lesson 3: Taxonomy The science of classification of living organisms consists of three separate but interrelated areas: classification, nomenclature, and identification. Classification – arrangement of organisms into taxonomic groups (known as taxa or taxon). Nomenclature – the assignment of names to the various taxa according to international rules. Identification – the process of determining whether an isolate belongs to one of the established, named taxa or represents a previously unidentified species. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 3 of 7  th Established based on the binomial system of nomenclature developed in the 18 century by the Swedish scientist, Carolus Linnaeus. Seven (7) Taxa Sequence in the Classification of Organisms: Kingdom Phylum Class Order King Play Chess On Fine Grain Sand Family Genus Species An orgnism’s complete collection of genes is known as genotype while the complete collection of physical characteristics of the organism is known as the phenotype. Binomial System of Nomenclature: The first name is the genus, and the second name is the specific epithet. When used together, the first and second names are referred to as species. Genus – the first letter should be in uppercase. Frequently the genus is designated by a single-letter abbreviation. Specific epithet – the whole word should be in lowercase. Both genus and species should be italicized OR underlined. Ex. Escherichia coli or Escherichia coli or E.coli or E.coli In addition, species are abbreviated using sp. (singular) and spp. (plural) when species are not specified. Terms such as staphylococci (for Staphylococcus spp.) and clostrida (for Clostridium spp.) are acceptable. Think and Learn: Are viruses included in the five-kingdom system of classification? CHECK FOR UNDERSTANDING (15 minutes) You will answer and rationalize this by yourself. This will be recorded as your quiz. One (1) point will be given to correct answer and another one (1) point for the correct ratio. Superimpositions or erasures in your answer/ratio is not allowed. You are given 15 minutes for this activity. (Total: 16 points) Multiple Choice 1. Which of the following individuals introduced the terms “aerobes” and “anaerobes”? a. Anton Van Leeuwenhoek b. Louis Pasteur c. Robert Koch d. Rudolph Virchow ANSWER: RATIO: 2. Which of the following statements is true? a. Koch developed a rabies vaccine b. Microbes are ubiquitous c. Most microbes are harmful to humans d. Pasteur conducted experiments that proved the theory of abiogenesis This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 4 of 7  ANSWER: RATIO: 3. Rudolph Virchow is given credit for proposing which of the following theories? a. abiogenesis b. biogenesis c. germ theory of disease d. spontaneous generation ANSWER: RATIO: 4. Which of the following statements pertains to serovars? a. Variant prokaryotic strains characterized by biochemical or physiological differences b. Strains with distinctive antigenic properties c. Variant prokaryotic strains which differ morphologically d. Includes readily observable characteristics such as colony morphology ANSWER: RATIO: 5. Which of the following individuals is considered to be the “Father of Microbiology”? a. Aristotle b. Robert Koch c. Anton Van Leeuwenhoek d. Louis Pasteur ANSWER: RATIO: 6. Which of the following is in the correct descending order of the classification system? a. Kingdom – Class – Division – Order – Family – Genus – Species b. Kingdom – Phylum – Class – Order – Family – Genus – Species c. Kingdom – Family – Phylum – Division – Class – Genus – Species d. Kingdom – Division – Class – Family – Order – Genus – Species ANSWER: ________ RATIO:_____________________________________________________________________________________________ ___________________________________________________________________________________________________ ________________________________________________________________________________________ 7. Which of the following organisms is/are written correctly? a. Streptococcus Pyogenes b. Escherichia coli c. Clostridium tetani d. B and C only e. All of the above ANSWER: ________ RATIO:___________________________________________________________________________________________ _________________________________________________________________________________________________ _____________________________________________________________________________________________ This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 5 of 7 8. Who is the Swedish scientist who developed the binomial system of nomenclature in the 18th century? a. Carolus Linnaeus b. Robert Koch c. Louis Pasteur d. Anton van Leewenhoek ANSWER: ________ RATIO:_____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ RATIONALIZATION ACTIVITY (THIS WILL BE DONE DURING THE FACE TO FACE INTERACTION) The instructor will now rationalize the answers to the students. You can now ask questions and debate among yourselves. Write the correct answer and correct/additional ratio in the space provided. 1. ANSWER: RATIO: 2. ANSWER: RATIO: 3. ANSWER: RATIO: 4. ANSWER: RATIO: 5. ANSWER: RATIO: 6. ANSWER: RATIO: 7. ANSWER: RATIO: 8. ANSWER: RATIO: LESSON WRAP-UP (5 minutes) You will now mark (encircle) the session you have finished today in the tracker below. This is simply a visual to help you track how much work you have accomplished and how much work there is left to do. You are done with the session! Let’s track your progress. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 6 of 7 Exit Ticket: One-minute paper a. How do you feel about today’s session? __ Happy __ Satisfied __ Sad __ Confused b. What question(s) do you have as we end this session? th Reading Assignment: For the next session, please read chapter 3 of Burton’s Microbiology for the Health Sciences, 10 Ed. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 7 of 7  HES 032 (Microbiology and Parasitology) STUDENT ACTIVITY SHEET BS NURSING /SECOND YEAR Session # 2 LESSON TITLE: Microbial Diversity: Acellular Microbes Materials: Book, pen, notebook, and paper LEARNING OUTCOMES: References: Upon completion of this lesson, the nursing student can: Engelkirk, P., & Engelkirk, J. (2015). Burton's th 1. Describe the characteristics used to classify viruses (e.g. Microbiology for the Health and Sciences. 10 DNA vs. RNA); ed., Philadelphia: Lipincott Williams & Wilkins 2. List five specific properties of viruses that distinguish them Tille, P. (2014). Bailey and Scott’s Diagnostic from bacteria; th Microbiology. 13 ed., Missouri: Elsevier Inc. 3. Enumerate the replication process of viruses. 