Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics
Burton’s Microbiology for the Health Sciences, 10th ed. (Paul G. Engelkirk & Janet DubenEngelkirk)
Lesson Plans
Chapter 7 — Microbial Physiology and Genetics
Goals of the Lesson:
Cognitive: Students will be introduced to the metabolic processes within cells.
Motor: Students will build models of and role-play molecules in metabolic reactions.
Affective: Students will understand how changes to a person’s metabolism can affect him/her, especially in the case of
anabolic steroids.
Learning Objectives:
The lesson plan for each objective starts on the page shown below.
7.1
7.2
7.3
7.4
7.5
7.6
7.7
Define phototroph, chemotroph, autotroph, heterotroph, photoautotroph, chemoheterotroph,
endoenzyme, exoenzyme, plasmid, R-factor, “superbug,” mutation, mutant, and mutagen .......................................... 2
Discuss the relationships among apoenzymes, coenzymes, and holoenzymes .............................................................. 4
Differentiate between catabolism and anabolism .......................................................................................................... 5
Explain the role of adenosine triphosphate (ATP) molecules in metabolism ................................................................ 6
Briefly describe each of the following: biochemical pathway, aerobic respiration, glycolysis,
the Krebs cycle, the electron transport chain, oxidation–reduction reactions, photosynthesis ...................................... 7
Explain the differences among beneficial, harmful, and silent mutations ..................................................................... 9
Briefly describe each of the following ways in which bacteria acquire genetic information:
lysogenic conversion, transduction, transformation, conjugation ................................................................................ 10
You Will Need:
Gather the following materials and teaching aids for the following lessons:
7.2
7.3
7.5
7.6
Materials: Blank paper, colored pencils or markers.
Handouts: List of several common metabolic processes.
Materials: Several molecule modeling kits, enough to model each stage of aerobic respiration.
Handouts: List of several mutations.
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator
Page 1
Copyright © 2015 Wolters Kluwer Health | Lippincott Williams & Wilkins
Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics
Objective 7.1
Define phototroph, chemotroph, autotroph, heterotroph, photoautotroph, chemoheterotroph,
endoenzyme, exoenzyme, plasmid, R-factor, “superbug,” mutation, mutant, and mutagen.
Lecture Outline
Content
 Microbial physiology
 Introduction
 Nutritional requirements
 Categorizing microorganisms
according to their energy and
carbon sources
o Phototroph—uses light
as an energy source
o Chemotroph—uses
chemicals as an energy
source
o Autotroph—uses CO2 as
its sole source of carbon
o Heterotroph—uses
organic compounds
other than CO2 as a
carbon source
o Photoautotroph—uses
light as an energy source
and CO2 as a carbon
source
o Chemoheterotroph—
uses chemicals as an
energy source and
organic compounds as a
carbon source
 Metabolic enzymes
Text
page
113118,
123128
PPT
slide
1–13,
33-44
Figures, Tables, and
Features
Tables
7-1: Terms relating to
energy and carbon
sources
p. 115, IB
Features
Study Aid: Nutrients
p. 114
Page 2
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Resources and
In-Class Activities
In-Class Activities
Have students, as a class,
come up with at least one
example of each of the
following:





Phototroph
Chemolithotroph
Chemoorganotroph
Autotroph
Heterotroph
Outside Assignments/
Evaluation
Outside Assignments
Have students use the
Internet or print resources
to research articles on
superbugs. Ask them to
write one or two
paragraphs about a
superbug, its effects, and
what is being done to
combat it.
Instructor’s Notes
Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics

Biologic catalysts
o Endoenzyme—enzyme
produced within a cell
that remains with the cell
o Exoenzyme—enzyme
produced within in a cell
and then released from
the cell
 Bacterial genetics
 Mutations
o Mutation—a change in
the characteristics of a
cell caused by a change
in the DNA that is
transmissible to its
offspring
o Mutagen—a physical or
chemical agent which
increases the rate of
mutation in a cell
o Mutant—an organism
containing a mutation
 Ways in which bacteria
acquire new genetic
information
o Plasmid—DNA
molecule located in the
cytoplasm
o R-factor—plasmid
containing multiple
genes for antibiotic
resistance
o Superbug—cell
containing an R-factor
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator
Page 3
Copyright © 2015 Wolters Kluwer Health | Lippincott Williams & Wilkins
Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics
Objective 7.2
Discuss the relationships among apoenzymes, coenzymes, and holoenzymes.
