Download Course: Mr. Tanner`s Life Science Course

Lesson 3 | What are viruses?
Student Labs and Activities
Page
Appropriate For:
Launch Lab
46
all students
Content Vocabulary
47
all students
Lesson Outline
48
all students
MiniLab
50
all students
Content Practice A
51
Content Practice B
52
School to Home
53
Key Concept Builders
54
Enrichment
58
Challenge
59
Lab A
62
Lab B
65
Lab C
68
Chapter Key Concepts Builder
69
all students
all students
Assessment
Lesson Quiz A
60
Lesson Quiz B
61
Chapter Test A
70
Chapter Test B
73
Chapter Test C
76
Approaching Level
On Level
Beyond Level
Teacher evaluation will determine which activities to use or modify to meet any
Bacteria and Viruses
English-Language Learner
student’s proficiency level.
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Launch Lab
Class
LESSON 3: 10 minutes
How quickly do viruses replicate?
One characteristic that viruses share is the ability to produce many new viruses from just
one virus. In this lab, you can use grains of rice to model virus replication. Each grain of
rice represents one virus.
Procedure
the fishbowl and record your estimate
for the second generation.
1. Read and complete a lab safety form.
2. Estimate the number of grains of
4. The rest of the class will add the
rice in the fishbowl and record this
number for the first generation in the
table below.
contents of their cups to the fishbowl.
Estimate the number of viruses and
record that number of viruses for the
third generation.
3. One student will add the contents
of his or her cup to the fishbowl.
Estimate how many viruses are now in
Data and Observations
Generation
First
Second
Third
Number of
“viruses”
Think About This
1. Recall that bacteria double every generation. How does the number of viruses
produced in each generation compare with the number of bacteria produced in each
generation?
2.
Key Concept How could the rate at which viruses are produced affect human
health?
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Content Vocabulary
LESSON 3
What are viruses?
Directions: Answer each question on the lines provided. You must include the terms below in your answer.
antibody
immunity
mutation
vaccine
virus
1. What are viruses?
2. How do antibodies interact with viruses?
3. What is a mutation?
4. What does it mean if a person has developed an immunity against a specific virus?
5. How does a vaccine protect a person from viral disease?
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Lesson Outline
LESSON 3
What are viruses?
A. Characteristics of Viruses
1. A(n)
is a strand of DNA or RNA surrounded by a layer
of protein that can infect and replicate in a host cell.
2. A virus does not have a(n)
, any other organelles, or
a cell membrane.
3. Scientists do not consider viruses to
be because they do
not have all the characteristics of a living organism.
4. Viruses must use
to carry on the processes that we
usually associate with a living cell.
a. The living cell that a virus infects is called a(n)
cell.
b. After a virus attaches to the host cell, its DNA or
enters the host cell.
c. When a virus enters a cell, it can be
for years before
taking over the cell.
d. After a virus replicates in the host cell, it
the host
cell. Copies of the virus are then released into the host organism, where they can
other cells.
5. As viruses replicate, their DNA or RNA frequently
,
or changes.
a. As viruses change, they can produce new ways to
to host cells.
b. These changes happen so rapidly that it can be difficult to cure or prevent viral
before the virus mutates again.
B. Viral Diseases
1. Viruses cause many human
, such as chicken pox,
influenza, HIV, and the common cold. Viruses can also affect other animals
and
.
2. Viruses such as influenza cause symptoms soon after
.
viruses such as HIV might not cause symptoms
right away.
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Lesson Outline continued
C. Treating and Preventing Viral Diseases
1. Viral diseases can be difficult to treat because viruses are
constantly
.
2. Antibiotics work only against
, not viruses.
3. One of the best ways to prevent a viral infection is to limit
with an infected organism.
4.
occurs when a person is infected by a virus and then
becomes immune to it.
a. When a virus infects a person, the body begins to make special proteins
called
.
b. An antibody is a protein that prevents a(n)
in the
body.
5.
develops when a mother passes antibodies to her
unborn baby.
6. A(n)
is a mixture containing material from one
or more deactivated pathogens, such as viruses. It triggers the production
of
.
D. Research with Viruses
1. Scientists are researching new ways to treat and
viral
diseases in humans, animals, and plants.
2. Scientists are studying the link between viruses and
.
3. Viruses are being tested as treatments for genetic disorders and cancer
using
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.
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MiniLab
Class
LESSON 3: 20 minutes
How do antibodies work?