4. Cite at least three important viral diseases of humans and; 5. Discuss differences between viroid and virions, and the diseases they cause. LESSON PREVIEW/REVIEW (5 minutes) Daily Productivity Tip: Fuel Last your brain session, with learned we have HEALTHY FOOD today. the importance What food of studying comesand microbes to your mind at this the pioneers moment? Before we start in microbiology. today’s session, can you recall the two types of microbes? Microbes that can cause disease are known as whilst microbes that do not cause disease are called. How about the “Father of Bacteriology”? ____________________. Lastly, let us recall the cellular and acellular microorganisms. Acellular microbes include __________ and __________, while cellular microbes include __________, __________, __________, __________, and __________. Great job! Now, you are ready for today’s session! MAIN LESSON (40 minutes) Evidence of viral disease exists in ancient records, dating back to as far as 23 BC, when the Eschunna Code of ancient Mesopotamia noted “the bite of mad dogs to affect disease on humans.” Homer, author of the Iliad, characterizes Hector as “rabid.” Aristotle’s work, The Natural History of Man, written in the fourth century BC, describes a “madness” in dogs that “causes them to become very irritable and all mammals they bite become diseased.” What remains apparent in all these early writings is that all writers realized the communicable nature of something unseen. These writings clearly refer to the rabies virus, transmitted through the saliva of an infected animal. Recall that there are two major categories of microbes: acellular and cellular. In this session, you will learn that acellular microbes are not considered by most scientists to be living organisms because they need a host in order for them to survive. Thus, rather than using the term microorganisms to describe them, viruses, viriods, and prions are more correctly referred to as acellular microbes or infectious partices. Acellular Microbes: Viruses Complete virus particles, called virions, are very small and simple in structure. Most viruses range in size from 10 to 300 nm in diameter, although some— like Ebola virus—can be up to 1 m in length. The smallest virus is about the size of the large hemoglobin molecule of a red blood cell. Scientists were unable to see viruses until electron microscopes were invented in the 1930s. Viruses infect humans, animals, plants, fungi, protozoa, algae, and bacterial cells. Many human diseases are caused by viruses like the COVID-19 disease. Viruses that infect humans and animals are collectively referred to as animal viruses This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 1 of 6 Viral Properties 1. The vast majority of viruses possess either DNA or RNA, unlike living cells, which possess both. 2. They are unable to replicate (multiply) on their own; their replication is directed by the viral nucleic acid once it has been introduced into a host cell. 3. Unlike cells, they do not divide by binary fission, mitosis, or meiosis. 4. They lack the genes and enzymes necessary for energy production. 5. They depend on the ribosomes, enzymes, and metabolites (“building blocks”) of the host cell for protein and nucleic acid production VIRION Virus particles, referred to as virions, consist of two or three parts: -An inner nucleic acid core, consisting of either ribonucleic acid (RNA) or deoxyribonucleic acid (DNA) -A protein coat that surrounds and protects the nucleic acid (the capsid) -In some of the larger viruses, a lipid-containing envelope that surrounds the virus Viral Replication 1. Attachment of phage to cell surface receptor 2. Penetration of the entire virus into the host cell. 3. Uncoating where the viral nucleic acid escapes from the capsid. 4. Biosynthesis resulting in the production of pieces or parts of viruses. 5. Assembly to create complete virions. 6. Release of the complete virion from the host cell by lysis or budding. Think and Learn: Can animal viruses attach and invade cells bearing different cell receptors? Viral Classification 1. Type of genetic material (either DNA or RNA) 2. Shape of the capsid 3. Number of capsomeres 4. Size of the capsid 5. Presence or absence of an envelope 6. Type of host that it infects 7. Type of disease it produces 8. Target cell 9. Immunologic or antigenic properties. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 2 of 6 Now, you already know the different properties, classification of viruses, and how they replicate. Let us continue this session by familiarizing the important viruses affecting humans categorized based on the genome they possess. The genome of most viruses is either double-stranded DNA or single stranded RNA, but a few viruses possess single- stranded DNA or double-stranded RNA. All DNA viruses are double-stranded except Parvovirus and Circovirus. All RNA viruses are single-stranded except Reovirus. Think and Learn: Can viruses infect bacteria or can bacteria infect viruses? If so, what do you call them? This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 3 of 6 TAKE A QUICK BREAK. BREATHE SLOWLY. WRITE FREELY. ______________________________________________________________ ______________________________________________________________ Poxvirus is the largest ______________________________________________________________ and most complex ______________________________________________________________ among all the viruses. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Additional information about other acellular microbes before this session ends, Mimivirus - An extremely large double-stranded DNA virus, called Mimivirus, has been recovered from amoebas. The virus was given the name Mimivirus because it “mimics” bacteria. It is so large that it can be observed using a standard compound light microscope. Plant Viruses - More than 1,000 different viruses cause plant diseases, including diseases of citrus trees, cocoa trees, rice, barley, tobacco, turnips, cauliflower, potatoes, tomatoes, and many other fruits, vegetables, trees, and grains. Viroid and Prions - Viroids are infectious RNA molecules that cause a variety of plant diseases. Plant diseases thought or known to be caused by viroids include potato spindle tuber (producing small, cracked, spindle-shaped potatoes), citrus exocortis (stunting of citrus trees), and diseases of chrysanthemums, coconut palms, and tomatoes. Prions - are infectious protein molecules that cause a variety of animal and human diseases e.g. scrapie in sheep and goats; bovine spongiform encephalopathy (BSE); “mad cow disease” and kuru, Creutzfeldt-Jakob (C-J) disease, Gerstmann-Sträussler-Scheinker (GSS) disease, and fatal familial insomnia in humans. Kuru - is a disease that was once common among natives in Papua, New Guinea, where women and children ate human brains as part of a traditional burial custom (ritualistic cannibalism). All these diseases are fatal spongiform encephalopathies, in which the brain becomes riddled with holes (sponge like). th (Jawetz Medical Microbiology 26 ed.) CHECK FOR UNDERSTANDING (15 minutes) You will answer and rationalize this by yourself. This will be recorded as your quiz. One (1) point will be given to correct answer and another one (1) point for the correct ratio. Superimpositions or erasures in you answer/ratio is not allowed. 