Lecture Outline
Content
 Metabolic enzymes
 Biological catalysts
o Apoenzyme—must link
up with a cofactor to
become a holoenzyme
and catalyze a chemical
reaction
o Coenzyme—small,
organic, vitamin-like
molecule used in
conjunction with an
apoenzyme
 Factors that affect the
efficiency of enzymes
Text
page
115117
PPT
slide
9-13
Figures, Tables, and
Features
Figures
7-2: Action of a specific
enzyme breaking down
a substrate molecule
p. 116, PPT 11, IB
Resources and
In-Class Activities
In-Class Activities
Ask the students to work
together in pairs to create
diagrams depicting the
relationships among
apoenzymes, coenzymes,
and holoenzymes. Bring
the class back together and
have the students view each
others’ diagrams.
Materials
Blank paper, colored
pencils or markers
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator
Page 4
Copyright © 2015 Wolters Kluwer Health | Lippincott Williams & Wilkins
Outside Assignments/
Evaluation
Outside Assignments
Have students define the
following terms:





Apoenzyme
Coenzyme
Endoenzyme
Exoenzyme
Holoenzyme
Instructor’s Notes
Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics
Objective 7.3
Differentiate between catabolism and anabolism.
Lecture Outline
Content
Text
page
 Metabolism
118123
 Catabolism—the collection
of all bond-breaking
reactions in a cell; a cell’s
major source of energy
 Anabolism—the collection of
all bond-forming reactions in
a cell
PPT
slide
14-17
Figures, Tables, and
Features
Tables
7-2: Differences
between catabolism and
anabolism
p. 118, IB
Resources and
In-Class Activities
In-Class Activities
Make a list of several
metabolic processes and
their functions, and have
students classify each as
catabolic or anabolic. Ask
students to work together in
pairs or small groups.
Materials
Handouts listing several
metabolic processes and
their functions
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator
Page 5
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Outside Assignments/
Evaluation
Outside Assignments
Have students research
anabolic steroids using the
Internet or print resources.
Have them write one or
two paragraphs about how
anabolic steroids work and
how they relate to
anabolism.
Instructor’s Notes
Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics
Objective 7.4
Explain the role of adenosine triphosphate (ATP) molecules in metabolism.
Lecture Outline
Content
 Metabolism
 ATP—adenosine
triphosphate, the major
energy-storing molecule in a
cell; a temporary energy
source, which is used quickly
by the cell
Text
page
118119
PPT
slide
18-19
Figures, Tables, and
Features
Figures
7-4: Adenosine
triphosphate (ATP)
p. 118, IB
7-5: Interrelationships
among ATP, ADP, and
AMP molecules
p. 119, PPT 19, IB
Resources and
In-Class Activities
In-Class Activities
Have students role-play to
illustrate the relationships
among ATP, ADP, and
AMP. Ask for volunteers to
play phosphate groups,
adenine, and pentose in
order to create a complete
ATP molecule, then ask
them to break apart and
link back up accordingly to
create an ADP molecule
and then an AMP
molecule. Use the holding
of hands to illustrate a
chemical bond, and have
the class note that
whenever two people hold
hands in the role-play,
energy is stored, and when
they let go, energy is
released, thus
demonstrating the purpose
of the ATP, ADP, and
AMP molecules.
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator
Page 6
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Outside Assignments/
Evaluation
Outside Assignments
Have students explain the
relationships between ATP,
ADP, and AMP, and their
uses in a cell by having
them create a table listing
the similarities and
differences of each. During
the next class, ask
volunteers to help create a
master table on the board.
Instructor’s Notes
Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics
Objective 7.5
Briefly describe each of the following: biochemical pathway, aerobic respiration, glycolysis, the
Krebs cycle, the electron transport chain, oxidation–reduction reactions, photosynthesis.
Lecture Outline
Content
Text
page
 Catabolism
118123
 Biochemical pathways
o Biochemical pathways—
a series of linked
biochemical reactions
that occur in a stepwise
manner, leading from a
starting material to an
end product
 Aerobic respiration of
glucose
o Aerobic respiration—a
catabolistic process
involving outside
sources of oxygen
o Glycolysis—an
anaerobic process in
which a glucose
molecule is broken down
into two molecules of
pyruvic acid
o Krebs cycle—a
biochemical pathway in
which acetyl-CoA
molecules are converted
into a number of
different molecules,
which then enter the
PPT
slide
18–28
Figures, Tables, and
Features
Figures
7-6: A biochemical
pathway
p. 119, PPT 22, IB
7-7: Glycolysis
p. 120, PPT 24, IB
7-8: The Krebs cycle
p. 120, PPT 25-26, IB
7-9: An oxidation–
reduction reaction
p. 122, PPT 30-31, IB
Tables
7-3: Recap of the
number of ATP
molecules produced
from one molecule of
glucose by aerobic
respiration
p. 121, IB
Features
Study aid: A
biochemical pathway
p. 119
Page 7
Copyright © 2015 Wolters Kluwer Health | Lippincott Williams & Wilkins
Resources and
In-Class Activities
In-Class Activities
Have the class divide into
pairs or small groups. Ask
each group to create a
model of a different stage
of aerobic respiration using
molecule modeling kits.