When a virus infects a cell, it binds to a part of that cell called a receptor. The virus and the
receptor fit together like puzzle pieces.
Procedure
1. Read and complete a lab safety form.
2. Cut out two virus shapes and two
cell shapes.
3. Using one virus shape and one cell
shape, note how the virus fits against
the receptor on the cell. Tape the virus
and the cell together.
4. Cut out one antibody shape. Note
how the virus shapes and the antibody
shapes attach, and tape them together.
5. Try to attach the virus shapes and the
antibody shapes that you just joined to
the cell receptor.
Data and Observations
Analyze and Conclude
1. Observe whether the virus or the joined virus and antibody were better able to attach
to the cell.
2.
Key Concept Explain how producing more antibodies would be beneficial
during a viral infection.
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Content Practice A
LESSON 3
What are viruses?
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.
acquired
host
replicate
antibody
latent
shapes
beneficial
membrane
vaccine
cells
mutates
diseases
protein
1. A virus is a strand of DNA or RNA surrounded by a layer of
that can infect and replicate in a host cell.
2. A virus can infect
and cause illness.
3. A virus does not have a nucleus or a cell
.
4. Viruses can have different
, such as crystals and cylinders.
5. The living cell that a virus infects is called a(n)
6. When a virus enters a cell, it can be active or
cell.
.
7. Viruses must take control of a specific kind of cell to
.
8. Viruses can adjust to changes in their host cell because their DNA or RNA frequently
.
9. Viruses cause
, such as chicken pox, influenza, HIV,
influenza, and rabies.
10. A(n)
11. You develop
is a protein that prevents an infection in your body.
immunity when you have a viral disease.
12. A(n)
is a mixture containing material from one or more
deactivated pathogens, such as viruses.
13. Scientists have developed
uses for viruses in treating
genetic disorders and cancer using gene therapy.
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Content Practice B
LESSON 3
What are viruses?
Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If the
statement is false, change the underlined word(s) to make it true. Write your changes on the lines provided.
1. A virus is a strand of DNA or RNA surrounded by a layer of cytoplasm that can
infect and replicate in a host cell.
2. Viruses cause diseases by infecting specific kinds of cells.
3. Viruses have a nucleus.
4. Viruses have a cell membrane.
5. Crystal, cylinder, and sphere are three examples of virus shapes.
6. When a virus enters a host cell, it can be active or latent.
7. Viruses replicate by taking control of a specific kind of cell.
8. Because the DNA or RNA in viruses frequently reproduces, viruses can adjust
to changes in their host cell.
9. Chicken pox, influenza, HIV, and rabies are examples of diseases caused by
viruses.
10. An antibiotic is a protein that prevents a virus from causing a disease if it
enters your body.
11. When you had a disease caused by a virus and recovered, you developed active
immunity.
12. Activated viruses are used to make vaccines.
13. Scientists are researching ways to use viruses for treating genetic disorders
and cancer.
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School to Home
Class
LESSON 3
What are viruses?
Directions: Use your textbook to answer each question or respond to each statement.
1. A strand of DNA or RNA surrounded by a layer of protein that can infect
a host cell is a virus.
Do viruses reproduce? Explain your answer.
2. Viruses use living cells to carry out the functions we associate with living
organisms.
What happens to a living cell when a virus enters it?
3. Viruses infect living cells in plants, animals, and people.
Why can living organisms infected with a virus still appear to be healthy?
4. A mixture that contains material from one or more deactivated viral
pathogens is one type of vaccine.
Can people get the flu from a flu vaccine? Explain your answer.
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Key Concept Builder
Class
LESSON 3
What are viruses?
Key Concept What are viruses?
Directions: Put a check mark on the line before each characteristic that applies to a virus.
1. has a strand of DNA or RNA
2. is surrounded by a layer of protein
3. infects cells
4. has a nucleus
5. has a cell membrane
6. has organelles
7. is between 20 and 100 times smaller than most bacteria
8 responds to stimuli
9. uses energy
10. reproduces by fission
11. grows
12. can be shaped like a crystal
Directions: Answer the question on the lines provided.
13. Why don’t scientists consider viruses to be alive?
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Key Concept Builder
Class
LESSON 3
What are viruses?
Key Concept What are viruses?
Directions: Answer each question or respond to each statement in the space provided.
Virus Replication
1. Draw and label the first step of a virus
infecting a cell.
2. Describe what is happening in your drawing.
3. What are two different things that can
happen next?
