,Chapter |01 |- |Humans |and |the |Microbial |World
Chapter 01 |
Humans and the Microbial World
| | | | |
Multiple |Choice |Questions
1. The |scientist |usually |considered |the |first |to |see |microorganisms, |which |he |called
|"animalcules", |was
A.
Redi.
B.
van |Leeuwenhoek.
C.
Pasteur.
D.
Tyndall.
Bloom's |Level: |1. |Remember
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
1-1
,Chapter |01 |- |Humans |and |the |Microbial |World
2. The |word |"animalcule" |was |coined |by
A. Pasteur.
B. van |Leeuwenhoek.
C. Redi.
D. Tyndall.
Bloom's |Level: |1. |Remember
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
3.
The |idea |of |spontaneous |Generation |postulated |that
A. organisms |could |evolve |into |the |next |generation |of |organisms.
B. organisms |could |spontaneously |combust.
C. organisms |could |spontaneously |arise |from |other |living |organisms.
D. living |organisms |could |spontaneously |arise |from |non-living |material.
Bloom's |Level: |2. |Understand
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
4. Which |of |these |scientist(s) |was/were |involved |in, |among |other |things, |investigating |the |idea |of
|spontaneous |generation?
A. Redi
B. van |Leeuwenhoek
C. Pasteur
D. Escherich
E. Redi |AND |Pasteur
Bloom's |Level: |1. |Remember
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
1-2
, Chapter |01 |- |Humans |and |the |Microbial |World
5. The |work |of |Tyndall |and |Cohn
A. supported |the |idea |of |spontaneous |generation.
B. was |used |to |explain |why |others |investigating |spontaneous |generation |had |obtained |results
|that |were |opposite |of |those |obtained |by |Pasteur.
C. showed |that |microbes |caused |disease.
D. allowed |scientists |to |see |microorganisms.
Bloom's |Level: |2. |Understand
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
6.
The |structures |present |in |the |hay |infusions |used |in |experiments |on |spontaneous |generation |that |made |them |difficult |to
|sterilize |are
A. chlorophyll.
B. toxins.
C. organelles.
D. endospores.
Bloom's |Level: |1. |Remember
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
7. The |opposite |results |obtained |by |scientists |apparently |doing |the |same |experiments |in
|investigating |spontaneous |generation
A. shows |the |importance |of |repeating |experiments.
B. shows |the |importance |of |exactly |duplicating |experimental |conditions.
C. led |to |further |experiments |that |ultimately |furthered |knowledge.
D. All |of |the |choices |are |correct.
Bloom's |Level: |2. |Understand
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
1-3
Chapter 01 |
Humans and the Microbial World
| | | | |
Multiple |Choice |Questions
1. The |scientist |usually |considered |the |first |to |see |microorganisms, |which |he |called
|"animalcules", |was
A.
Redi.
B.
van |Leeuwenhoek.
C.
Pasteur.
D.
Tyndall.
Bloom's |Level: |1. |Remember
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
1-1
,Chapter |01 |- |Humans |and |the |Microbial |World
2. The |word |"animalcule" |was |coined |by
A. Pasteur.
B. van |Leeuwenhoek.
C. Redi.
D. Tyndall.
Bloom's |Level: |1. |Remember
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
3.
The |idea |of |spontaneous |Generation |postulated |that
A. organisms |could |evolve |into |the |next |generation |of |organisms.
B. organisms |could |spontaneously |combust.
C. organisms |could |spontaneously |arise |from |other |living |organisms.
D. living |organisms |could |spontaneously |arise |from |non-living |material.
Bloom's |Level: |2. |Understand
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
4. Which |of |these |scientist(s) |was/were |involved |in, |among |other |things, |investigating |the |idea |of
|spontaneous |generation?
A. Redi
B. van |Leeuwenhoek
C. Pasteur
D. Escherich
E. Redi |AND |Pasteur
Bloom's |Level: |1. |Remember
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
1-2
, Chapter |01 |- |Humans |and |the |Microbial |World
5. The |work |of |Tyndall |and |Cohn
A. supported |the |idea |of |spontaneous |generation.
B. was |used |to |explain |why |others |investigating |spontaneous |generation |had |obtained |results
|that |were |opposite |of |those |obtained |by |Pasteur.
C. showed |that |microbes |caused |disease.
D. allowed |scientists |to |see |microorganisms.
Bloom's |Level: |2. |Understand
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
6.
The |structures |present |in |the |hay |infusions |used |in |experiments |on |spontaneous |generation |that |made |them |difficult |to
|sterilize |are
A. chlorophyll.
B. toxins.
C. organelles.
D. endospores.
Bloom's |Level: |1. |Remember
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
7. The |opposite |results |obtained |by |scientists |apparently |doing |the |same |experiments |in
|investigating |spontaneous |generation
A. shows |the |importance |of |repeating |experiments.
B. shows |the |importance |of |exactly |duplicating |experimental |conditions.
C. led |to |further |experiments |that |ultimately |furthered |knowledge.
D. All |of |the |choices |are |correct.
Bloom's |Level: |2. |Understand
| Learning |Outcome: |01.01
Section: |01.01
Topic: |History |of |Microbiology
1-3