1. Which one of the following diseases or groups of diseases is not caused by prions? a. certain plant diseases b. chronic wasting disease of deer and elk c. Creutzfeldt-Jacob disease of humans d. “mad cow disease” ANSWER: RATIO: This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 4 of 6  2. Viruses are said to have specific properties that distinguish them from living cells. EXCEPT? a. They are unable to replicate (multiply) on their own; their replication is directed by the viral nucleic acid once it has been introduced into a host cell. b. They divide by binary fission, mitosis, or meiosis. c. They lack the genes and enzymes necessary for energy production. d. They depend on the ribosomes, enzymes, and metabolites (“building blocks”) of the host cell for protein and nucleic acid production. ANSWER: RATIO: 3.The viruses that infect bacteria are known as? a. temperate phages b. icosahedron bacteriophages c. virulent bacteriophages d. bacteriophages ANSWER: RATIO: 4. After the virus particles are assembled, they must escape from the cell. How they escape from the cell depends on the type of virus that it is. Some animal viruses escape by destroying the host cell, leading to cell destruction and some of the symptoms associated with infection with that particular virus. a. penetration b. uncoating c. biosynthesis d. release ANSWER: RATIO: 5. Which one of the following steps occurs during the multiplication of animal viruses, but not during the multiplication of bacteriophages? a. assembly b. biosynthesis c. penetration d. uncoating ANSWER: RATIO: RATIONALIZATION ACTIVITY (THIS WILL BE DONE DURING THE FACE TO FACE INTERACTION) The instructor will now rationalize the answers to the students. You can now ask questions and debate among yourselves. Write the correct answer and correct/additional ratio in the space provided. 1. ANSWER: RATIO: 2. ANSWER: RATIO: 3. ANSWER: RATIO: This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 5 of 6 4. ANSWER: RATIO: 5. ANSWER: RATIO: LESSON WRAP-UP (5 minutes) You will now mark (encircle) the session you have finished today in the tracker below. This is simply a visual to help you track how much work you have accomplished and how much work there is left to do. You are done with the session! Let’s track your progress. Exit Ticket: One-minute paper a. How do you feel about today’s session? __ Happy __ Satisfied __ Sad __ Confused b. What question(s) do you have as we end this session? Reading Assignment: For the next session, please read chapter 3, 4, and 5 of Burton’s Microbiology for the Health th Sciences, 10 Ed. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 6 of 6  HES 032 (Microbiology and Parasitology) STUDENT ACTIVITY SHEET BS NURSING /SECOND YEAR Session # 3 LESSON TITLE: Microbial Diversity: Prokaryotic and Eukaryotic Microbes Materials: LEARNING OUTCOMES: Book, pen, notebook, and paper Upon completion of this lesson, the nursing students can: References: 1. Identify correctly the structural differences between Engelkirk, P., & Engelkirk, J. (2015). Burton's th Prokaryotic and Eukaryotic Cells; Microbiology for the Health and Sciences. 10 2. Cite correctly the function for each of the following ed., Philadelphia: Lipincott Williams & Wilkins parts of eukaryotic and a bacterial cell: cell membrane, chromosome, cell wall, capsule, flagella, pili and endospores; Daily Productivity Tip: Make it FUN! Try using post-it notes, colorful markers, and pens in studying. LESSON PREVIEW/REVIEW (5 minutes) In the previous session, you learned that viruses are not considered as cellular microorganisms because they need a host in order to survive. List down atleast 5 family of viruses , causing significant diseases to human below: 1. 2. 3. 4. 5. That’s great! Now, you are ready for today’s session! MAIN LESSON (40 minutes) A cell is defined as the fundamental unit of any living organism because , like the total organism, the cell exhibits the basic characteristics of life. In this session, you will learn about the structure of cellular microorganisms. Because they are so small, very little detail concerning their structure can be determined using the compound light microscope. Lesson 1: Microbial Cytology: Prokaryotes and Eukaryotes If you can recall your basic biology, which of the following cellular microorganisms below is a prokaryote and a eukaryote? A. ____________________ B.____________________ a This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 1 of 6  EUKARYOTIC CELL VERSUS PROKARYOTIC CELL Nucleus 1.Cell Membrane 2. Chromosome Endoplasmic Reticulum (Eukaryote – Cytoplasmic particles Ribosomes Many; Prokaryote – Single) Glycocalyx (Slime layers Golgi Complex 3. Cytoplasm and Capsules) Lysosomes 4. Cell Wall Pili (Fimbriae) Peroxisomes (Except Animals and Protozoa) Spores Mitochondria 5. Flagella (Some Plasmid Plastids Bacteria and Ribosomes Cytoskeleton Protozoa) 6. Cilia (Some Nuclear membrane Protozoa) REMEMBER: Eukaryote – (eu = true; karyo = nut or nucleus) have a “true nucleus”, in that DNA is enclosed by a nuclear membrane. A true nucleus consists of nucleoplasm, chromosomes, and a nuclear membrane. (Algae, Protozoa, Fungi) Prokaryote – (pro = before; karyo = nut or nucleus) do NOT contain a “true nucleus”. They are about 10 times smaller than eukaryotic cells yet they are able to perform the necessary processes of life. They do not contain membrane- bounded organelles. (Archaebacteria, Eubacteria, Cyanobacteria) Think and Learn: Why do you think a prokaryote can perform the necessary processes of life despite its size? You are already familiar with the comparison and contrast of the different structures of a eukaryotic cell and a prokaryotic cell. Can you now recall their important cellular functions from your basic biology? Comparison of Medically Important Organisms: Characteristic Viruses Bacteria Fungi Protozoa and Helminths Cells Acellular Unicellular Yeast – Unicellular Protozoa – Unicellular Mold - Multicellular Helminths - Multicellular Nucleic Acid Either DNA or RNA Both DNA and Both DNA and RNA Both DNA and RNA RNA Type of Nucleus None Prokaryotic Eukaryotic Eukaryotic Nature of other surface Protein capsid and Rigid cell wall Rigid cell wall Flexible membrane lipoprotein envelope containing containing chitin peptidoglycan Motility None Some None Most Method of Replication Assembly Binary fission Yeast – Budding Mitosis Mold - Mitosis This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 2 of 6 As we proceed with today’s session, we will focus on the cell structure of bacteria as a prokaryotic cellular microorganism. TAKE A QUICK BREAK. BREATHE SLOWLY. WRITE FREELY. BACTERIAL CELL STRUCTURE FUNCTION Cell Membrane It has a selective permeability, meaning that they allow only certain substances to pass through them. Mesosomes – inward foldings of the cell membrane are where cellular respiration of bacteria takes place. Cytoplasm Embedded within the cytoplasm are a chromosome, ribosomes, and other cytoplasmic structures. Surrounde by a cell wall, cell membrane, and sometimes a capsule or slime layer. Ribosomes Play an important role in the synthesis of proteins. Serve to strengthen, support, and stiffen the cell, and give Cytoskeleton the cell its shape. Cell Wall Provide rigidity, shape, and protection. Most bacteria: Peptidoglycan and techoic acid NOTE: Bacteria in the genus Mycoplasma do not have cell walls. Flagella Exhibit motility for locomotion. Arrangement of Bacterial Flagella: Some Bacteria: Flagella and axial filament (NOTE: Bacteria a. Peritrichous, flagella all over the surface never possess cilia) b. Lophotrichous, a tuft of flagella at one end Some Protozoa: Flagella and Cilia c. Amphitrichous, one or more flagella at each end d. Monotrichous, one flagellum Chromosome A prokaryotic chromosome usually