Microbiology

SCMB: Microbiology

SCMB.A: Content

SCMB.A.1: obtain, evaluate, and communicate information showing the impact of the invention of the microscope on the field of microbiology

SCMB.A.2: obtain, evaluate, and communicate information to discriminate between abiogenisis and biogenesis

SCMB.A.3: obtain, evaluate, and communicate information in order to investigate the germ theory

SCMB.A.4: obtain, evaluate, and communicate proper microscopic techniques when preparing microscope slides

SCMB.A.5: obtain, evaluate, and communicate information about how to identify and control variables in order to maintain pure bacterial cultures

SCMB.A.6: obtain, evaluate, and communicate information about the effectiveness of physical and chemical agents on controlling bacterial growth

SCMB.A.7: obtain, evaluate, and communicate information about common microbial diseases

SCMB.A.8: obtain, evaluate, and communicate information about different aseptic techniques

SCMB.A.9: obtain, evaluate, and communicate information about cellular differences that are used in the classification of microbes

SCMB.A.10: obtain, evaluate, and communicate information about the characteristics of viruses

SCMB.A.11: obtain, evaluate, and communicate information about the societal and economic impact of viruses

SCMB.A.12: obtain, evaluate, and communicate disease terminology

SCMB.A.13: obtain, evaluate, and communicate information regarding major industrial processes involving foods

SCMB.A.14: obtain, evaluate, and communicate information regarding the different methods of food-processing and storage and how these processes might relate to microbial growth

SCMB.A.15: obtain, evaluate, and communicate the role of microorganisms in agriculture

SCMB.A.16: obtain, evaluate, and communicate the role of microorganisms play to water quality and waste-water treatment

SCMB.A.17: obtain, evaluate, and communicate information about the molecular mechanisms involved in gene expression in microbes

SCMB.A.1.a: describe the contributions of Robert Hooke, Antoni Van Leuwenhoek, Zaccharias Janssen, Hans Janssen, & Marcello Malpighi

SCMB.A.2.a: engage in argument from evidence in order to refute spontaneous generation

SCMB.A.2.b: develop and use models to investigate, how Louis Pasteur disproved the theory of spontaneous generation

SCMB.A.3.a: ask questions about how Robert Koch's work on anthrax proved a microorganism was the cause of disease

SCMB.A.3.b: model Koch's postulates and show their application to his work with tuberculosis

SCMB.A.3.c: use mathematical and computational thinking to analyze the societal and economic impact of contributions of the following men in microbiology: John Snow, Louis Pasteur, Edward Jenner, Joseph Lister, and Alexander Fleming, Ignaz Semmelweis, Christian Gram, Jonas Salk, and Carl Woesse

SCMB.A.4.a: identify parts of the microscope

SCMB.A.4.b: demonstrate the proper function of each part of the microscope when focusing a slide including oil immersion

SCMB.A.4.c: plan and carry out investigations that require a wet mount in a laboratory setting

SCMB.A.4.d: plan and carry out investigations to fix and stain slides using simple staining methods

SCMB.A.4.e: plan and carry out investigations to fix and stain slides using differential staining methods

SCMB.A.4.f: develop and use a model to accurately draw and measure microbes present on prepared or stained slides

SCMB.A.5.a: ask questions to investigate growth requirements of microorganisms

SCMB.A.5.b: differentiate aerobes and anaerobes, both facultative and obligative

SCMB.A.5.c: plan and carry out investigations to understand the process of broth and agar media preparation

SCMB.A.5.d: plan and carry out investigations to inoculate aseptically broth and agar media

SCMB.A.5.e: plan and carry out investigations to isolate a bacterial colony to establish a pure culture

SCMB.A.5.f: identify broth morphology, colony morphology, or cell morphology for appropriate samples

SCMB.A.6.a: construct explanations about the effects of certain variables on bacterial growth (e.g., pH, temperature, oxygen requirements, water availability, and nutrient requirements)

SCMB.A.6.b: plan and carry out investigations to demonstrate the effectiveness of household antiseptics and disinfectants in controlling bacterial growth

SCMB.A.6.c: plan and carry out investigations demonstrating the control of bacterial growth by antibiotics

SCMB.A.6.d: construct explanations about the control methods/levels in different environments such as hospitals, food packaging facilities, restaurants, schools, and households

SCMB.A.7.a: evaluate normal and pathogenic flora associated with skin and wounds

SCMB.A.7.b: evaluate normal and pathogenic flora associated with the respiratory system

SCMB.A.7.c: evaluate normal and pathogenic flora associated with the digestive system

SCMB.A.7.d: evaluate normal and pathogenic flora associated with the genito-urinary system

SCMB.A.7.e: evaluate normal and pathogenic flora associated with the nervous system

SCMB.A.7.f: evaluate normal and pathogenic flora associated with the blood and lymphatic system

SCMB.A.8.a: construct explanations for the process of high pressure steam sterilization

SCMB.A.8.b: construct explanations for filtration methods used to remove microbes from the environment

SCMB.A.8.c: develop and use models for aseptic handling techniques to accomplish sterile transfers of microbes in the laboratory setting

SCMB.A.8.d: ask questions about dry and moist heat control methods

SCMB.A.9.a: engage in argument from evidence about the classification archaebacteria