4. What happens if the virus is latent?
5. What happens if the virus is active?
6. What happens next?
7. Explain why a virus cannot infect every cell.
8. Explain how viruses can still attach to host cells even if the host cells change over time.
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Key Concept Builder
LESSON 3
What are viruses?
Key Concept How do viruses affect human health?
Directions: Answer each question or respond to each statement in the space provided.
1. Explain what causes the symptoms of viral diseases.
2. Which cells of the body do influenza viruses infect first? What happens after that?
3. Why might human immunodeficiency viruses (HIV) not cause symptoms right away?
Which cells do they infect?
4. What is an antiviral medicine, and what are its limitations?
5. What are two ways to avoid getting a viral disease, such as the common cold?
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Key Concept Builder
LESSON 3
What are viruses?
Key Concept How do viruses affect human health?
Directions: Answer each question on the lines provided.
Viruses and Health
Question
Answer
1. How does a person
develop acquired
immunity to a disease?
2. Why does an antibody
only work for a specific
virus?
3. How does a vaccine
trigger the body to
produce antibodies?
4. Why are the viruses in
a vaccine deactivated?
5. What beneficial uses
have scientists
developed for viruses?
6. Which characteristic of
viruses makes them
useful in gene therapy
research?
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Enrichment
Class
LESSON 3
A Virus That Changed History
Around 1520, Hernán Cortés led some
500 Spanish conquistadors into the mighty
Aztec Empire, which ranged across Mexico
and Central America. One of his soldiers
had smallpox, a highly contagious virus.
The disease spread rapidly, killing an
estimated 3 million Aztecs. Cortés’s small
group was able to conquer the empire, not
through weapons, but through disease.
No Immunity
For centuries, epidemics of smallpox
had routinely swept through Europe. Those
who survived carried a lifelong immunity
to the virus. But smallpox had never
touched the New World until the first
Europeans landed on its shores. Thus, the
Native American population had no
immunity to the disease, so millions died.
Near the time of the Aztec epidemic,
smallpox was killing half the population
of Hispaniola, an island in the West Indies.
It helped bring about the fall of the Inca
Empire in the 1530s. In the 1700s, a
smallpox epidemic raged through what
is now the United States. It wiped out
entires Native American tribes and
weakened many others. Historians say the
epidemic helped open the way for
European settlers to move west.
Smallpox Today
A safe vaccine for smallpox was
developed in 1796. Today, smallpox
no longer kills millions of people. No
outbreaks have been reported in the
United States since 1949. Worldwide, the
last-known case of smallpox occurred in
1977. Vaccinations for smallpox are no
longer given to children.
Health officials still keep a close eye on
smallpox, however. The virus is kept secure
in two labs in the United States and Russia.
Vaccines for the virus are stored as well. The
Centers for Disease Control and Prevention
(CDC), the U.S. agency that monitors
public health, still classifies smallpox as a
Category A agent, meaning the virus has
great potential to cause harm. According to
the CDC, even one case of smallpox would
be considered a public emergency.
Applying Critical-Thinking Skills
Directions: Answer each question.
1. Judge The smallpox virus is extremely dangerous. What scientific benefit might
storing the virus provide us with rather than destroying it?
2. Predict How might history be different if smallpox had been common in the New
World and not in Europe?
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Challenge
Class
LESSON 3
Relationships in Communities
Viruses cannot replicate without a host cell. Write a skit about a virus that is searching
for a host cell. The host cell is within an organism that has acquired immunity against the
virus. Your skit should include dialogue between the virus and the antibodies in the
organism. The virus should describe itself in a brief introduction. It should also state its
purpose. The antibodies should counter by describing how they will ruin the virus’s plans.
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Lesson Quiz A
LESSON 3
What are viruses?
Multiple Choice
Directions: On the line before each statement, write the letter of the correct answer.
1.
is the process that viruses use to make copies of themselves.
A. Fission
B. Replication
C. Conjugation
2. After a virus becomes active, it
A. replicates and becomes a host cell.
B. replicates and destroys its host cell.
C. replicates and produces new host cells.
Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is
used only once.
3. strand of DNA or RNA surrounded by protein
that can infect and replicate in a host cell
4. protein that attaches to a pathogen and makes it
useless
5. drug used to treat viral infections
6. mixture of deactivated pathogens that can
A. antibody
B. antiviral medicine
C. gene therapy
D. vaccine
E. virus
prevent infection
7. inserting genetic information into cells as a way
of treating genetic disorders
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Lesson Quiz B
LESSON 3
What are viruses?