consists of a single, long, supercoiled, circular DNA which serves as the control center of the bacterial cell. Plasmid An extrachromosmal small, circular molecule of double- stranded DNA. Pili (Fimbriae) Conjugation and attachment among most Gram-negative bacteria. Think and Learn: What is the difference between plastid and plasmid? This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 3 of 6 CHECK FOR UNDERSTANDING (15 minutes) After studying this module, answer the following multiple-choice questions. You will answer and rationalize this by yourself. This will be recorded as your quiz. One (1) point will be given to correct answer and another one (1) point for the correct ratio. Superimpositions or erasures in you answer/ratio is not allowed. You are given 15 minutes for this activity. (16 points) Multiple Choice 1. Most bacterial capsules are composed of: a. Lipopolysaccharides b. Lipoproteins c. Dextranases d. Polysachharides e. Lipids ANSWER: RATIO: 2. The term prokaryotic is used to denote: a. All bacteria b. All mammalian cells c. Gram positive bacteria only d. Gram negative bacteria only e. None of the above ANSWER: RATIO: 3. The cell wall of many gram-positive bacteria can be selectively removed by: a. Spermine b. Lipoteichoic acid c. Lysozyme d. Amylase e. para-amino benzoic acid ANSWER: RATIO: 4. The appearance of flagella distributed over the entire bacterial cell surface is known as: a. Lophotrichous b. Monotrichous c. Peritrichous d. Amphitrichous e. Both A and B ANSWER: RATIO: 5. Hairlike filaments extending from a bacterial cell are called: a. Pili b. Fimbriae c. Plastid d. Both A and B e. All of the above This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 4 of 6  ANSWER: RATIO: 6. Which of the following statements below are true? a. Prokaryotic cells do not a possess cell membrane that encloses the cytoplasm b. Eukaryotic ribosomes referred to as 80S cytoplasmic ribosomes density. c. Prokaryotic cell contains a true nucleus d. Both A and C e. None of the above ANSWER: RATIO: 7. The component of the bacterial cell that function an as osmotic permeability barrier is the. a. Cytoplasmic membrane b. Cell wall c. Capsule d. Lipopolysaccharide e. Teichoic acid ANSWER: RATIO: 8. Statement 1: Gram negative cell wall contains a thin layer if peptidoglycan, outer membrane, and lipolysaccharide (LPS). a. Statement 2: Gram positive cell wall contains a thick layer of peptidoglycan layer b. Statement 1 is true; statement 2 is false c. Statement 2 is true; statement 1 is false d. Both statements 1 and 2 are true e. Both statements 1 and 2 are false ANSWER: RATIO: RATIONALIZATION ACTIVITY (THIS WILL BE DONE DURING THE FACE TO FACE INTERACTION) The instructor will now rationalize the answers to the students. You can now ask questions and debate among yourselves. Write the correct answer and correct/additional ratio in the space provided. 1. ANSWER: RATIO: 2. ANSWER: RATIO: 3. ANSWER: RATIO: This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 5 of 6  4. ANSWER: RATIO: 5. ANSWER: RATIO: 6. ANSWER: RATIO: 7. ANSWER: RATIO: 8. ANSWER: RATIO: LESSON WRAP-UP (5 minutes) You will now mark (encircle) the session you have finished today in the tracker below. This is simply a visual to help you track how much work you have accomplished and how much work there is left to do. You are done with the session! Let’s track your progress. Exit Ticket: One-minute paper a. How do you feel about today’s session? __ Happy __ Satisfied __ Sad __ Confused b. What question(s) do you have as we end this session? This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 6 of 6  HES 032 (Microbiology and Parasitology) STUDENT ACTIVITY SHEET BS NURSING /SECOND YEAR Session # 4 LESSON TITLE: The Domain Bacteria Materials: LEARNING OUTCOMES: Book, pen, notebook, and paper Upon completion of this lesson, the nursing student can: References: 1. List the various ways in which bacteria can be classified Engelkirk, P., & Engelkirk, J. (2015). Burton's th correctly; Microbiology for the Health and Sciences. 10 2. Outline precisely the (3) three basic shapes of bacteria; ed., Philadelphia: Lipincott Williams & Wilkins 3. Classify effectively the bacteria based on its morphological arrangements; 4. Enumerate correctly the different staining procedures. 5. Explain the principles of Gram Staining and Acid Fast Staining efficiently Daily Productivity Tip: Learn, Write, Rewrite, Relearn. Believe in the power of writing because it might help you organize your ideas. Make your best notes and mnemonics today! LESSON PREVIEW/REVIEW (5 minutes) Recall from the last session the cell structures found in a eukaryote and a prokaryote. EUKARYOTIC CELL BOTH PROKARYOTIC CELL Lastly, what are the two domains of prokaryotic microorganisms? 1. 2. That’s great! Now let’s begin with today’s session. MAIN LESSON (40 minutes) Many characteristics of bacteria are examined to provide data for identification and classification.Today’s session, you will get to know the major categories of bacteria based on their cell morphology and staining characteristics. th Before we start, please open chapter 4 of Burton’s Microbiology for the Health Sciences, 10 ed. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 1 of 6  Lesson 1: Cell Morphology With the compound light microscope, the size, shape, and morphologic arrangement of various bacteria are easily observed. Bacteria vary greatly in size, usually ranging from spheres measuring about 0.2 µm in diameter to 10.0-µm- long spiral-shaped bacteria, to even longer filamentous bacteria. I. Three general shapes of bacteria are: bacillus (plural: bacilli) coccus (plural: cocci) spirilla Spiral-shaped bacteria are referred to as spirochetes: Tightly-coiled : Treponema pallidum Loosely-coiled : BorreLia spp. Curved or comma-shaped bacilli : Vibrio spp. Gull-wing : Campylobacter spp. II. Morphological arrangement of bacteria are: cocci bacilli diplococci – cocci in pairs diplobacilli – bacilli in pairs streptococci – cocci in chains streptobacilli – long, filamentous bacilli in chain staphylococci – cocci in clusters coccobacilli – resembling short, elongated cocci tetrad – cocci in packets of four diptheroids – bacilli stack up next to each other. octad – cocci in packets of eight Think and Learn: Based on you readings, can you cite examples of bacteria belonging to each morphological arrangement? Did you know? The shape of a bacterium is determined by heredity. Though, most bacteria are monomorphic; that is, they maintain a single shape, there are bacteria that can alter its shape because of a number of environmental conditions. They are described as being pleomorphic. Bacteria from the genus Mycoplasma do not have cell walls; thus, when examine microscopically, they appear in various shapes. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 2 of 6 Lesson 2: Staining Procedure As they exist in nature, most bacteria are colorless, transparent, and difficult to see. Therefore, various staining methods have been devised to enable scientists to examine bacteria. Staining Techniques Simple staining a single stain is used; directed towards coloring the forms and shapes present Example: Malachite green, methylene blue, crystal violet Diagnostic Antibody/DNA probe-mediated staining directed specifically on identification of organisms such as Chlamydia trachomatis, Legionella pneumophilia, Bordetella pertussis, etc. Negative staining utilized to demonstrate the presence of diffuse capsule surrounding some bacteria. It is excellent technique to study bacterial gas vacuoles and viral morphology. Example: India Ink or Nigrosin dye (acidic stain) Differential staining divides the bacteria into separate groups; directed towards coloring components of those elements present. Example: Gram staining, Acid Fast Bacilli staining Steps in Differential Staining: Gram Stain Most commonly used in differential stain in the clinical microbiology laboratory. Reaction Theories: Theory Gram-Positive Bacteria Gram –Negtive Bacteria Benian Less permeable to decolorizing agent Permeable to decolorizing agent Stern and Stearn (Law of Magnetism) Low isoelectric point High isoelectric point Principle: Bacteria with thick cell walls containing teichoic acid retain the crystal violet-iodine complex dye after decolorization and appear PURPLE, thus they are Gram- Positive. Other bacteria with thinner cell walls containing lipopolysaccharides do NOT retain the dye complex and appear PINK and they are Gram-Negative. Gram positive – PURPLE or BLUE Some strains of bacteria are consistently neither blue to purple nor pink to red. Gram negative – PINK after Gram staining; they are referred to as Gram-variable bacteria. Examples of Gram-variable bacteria are members of the genus Mycobacterium. Remember there is always that boy who has a negative Mycobacterium species are more often identified using a staining procedure call feeling for pink colours the acid-fast stain. Think and Learn: What are the chemical stains used in the Gram staining technique? This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 3 of 6 Acid Fast staining used to stain bacteria have high lipid content in their cell walls. Methods: 1. Ziehl-Neelsen Method – Hot staining Method 2. Kinyoun’s Method - Cold staining Method Principle The primary stain binds to mycolic acid in the cell walls of the Mycobacteria and is retained after decolorization with acid alcohol. Acid-fast bacilli retain the primary stain and colored red while non-AFB are either blue or green (methylene blue or malachite green counterstains) color. Mycolic acid renders the cells resistant to decolorization, thus termed as “acid fast”. Think and Learn: How do you prepare a bacterial smear for staining? Morphologic and Staining Differences among the Bacteria Morphology Gram-Positive Gram-Negative Coccus Staphylococcus Neisseria Streptococcus Bacillus Spore-forming: Enterics: Escherichia coli, Proteus Clostridium spp., Enterobacter spp., Klebsiella Bacillus spp., Salmonella spp., Shigella spp., Non spore-forming: Pseudomonas spp., Helicobacter Listeria spp., Yersinia spp., Campylobacter Corynebacterium spp., Vibrio spp., Bordetella spp., Francisella spp. Mycobacterium (weakly Gram-positive) Spirals Spirochetes: Treponema spp., Borrelia spp., Leptospira spp. (weakly Gram-negative) Pleomorphic Chlamydia spp., Ricketssia spp., Mycoplasma spp. All cocci are Gram-positive except Neisseria spp., Branhamella spp., Moraxella spp., Veilonella spp. All bacilli are Gram-negative except the spore-forming bacilli, Bacillus spp. and Clostridium spp., Mycobacteria spp., and Corynebacterium spp. TAKE A QUICK BREAK. BREATHE SLOWLY. WRITE FREELY. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 4 of 6 CHECK FOR UNDERSTANDING (15 minutes) After studying this module, answer the following questions. You will answer and rationalize this by yourself. This will be recorded as your quiz. One (1) point will be given to correct answer and another one (1) point for the correct ratio. (Total: 10 points) Multiple Choice 1. Gram Staining Procedure: Arrange the following dyes in correct order. a. Gram’s Iodine b. Crystal Violet c. Safranin d. Alcohol A. 1, 2, 4, 3 B. 2, 3, 1, 4 C. 4, 3, 1, 2 D. 2, 1, 4, 3 ANSWER: RATIO: 2. Statement 1: Ziehl-Neelsen Method: Hot Method Statement 2: Kinyoun Method: Cold Method A. Statement 1 is true; statement 2 is false B. Statement 2 is true; statement 1 is false C. Both of the statements are true D. Both of the statements are false ANSWER: RATIO: 3. The group of bacteria that lack rigid cell walls and take on irregular shapes is: a. chlamydia. b. mycobacteria. c. mycoplasmas. d. rickettsia. ANSWER: RATIO: 4. This staining is especially useful in the tuberculosis laboratory (“TB lab”) where the mycobacteria are readily seen as red bacilli against a blue or green background in a sputum specimen from a tuberculosis patient. a. gram staining b. simple staining c. acid-fast staining d. structural staining ANSWER: RATIO: 5. The cell wall of many gram-positive bacteria can be selectively removed by: a. Spermine b. Lipoteichoic acid c. Lysozyme d. Amylase e. para-amino benzoic acid This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 5 of 6  ANSWER: RATIO: RATIONALIZATION ACTIVITY The instructor will now rationalize the answers to the students. You can now ask questions and debate among yourselves. Write the correct answer and correct/additional ratio in the space provided. 1. ANSWER: RATIO: 2. ANSWER: RATIO: 3. ANSWER: RATIO: 4. ANSWER: RATIO: 5. ANSWER: RATIO: LESSON WRAP-UP (5 minutes) You will now mark (encircle) the session you have finished today in the tracker below. This is simply a visual to help you track how much work you have accomplished and how much work there is left to do. You are done with the session! Let’s track your progress. Exit Ticket: One-minute paper a. How do you feel about today’s session? __ Happy __ Satisfied __ Sad __ Confused b. What question(s) do you have as we end this session? th Reading Assignment: For the next session, read chapter 7 of Burton’s Microbiology for the Health Siences, 10 ed. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 6 of 6  HES 032 (Microbiology and Parasitology) STUDENT ACTIVITY SHEET BS NURSING /SECOND YEAR Session # 5 LESSON TITLE: Bacterial Growth, Nutrition, and Genetics Materials: LEARNING OUTCOMES: Book, pen, notebook, and paper Upon completion of this lesson, the nursing student can: References: 1. Differentiate between catabolism and anabolism; 2. Enumerate the four (4) phases of bacterial growth; Engelkirk, P., & Engelkirk, J. (2015). Burton's th 3. Discuss the physical and chemical requirements of Microbiology for the Health and Sciences. 10 microorganism; ed., Philadelphia: Lipincott Williams & Wilkins 4. Explain the differences among harmful, silent, and Tortora, G., F.B. (2016). Microbiology an beneficial mutation and; th Introduction. 