SCMB.A.9.b: identify prokaryotic cell structures

SCMB.A.9.c: identify eukaryotic cell structures

SCMB.A.9.d: engage in argument from evidence about the similarities and differences between prokaryotic and eukaryotic organisms

SCMB.A.9.e: engage in argument from evidence about the classification of bacteria, archaebacteria, spirochetes, and cyanobacteria as prokaryotic organisms

SCMB.A.9.f: engage in argument from evidence about the classification of fungi, protists, and multicellular parasites as eukaryotic organisms

SCMB.A.9.g: identify different shapes and arrangements of bacteria cells and their appropriate terminology

SCMB.A.9.h: ask questions about the similarities and differences between endospores and capsules

SCMB.A.9.i: identify common cyanobacteria

SCMB.A.9.j: ask questions about the similarities and differences between photosynthetic protist phyla

SCMB.A.9.k: engage in argument from evidence about the major divisions of the fungi kingdom including ascomycetes, zygomycetes, basidiomycetes, and deuteromycetes

SCMB.A.9.l: engage in argument from evidence about the major phyla of protozoans including Sarcomastigophora (flagellates and amoeboids), Ciliophora, and Apicomplexa

SCMB.A.9.m: identify motility structures

SCMB.A.10.a: ask questions about the similarities and differences between viruses, bacterial cells, and a eukaryotic cells

SCMB.A.10.b: develop and use models to describe the structure of a phage virus

SCMB.A.10.c: analyze and interpret data to explain the basis for classification of viruses in terms of host specificity

SCMB.A.10.d: develop and use models to describe the life cycles of a virus including lytic and lysogenic cycles

SCMB.A.11.a: obtain, evaluate, and communicate information about common illnesses whose causative agent is a virus including polio, influenza, smallpox, measles, rabies, tumor viruses, common cold, hepatitis, and AIDS

SCMB.A.11.b: ask questions about the means of transmission, symptoms, prevention, and treatment of these common viral diseases

SCMB.A.11.c: analyze and interpret data pertaining to the economic importance of transduction

SCMB.A.11.d: engage in argument from evidence about the societal and economic importance of viruses

SCMB.A.12.a: obtain, evaluate, and communicate disease terminology (including epidemic, quarantine, immunization)

SCMB.A.12.b: develop and use models to simulate the spread of an outbreak, epidemic and a pandemic including determination of the index case and methods of transmission

SCMB.A.12.c: plan and carry out investigations using descriptive, analytical, and experimental epidemiological studies

SCMB.A.12.d: analyze and interpret data dealing with infectious diseases

SCMB.A.12.e: obtain, evaluate, and communicate information regarding common bacterial diseases

SCMB.A.13.a: construct explanations about the process of pasteurization and its effect on the number of microbes

SCMB.A.13.b: obtain, evaluate, and communicate common examples of fermentation

SCMB.A.13.c: plan and carry out investigations to show at least one example of fermentation

SCMB.A.14.a: develop and use models to show food spoilage in terms of causes, processing, and storage consideration

SCMB.A.14.b: use mathematical and computational thinking to estimate the number of microbes in fresh foods using serial dilutions and plate counts

SCMB.A.14.c: plan and carry out investigations relating to methods of food preservation

SCMB.A.14.d: obtain, evaluate, and communicate information about the reduction of microbes during the food canning process

SCMB.A.14.e: engage in argument from evidence pertaining to the major genera responsible for food poisoning

SCMB.A.14.f: construct explanations for proper preparation, storage, cooking, and holding temperatures of different foods in order to remove pathogenic microbes

SCMB.A.14.g: analyze and interpret data pertaining to the impact of microbial food-processing technology on the quality of life today

SCMB.A.15.a: analyze and interpret data showing that microorganisms are the prime geochemical agents in the formation of soils, when considering soil formation

SCMB.A.15.b: plan and carry out investigations to show the beneficial effects of microbes in agriculture

SCMB.A.15.c: construct explanations for the role of microorganisms in the cycle of elements between an organic state and an inorganic state

SCMB.A.15.d: analyze and interpret data pertaining to the harmful effects of microbes in agriculture

SCMB.A.16.a: engage in arguments from evidence the necessity of water to the existence of life as the universal solvent upon which all life is dependent

SCMB.A.16.b: ask questions about organic and inorganic contaminants in water

SCMB.A.16.c: ask questions about potable water and identify drinking water standards

SCMB.A.16.d: plan and carry out investigations that test to insure the quality of water

SCMB.A.16.e: construct explanations for the steps in water purification to insure that the water is safe microbiologically and acceptable for domestic use

SCMB.A.16.f: obtain, evaluate, and communicate information about sources of water pollution in terms of natural, domestic, and industrial contributors

SCMB.A.16.g: ask questions about different sewage treatment systems used in urban rural communities

SCMB.A.16.h: construct explanations for major water-borne pathogens and the diseases they cause including Vibrio cholerae, Girardia, Cryptosporidium, and Escherichia coli

SCMB.A.17.a: construct explanations for the molecular basis of transcription, translation, and DNA replication in prokaryotes and eukaryotes

SCMB.A.17.b: ask questions about how DNA rearrangements occur in bacteria

SCMB.A.17.c: analyze and interpret data showing how genetic information is transferred between cells

SCMB.A.17.d: engage in argument from evidence pertaining to how genetic transfer impacts microbial evolution and how it can be utilized in biotechnological applications