Completion
Directions: On each line, write the term that correctly completes each sentence.
1. A(n)
includes a strand of DNA or RNA surrounded by a
layer of protein that can infect and replicate in a host cell.
2. When a virus infects someone, the body makes
that
prevent the virus from attaching to cells.
3. Drugs that are used to treat or prevent viral infections are
medicines.
4. A mixture of deactivated pathogens that can prevent infection is
a(n)
.
5. Inserting genetic information into cells to treat genetic disorders is
called
.
Short Answer
Directions: Respond to each statement on the lines provided.
6. Compare and contrast active and latent viruses.
7. Describe viral replication.
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Lab A
30 minutes
Bacterial Growth and Disinfectants
Recall that pathogens such as bacteria and viruses surround you. When studying pathogens,
scientists often use agar plates to grow bacteria and other colonies. An agar plate is a Petri
dish containing agar, a gel made from seaweed, and nutrients needed for bacteria to grow.
When bacteria are transferred to an agar plate, they reproduce. After a few days, you can see
colonies of bacteria. Disinfectants are chemicals that deactivate or kill pathogens such as
bacteria. In this lab, you will test how hand sanitizer, a common disinfectant, affects the
growth of bacteria on agar plates.
Ask a Question
What effect does hand sanitizer have on bacterial growth?
Materials
agar plates
cotton swabs
permanent marker
hand sanitizer
cellophane tape
Safety
Make Observations
1. Read and complete a lab safety form.
2. Set two agar plates on your desk or work area. Turn your agar plates upside down
without opening them.
With a permanent marker, write No Treatment on the bottom of one plate and
Disinfected on the bottom of the other.
Also write your name and the date on the bottom of each plate. Turn the agar
plates right side up.
3. Rub the end of a cotton swab across the top of your desk or work area.
Open the lid of the agar plate labeled No Treatment only enough to stick the swab
in. Quickly make several S-shaped streaks on the agar.
Close your plate and tape it shut.
4. Carefully clean the top of your desk or work area with hand sanitizer. Repeat
steps 5–7 using the agar plate labeled Disinfected.
5. Move your plates to an incubation area as directed by your teacher.
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Lab A continued
Form a Hypothesis
6. Using what you know about bacteria and disinfectants, write a hypothesis about
how disinfectants affect the growth of bacteria. Make a prediction about how much
bacterial growth you expect to see on your two agar plates.
Test Your Hypothesis
7. Check your agar plates after about three days. Record your observations on the
lines below.
8. Compare the growth of bacteria on your two agar plates. Do your results support
your hypothesis?
Analyze and Conclude
9. Compare Describe the differences in the amount of bacteria that grew on the two
agar plates. Which plate had more?
10. What can you do to decrease the spread of bacteria in school and at home?
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Lab A continued
11. Infer Why didn’t your experiment show any evidence of viral replication? How
would you study the effect of disinfectants on viruses?
12.
The Big Idea Why do doctors wash their hands or use hand sanitizer between
appointments with different patients?
Lab Tips
• When streaking bacteria on your plates, use a firm,
but light, pressure.
• After you disinfect your desk or work area, wait for
the disinfectant to dry before testing the area.
Communicate Your Results
Make a short video presentation about the results of your
lab. Describe the question you investigated, the steps you
took to answer your question, and the results that support
your conclusions. Show your video to the class.
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Lab B
Class
30 minutes
Bacterial Growth and Disinfectants
Recall that pathogens such as bacteria and viruses are all around you. When studying
pathogens, scientists often use agar plates to grow bacteria and other colonies. An agar plate
is a Petri dish containing agar, a gel made from seaweed, and nutrients needed for bacteria
to grow. When bacteria are transferred to an agar plate, they reproduce. After a few days,
you can see colonies of bacteria. Disinfectants are chemicals that deactivate or kill
pathogens such as bacteria. In this lab, you will test how hand sanitizer,
a common disinfectant, affects the growth of bacteria on agar plates.
Ask a Question
What effect does hand sanitizer have on bacterial growth?
Materials
agar plates
cotton swabs
permanent marker
hand sanitizer
cellophane tape
Safety
Make Observations
1. Read and complete a lab safety form.
2. Set two agar plates on your desk or work area. Turn your agar plates upside down
without opening them. With a permanent marker, label one plate No Treatment and the
other Disinfected. Also write your name and the date on the plate. Turn the agar plates
right side up.