12 ed., United States of America: 5. Briefly describe each of the following ways in which Pearson Education Inc. bacteria acquire genetic information: lysogenic conversion,. transduction, transformation, and conjugation. Daily Productivity Tip: Schedule short breaks into your existing study schedule. Take a 15-minute break every 30 minutes of studying to recharge your brain. You may download the POMODORO TECHNIQUE application. LESSON PREVIEW/REVIEW (5 minutes) Last session, you have learned that bacteria maintain a single shape but there are bacteria that can alter its shape because of a number of environmental conditions. How do you describe the morphology of bacteria? _______________. Next, match the following bacteria to their correct morphology and Gram-staining color result: 1. Staphylococcus aureus 2. Escherichia coli 3. Borrelia burgdorferi Awesome! Now, you can proceed with today’s session. MAIN LESSON (60 minutes) When we talk about microbial growth, we are referring to the number of cells, not the size of the cells. Microbial populations can become incredibly large in a very short time. By understanding the conditions necessary for microbial growth, we can determine how to control the growth of microbes that cause diseases and food spoilage. We can also learn how to encourage the growth of helpful microbes and those we wish to study. Thus, it is important that we also understand their growth and metabolism. First, let us recall the basic processess involved in a cellular metabolism. Metabolism refers to all of the chemical reactions (metabolic reactions) that occur within a living cell. Metabolic reactions are enhanced and regulated by enzymes, known as metabolic enzymes. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 1 of 8 Most metabolic reactions fall into two categories: catabolism and anabolism. Catabolism – breaking of chemical bonds and the release of energy. Anabolism – formation of chemical bonds which requires energy. The energy that is released during catabolic reactions is used to drive anabolic reactions. A kind of energy balancing act occurs within a cell, with some metabolic reactions releasing energy and other metabolic reactions requiring energy. ATP molecules are the major energy-storing or energy-carrying molecules within a cell. Most of the energy required for anabolic reactions is provided by the catabolic reactions that are occurring simultaneously in the cell. Think and Learn: What are the factors affecting the efficiency of enzymes? TAKE A QUICK BREAK. BREATHE SLOWLY. WRITE FREELY. Lesson 1: Bacterial Growth Curve Good to Know! Bacteria normally reproduce by binary fission which increases the number of Coenocytic is a multinucleate organism in bacterial cells. The time required for a cell to divide (and its population to double) which no cell division is called the generation time. occurs in the presence of a nuclear division. Phases of Growth: 1. Lag Phase The period of little or no cell division which can last for 1 hour to several days. However, the cells are not dormant during this time. 2. Log Phase or Exponential Phase The cells begin to divide and cellular reproduction is most active during this period, and generation time reaches a constant minimum. 3. Stationary Phase The period of equilibrium. Eventually, the growth rate slows, the number of microbial deaths balances the number of new cells, and the population stabilizes. 4. Death Phase or Decline Phase The number of deaths eventually exceeds the number of new cells formed. This phase continues until the population is diminished to a tiny fraction of the number of cells in the previous phase or until the population dies out entirely. Did you know? The doubling time of Escherichia coli under favorable conditions, occurs every 20 minutes. That fast! Furthermore, the growth of microorganisms are also affected by several factors like the availability of nutrients, moisture, temperature, pH, osmotic pressure and salinity, barometric pressure, and gaseous atmosphere. As we proceed, you will learn how these factors affect their growth and metabolism. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 2 of 8 Lesson 2: Bacterial Growth: Chemical Requirement All living protoplasm contains six major chemical elements: carbon, hydrogen, oxygen, nitrogen, phosphorus, and sulfur. Other elements, usually required in lesser amounts, include sodium, potassium, chlorine, magnesium, calcium, iron, iodine, and some trace elements. Combinations of all these elements make up the vital macromolecules of life, including carbohydrates, lipids, proteins, and nucleic acids. All organisms require a source of energy, a source of carbon, and additional nutrients. Essential nutrients are those materials that organisms are unable to synthesize, but are required for the building of macromolecules and sustaining life. I. Energy and Carbon Sources Requirement II. Oxygen Requirement Obligate Aerobe Cannot survive without oxygen Facultative Anaerobe Primarily aerobic but can grow in the absence of oxygen Microaerophilic Only aerobic growth; grow maximally at low oxygen concentration of 14 days in infects primarily young children duration) Enteroinvasive (EIEC) invade the intestinal mucosal epithelial very difficult to distinguish from cells causing a a disease very similar to Shigella spp. and other E. coli strains shigellosis Enteropathogenic (EPEC) adherence to the mucosal cells of the diarrhea in infants, particularly in small bowel causing watery diarrhea large urban hospitals Enterohemorrhagic (EHEC) or produces cytotoxin (toxins that has contains most common serotypes Serotoxigenic or Shiga toxin- many properties similar to the Shigella 0157 :H7 that have been isolated producing E.coli (STEC) toxins) causing watery often bloody from patients with diarrhea or diarrhea hemolytic uremic syndrome Reservoirs and Mode of Transmission: Infected humans serve as reservoirs. Transmission occurs via the fecal–oral route; ingestion of fecally contaminated food or water. B. Bacterial Infections of the Genital Tract (Sexually Transmitted Diseases) Gonococcal Ophthalmia 1. Gonorrhea Neonatorium Present as asymptomatic mucosal infection, ophthalmia neonatorum, urethritis, Infection of the eye in newborns, is proctitis, pharyngitis, epididymitis, cervicitis, Bartholin gland infection, pelvic acquired during passage through an inflammatory disease, endometritis, salpingitis, peritonitis, and disseminated infected birth canal. If untreated, gonococcal infection. results in blindness. Pathogen: Neisseria gonorrheae (Gonococcus or GC) Treatment: 1% Tetracycline Reservoirs and Mode of Transmission: Infected humans serve as reservoirs. ointment, 0.5% Erythromycin Transmission occurs via direct mucous membrane-to-mucous membrane ointment, 1% Silver nitrate eye drops contact, usually sexual contact; adult-to-child (may indicate sexual abuse); and within 1 hour of delivery. mother- to-neonate during birth. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 3 of 9 2. Genital Chlamydial Infections, Genital Chlamydiasis Most common sexually transmitted disease. Diseases include trachoma, Neisseria gonorrheae inclusion conjunctivitis, nongonococcal urethritis, salpingitis, cervicitis, and Chlamydia pneumonitis of infants, and lymphogranuloma venereum (LGV). trachomatis cause Pelvic Inflammatory Disease Pathogen: Chlamydia trachomatis (PID) in women Reservoirs and Mode of Transmission: Infected humans serve as reservoirs. Transmission occurs via direct sexual contact or mother-to- neonate during birth. 