Come back together as a
class, and discuss aerobic
respiration using the
models as a teaching aid.
Materials
Several molecule modeling
kits, enough to model each
stage of aerobic respiration
Outside Assignments/
Evaluation
Outside Assignments
SR: Have students read
“Why Anaerobes Die in the
Presence of Oxygen” on
thePoint. Then have
students write a short
paragraph answering
Critical Thinking Exercise
1. During the next class
period, have students share
their responses.
Instructor’s Notes
Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics
electron transport chain
Electron transport
chain—a biochemical
pathway in which
electrons are moved
from one molecule to the
next, resulting in the
discharge of energy; a
great deal of energy
results from this process
 Fermentation of glucose
 Oxidation–reduction (redox)
reactions
o Oxidation–reduction
reactions—paired
reactions in which
electrons are transferred
 Anabolism
 Biosynthesis of organic
compounds
o Photosynthesis—light
energy is converted to
chemical energy in the
form of chemical bonds
o
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator
Page 8
Copyright © 2015 Wolters Kluwer Health | Lippincott Williams & Wilkins
Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics
Objective 7.6
Explain the differences among beneficial, harmful, and silent mutations.
Lecture Outline
Content
 Bacterial genetics
 Mutations
o Beneficial mutation—
mutation that benefits
the affected organism
o Harmful mutation—
mutation that is harmful
or potentially lethal to
the affected organism
o Silent mutation—
mutation that has no
effect on the organism
Text
page
123124
PPT
slide
Figures, Tables, and
Features
33-34
Resources and
In-Class Activities
In-Class Activities
Make a list of examples of
mutations. In pairs or small
groups, have students
classify each example as a
beneficial, harmful, or
silent mutation.
Materials
Handouts listing examples
of mutations
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator
Page 9
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Outside Assignments/
Evaluation
Outside Assignments
SR: Ask students to consult
the vocabulary list for
Chapter 7 and make
flashcards for at least 20 of
the terms that are least
familiar to them.
For additional review, have
students bring their
flashcards to class to play
Jeopardy or quiz each
other.
Instructor’s Notes
Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics
Objective 7.7
Briefly describe each of the following ways in which bacteria acquire genetic information:
lysogenic conversion, transduction, transformation, conjugation.
Lecture Outline
Content
 Bacterial genetics
 Ways in which bacteria
acquire new genetic
information
o Lysogenic conversion—
after a temperate phage
has injected its genetic
material into a cell, the
injected genes or
prophage can cause the
cell to exhibit new
properties
o Transduction—after a
temperate phage has
injected its genetic
material into a cell, that
material will begin to
produce new phages
which may contain
pieces of the cell’s
original genes, and thus
may transfer them to
other cells when they are
released
o Transformation—a cell
becomes genetically
transformed after the
uptake of DNA
Text
page
124131
PPT
slide
35-44
Figures, Tables, and
Features
Figures
7-10: Plasmids
p. 125, PPT 36, IB
7-11: Generalized
transduction
p. 127, PPT 38-39, IB
7-12: Transformation
p. 128, PPT 40-41, IB
7-14: Conjugation
p. 129, PPT 42-43, IB
7-13: Conjugation in E.
coli
p. 129, PPT 44, IB
7-15: Recombinant
DNA technology and
genetic engineering
p. 130, PPT 45-46, IB
Tables
7-4: Recap of
bacteriophage
terminology
p. 126, IB
Features
Study aid: Ways in
which bacteria acquire
new genetic
Page 10
Copyright © 2015 Wolters Kluwer Health | Lippincott Williams & Wilkins
Resources and
In-Class Activities
In-Class Activities
Allow students to work
alone or in pairs to
complete the SelfAssessment Exercises
(page 131).
Outside Assignments/
Evaluation
Outside Assignments
SR: Have students read the
Increase Your Knowledge
section.
SR: For additional review,
ask students to work
through the Chapter 7
Additional SelfAssessment Exercises.
Evaluation
TG: Chapter 7 Exam (42
questions: 10 multiple
choice, 10 true/false, 22
matching)
Instructor’s Notes
Burton’s Microbiology for the Health Sciences, 10th ed.
Chapter 7 — Microbial Physiology and Genetics
fragments from the
environment
o Conjugation—
transference of genetic
material by way of a sex
pilus
 Genetic Engineering
 Gene therapy
 Review of key points
information
p. 125
Historical note:
Transformation and the
discovery of the
“Hereditary Molecule”
p. 127
Study aid: Beware of
similar sounding terms
p. 129
Study aid: Recombinant
DNA technology vs.
genetic engineering
p. 130
Legend: IB: Image Bank; PPT: PowerPoint; SR: Student Resource ; TG: Test Generator
Page 11
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