3. Syphilis A treponemal disease that occurs in four stages: (a) primary syphilis – painless lesion (hard chancre) (b) secondary syphilis - skin rash (especially on the palms and soles) about 4–6 weeks later. (c) long latent syphilis – a long latent period as long as 5-20 years. (d) tertiary syphilis – granulamatous lesions (gummas), damage to the CNS, cardiovascular system, visceral organs, bones, sense organs, and other sites. Damage to the CNS or heart is usually not reversible. Pathogen: Treponema pallidum Reservoirs and Mode of Transmission: Infected humans serve as reservoirs. Transmission occurs via direct contact with lesions, body secretions, mucous membranes, blood, semen, saliva, and vaginal discharges of infected people, usually during sexual contact; blood transfusions; or transplacentally from mother to fetus. C. Bacterial Infections of the Urinary Tract (UTI) A patient with a UTI presents with dysuria (difficulty or pain on urination), lumbar pain, fever, and chills. Escherichia coli Most common cause of UTI Staphylococcus saprophyticus UTI in young women D. Bacterial Infections of the Central Nervous System 1. Bacterial Meningitis Infection within the subarachnoid space or throughout the leptomeninges is called meningitis. Based on the host’s response to the invading microorganism, meningitis is divided into two major categories: purulent (usually bacterial) and aseptic meningitis (usually viral). Pathogen: Streptococcus agalactiae (neonates), Streptococcus pneumoniae (adult), Haemophilus influenzae type B (infant less than 2 years old), Nesseria meningitidis (adolescent) Reservoir and Transmission: Transmitted through respiratory droplets. For organisms to reach the CNS (primarily by the blood-borne route), host defense mechanisms must be overcome. Furthermore, meningitis can be classified as either an acute or a chronic disease in the onset and overall progression within the host. REMEMBER: Neisseria spp. and M. catarrhalis (previously known as N. catarrhalis): Neisseria gonorrheae ferments GLUCOSE only Neisseria meningitidis ferments GLUCOSE and MALTOSE Neisseria lactamica ferments GLUCOSE, MALTOSE, LACTOSE Neisseria sicca ferments GLUCOSE, MALTOSE, SUCROSE/FRUCTOSE Moraxella catarrhalis DO NOT ferment any of these carbohydrates. The two pathogenic species of Neisseria are N. gonorrhoeae (sexually transmitted) and N. meningitidis (causes bacterial meningitis) This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 4 of 9 8\9  2. Tetanus Tetanus is an acute neuromuscular disease induced by a bacterial exotoxin called tetanospasmin, with painful muscular contractions, primarily of the masseter (the muscle that closes the jaw) and neck muscles, spasms, and rigid paralysis. Pathogen: Clostridium tetani Reservoirs and Mode of Transmission: Reservoirs include soil contaminated with human, horse, or other animal feces. Person-to-person transmission does not occur. E. Bacterial Infections of the Cardiovascular System 1. Infective Endocarditis It is characterized by the presence of vegetations (combinations of bacteria and blood clots) on or within the endocardium, most commonly involving a heart valve. The two most common types of infective endocarditis are acute bacterial endocarditis and subacute bacterial endocarditis (SBE). Pathogen: Acute bacterial endocarditis - Staphylococcus aureus (the most common cause), Streptococcus pneumoniae, Neisseria gonorrhoeae, Streptococcus pyogenes, and Enterococcus faecalis. Subacute bacterial endocarditis - α-hemolytic streptococci of oral origin (viridans streptococci), Staphylococcus epidermidis, Enterococcus spp., and Haemophilus spp. 2. Rickettsial Infections Infection Pathogen Reservoir and Transmission Spotted fever rickettsiosis (formerly Rickettsia rickettsi Reservoirs include infected ticks on called Rocky Mountain spotted fever) dogs, rodents, and other animals. Transmission occurs via the bite of A tick-borne rickettsial disease invading an infected tick. Person-toperson the endothelial cells (cells that lines the transmission rarely occurs—through blood vessels) blood transfusion. Endemic Typhus Fever (murine typhus Rickettsia typhi Reservoirs include rats, mice, fever and fleaborne typhus) possibly other mammals, and infected rat fleas. Transmission occurs from rat to flea to human. Person-to-person transmission does not occur. Epidemic Typhus Fever Rickettsia prowazeki Reservoirs include infected humans and body lice (Pediculus humanus) Transmission occurs from human to louse to human. 3. Other Bacterial Infections of the Cardiovascular and Central Nervous System Infection Pathogen Reservoir and Transmission Lyme Disease (Lyme borreliosis) Borrelia burgdorferi Ticks, rodents (especially deer mice), and mammals (especially Lyme disease is the most common deer) serve as reservoirs. arthropod-borne disease in the United Transmission occurs via tick bite. States Person-toperson transmission does not occur (a) early distinctive stage (b) early systematic manifestations (c) neurological and cardiac abnormalities This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 5 of 9 8\9  Plague Yersinia pestis Reservoirs include wild rodents (especially ground squirrels in the Bubonic plague - named for the swollen, United States) and their fleas, and, inflamed, and tender lymph nodes rarely, rabbits, wild carnivores, and (buboes) that develop. domestic cats. Transmission is usually via flea bite (from rodent to Pneumonic plague - is highly flea to human). Transmission may communicable, involves the lungs. also occur as a result of handling tissues of infected rodents, rabbits, Septicemic plague - may lead to septic and other animals, as well as droplet shock, meningitis, and death. transmission from person to person (in pneumonic plague). Tularemia (Rabbit Fever) Francisella tularensis Reservoirs include wild animals (especially rabbits, muskrats, and beavers), some domestic animals, and hard ticks. Transmission occurs via tick bite; ingestion of contaminated meat or drinking water, entry of organisms into a wound while skinning infected animals, inhalation of dust, or animal bites. Person-to-person transmission does not occur. TAKE A QUICK BREAK. BREATHE SLOWLY. WRITE FREELY. TERMS TO LOOK UP: Enteritis Diarrhea Dysentery Gastritis Ulcer Chancre Meningitis Endocarditis Cervicitis Pneumonitis Trachoma You may refer in Burton’s Microbiology for the Health and Sciences, 10th ed. (Chpater 17) CHECK FOR UNDERSTANDING (30 minutes) You will answer and rationalize this by yourself. This will be recorded as your quiz. One (1) point will be given to correct answer and another one (1) point for the correct ratio. Superimpositions or erasures in you answer/ratio is not allowed. You are given 30 minutes for this activity (20 points): 1. What organism causes Rocky Mountain spotted fever? a. Rickettsia helvetica b. Borrelia burgdorferi c. Ehrlichia chaffeensis d. Rickettsia ANSWER: RATIO: This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 6 of 9 8\9 2. Which of the following organisms causes fever, headache, fatigue, myalgia, and buboes? a. Borrelia burgdorferi b. Staphylococcus aureus c. Yersinia pestis d. Bacillus anthracis ANSWER: RATIO: 3. Which of the following describes the classification of Neisseria gonorrhoeae? a. Gram negative diplococcus b. Gram positive diplococcus c. Gram positive rod d. Gram negative rod ANSWER: RATIO: 4. Which of the following is the most common arthropod-borne disease? a. Lyme disease b. plague c. Rocky Mountain spotted fever d. tularemia ANSWER: RATIO: 5. Which of the following diseases is not caused by a spirochete? a. Lyme disease b. plague c. relapsing fever d. syphilis ANSWER: RATIO: 6. Which of the following associations is incorrect? a. Lyme disease : tick b. plague : rat flea c. Rocky Mountain spotted fever : tick d. typhoid fever : mosquito ANSWER: RATIO: 7. Tetanus is an acute neuromuscular disease induced by a bacterial exotoxin called? a. tetanospasmin b. neurotoxin c. cytotoxin d. endotoxin ANSWER: RATIO: This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 7 of 9 8\9 8. What is the etiologic agent of typhoid fever? a. typhoid bacillus b. Rickettsia prowazekii c. Rickettsia typhi d. salmonella typhi ANSWER: RATIO: 9. What is the etiologic agent of endemic typhus? a. typhoid bacillus b. Rickettsia prowazekii c. Rickettsia typhi d. Vibrio typhi ANSWER: RATIO: 10. What is the etiologic agent of epidemic typhus? a. typhoid bacillus b. Rickettsia prowazekii c. Rickettsia typhi d. Vibrio typhi ANSWER: RATIO: RATIONALIZATION ACTIVITY (THIS WILL BE DONE DURING THE FACE TO FACE INTERACTION) The instructor will now rationalize the answers to the students. You can now ask questions and debate among yourselves. Write the correct answer and correct/additional ratio in the space provided. 1. ANSWER: RATIO: 2. ANSWER: RATIO: 3. ANSWER: RATIO: 4. ANSWER: RATIO: 5. ANSWER: RATIO: This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 8 of 9 8\9  6. ANSWER: RATIO: 7. ANSWER: RATIO: 8. ANSWER: RATIO: __ 9. ANSWER: RATIO: 10. ANSWER: RATIO: LESSON WRAP-UP (5 minutes) You will now mark (encircle) the session you have finished today in the tracker below. This is simply a visual to help you track how much work you have accomplished and how much work there is left to do. You are done with the session! Let’s track your progress. Exit Ticket: One-minute paper a. How do you feel about today’s session? __ Happy __ Satisfied __ Sad __ Confused b. What question(s) do you have as we end this session? th Reading Assignment: For the next session, read chapter 20 of Burton’s Microbiology for the Health Siences, 10 ed. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 9 of 9 8\9  HES032 (Microbiology and Parasitology) STUDENT ACTIVITY SHEET BS NURSING / SECOND YEAR Session # 14 LESSON TITLE: Fungal Infections of Humans Materials: LEARNING OUTCOMES: Book, pen, notebook, and paper At the end of the lesson, the nursing student can: Reference: 1. Briefly discuss how fungi can cause a disease; 2. Differentiate yeast, dimorphic fungi, and molds; Engelkirk, P., & Engelkirk, J. (2015). Burton's th 3. Enumerate the five (5) categories of mycoses; Microbiology for the Health and Sciences. 10 ed., 4. Classify a given fungal infection as being a superficial, Philadelphia: Lipincott Williams & Wilkins cutaneous, subcutaneous, systemic, and opportunistic infections. Jawetz, M. A. (2013). Medical Microbiology 26th Edition. United States of America: The McGraw- Hill Companies. Daily Productivity Tip: Listen to recorded lectures twice after reading the module. LESSON PREVIEW / REVIEW (5 minutes) Before you start with today’s session, complete the table below. Typhoid Fever Gonorrhea Tetanus Pathogen Reservoirs and Mode of Transmission Now, you are ready for today’s session. MAIN LESSON (50 minutes) Fungal pathogens cause disease by invasion and mechanical destruction of tissues and/or obstruction of the flow of bodily fluids. Infections are also known as mycoses which are categorized as follows: A. Superficial mycoses Fungi seen in the clinical laboratory generally can be categorized into two B. Cutaneous mycoses groups based on the appearance of the colonies formed: C. Subcutaneous mycoses Yeast - moist, creamy, opaque or pasty colonies on media. D. Systemic mycoses Filamentous fungi or molds - fluffy, cottony, woolly, or powdery colonies. E. Opportunistic mycoses Dimorphic fungi – temperature dependent ; mold form at 25° to 30°C and a yeast form at 35° to 37°C. A. Superficial mycoses Fungal infections of the outer surfaces of hair shafts and the outermost, nonliving layer of the skin (epidermis). Black Piedra Piedraia hortae scalp hair and, less commonly, eyebrows and eyelashes. BLACK NODULES of hyphae at hair shaft. White Piedra Trichosporon beigelii moustache, beard, pubic, and axilla hair. WHITE NODULES of hyphae at hair shaft. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 1 of 6 Tinea versicolor (Pityriasis) Malassezia furfur ringwom infection of the skin of the chest or back and, less commonly, the arms, thighs, neck, and face. Tinea nigra Hortaea werneckii ringworm infection of the palms of the hands and, less commonly, the neck and feet. B. Cutaneous mycoses Fungal infections of the keratinized tissue - living layers of skin (the dermis), hair shafts, and nails commonly called tinea infections or ringworm infections which are caused by a group of molds collectively referred to as dermatophytes. Fungal most frequently responsible are Microsporum spp, Trichophyton spp, Epidermophyton floccosum. Dermatophyte Infection Location of Lesions Endothrix: fungus inside Tinea corporis Nonhairy, smooth skin hair shaft Tinea pedis (athlete’s foot) Interdigital spaces on feet of persons Ectothrix: fungus outside wearing shoes hair shaft Tinea cruris (jock itch) Groin Tinea capitis Scalp hair Tinea barbae Beard hair Tinea unguium Nail C. Subcutaneous mycoses These are fungal infections of the dermis and underlying tissues. Sporotrichosis Sporothrix schenckii affects the skin of an extremity of gardeners and farmers via rose thorns Chromomycosis (chromoblastomycosis) chronic spreading infection of the various species of molds skin and subcutaneous tissues, usually affecting a lower extremity Mycetoma actinomycetoma is a mycetoma chronic granulomatous infections caused by an actinomycete that involve the feet (usually), eumycetoma (maduromycosis, Madura hands, or other areas of the body. foot) is a mycetoma caused by a fungus D. Systemic mycoses Also known as generalized or deep-seated mycoses— are the most serious types of fungal infections. Histoplasmosis Histoplasma capsulatum Primary lesion is usually Reservoir: moist soil, bird in the lungs.  and bat droppings. Histoplasmosis is the most Transmission: Inhalation of common systemic fungal spores infection in AIDS patients. Coccidioidomycosis (Valley Coccidioides immitis Include lung lesions and Reservoir: spores in soil in Fever) abscesses throughout the semiarid areas of Western body, especially in Hemisphere subcutaneous tissues, Transmission: Inhalation of skin, bone, and the spores central nervous system Blastomycosis (North American Blastomyces dermatitidis Chronic infection with Transmission: Inhalation of Blastomycosis) granulomatous and spores suppurative lesions that is initiated in the lungs, whence dissemination may occur to any organ but preferentially to the skin and bones. This document and the information thereon is the property of PHINMA Education (Department of Medical Technology) 2 of 6 Paracoccidioidomycosis (South Paracoccidioides Initial lesion occur in Transmission: Inhalation of American Blastomycosis) brasiliensis lungs; the yeasts spread spores from the lung to other organs, particularly the skin and mucocutaneous tissue, lymph nodes, spleen, liver, adrenals, and other sites. Many