3. Rub the end of a cotton swab across the top of your desk or work area. Open the lid
of the agar plate labeled No Treatment only enough to stick the swab in. Quickly make
several S-shaped streaks on the agar. Close your plate and tape it shut.
4. Carefully clean the top of your desk or work area with hand sanitizer. Repeat step 3
using the agar plate labeled Disinfected.
5. Move your plates to an incubation area as directed by your teacher.
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Lab B continued
Form a Hypothesis
6. Using what you know about bacteria and disinfectants, write a hypothesis about how
disinfectants affect the growth of bacteria. Make a prediction about how much bacterial
growth you expect to see on your two agar plates.
Test Your Hypothesis
7. Check your agar plates after about three days. Record your observations on the
lines below.
8. Compare the growth of bacteria on your two agar plates. Do your results support
your hypothesis?
Analyze and Conclude
9. Compare Describe the differences in the amount of bacteria that grew on the two agar
plates. Which plate had more?
10. What can you do to decrease the spread of bacteria in school and at home?
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Lab B continued
11. Infer Why didn’t your experiment show any evidence of viral replication? How would
you study the effect of disinfectants on viruses?
12.
The Big Idea Why do doctors wash their hands or use hand sanitizer between
appointments with different patients?
Lab Tips
• When streaking bacteria on your plates, use a firm,
but light, pressure.
• After you disinfect your object, wait for the
disinfectant to dry before testing the area.
Communicate Your Results
Make a short video presentation about the results of your
lab. Describe the question you investigated, the steps you
took to answer your question, and the results that support
your conclusions. Show your video to the class.
Extension
Think about other situations in which cleanliness is important for preventing disease. Write
a procedure in which you could test for bacteria as a comparison. Conduct your experiment
and present your results to the class.
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Lab C
Effective Sanitizers
Directions: Use the information and data from the Lab Bacterial Growth and Disinfectants to perform
this lab.
You have performed an experiment to test how hand sanitizer, a common disinfectant,
affects the growth of bacteria on agar plates. You swabbed samples from your desk or work
area before and after cleaning the area with hand sanitizer. Do you think ordinary hand or
dish soap (without sanitizers) is as effective at sanitizing surfaces as hand sanitizer? Design
a procedure to test a hypothesis about which type of cleaner is more effective. Your
hypothesis could also be that both are equally effective. If possible, test a variety of
different surfaces.
Please note that you must complete Lab B before beginning Lab C. Have your teacher
approve your design and safety procedures before beginning your experiment.
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Chapter Key Concepts Builder
Bacteria and Viruses
End-of-Chapter Practice
Directions: Work with a partner to answer each question or respond to each statement on the lines provided.
1. Why are bacteria considered to be alive but viruses are not?
2. Distinguish between an antibiotic, an antibody, and a vaccine.
3. If you had a common cold and your body produced antibodies, why do you think you
still get colds?
4. How are a latent virus, an active virus, and a deactivated virus different? How does your
body respond to each one?
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Chapter Test A
Bacteria and Viruses
Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is
used only once.
Matching Set 1
1. thick wall around a bacterium’s chromosome
and some of its cytoplasm
A. AIDS
B. anaerobic
2. living cell infected with a virus
C. endospore
3. virus that is inactive inside a cell
D. host
4. produced with the help of bacteria
E. latent
5. disease caused by viruses
F. yogurt
6. bacteria that can live without oxygen
Matching Set 2
7. conversion of nitrogen into a form that plants
can use
G. bacterial resistance
H. food poisoning
8. cause illness when released by bacteria
I. fixation
9. process in which food is heated to a temperature
J. pasteurization
that kills most harmful bacteria
10. occurs when an antibiotic is no longer effective
against a type of bacteria
K. replication
L. toxins
11. caused by eating food contaminated by certain
bacteria
12. process that viruses use to copy themselves
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Chapter Test A continued
Multiple Choice
Directions: On the line before the question, write the letter of the correct answer.
13. Which process is shown in the
diagram to the right?
A. fission
B. replication
C. conjugation
Interpreting a Diagram
Directions: Use the diagram to respond to each statement.
Capsule
d.
a.
e.
b.
Cell membrane
Ribosome
c.
14. Label this diagram by writing the correct term from the word bank on each line.
cell wall
cytoplasm
DNA
flagellum
pili
15. Describe the shape of the bacterium in the diagram.
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Chapter Test A continued
Short Answer
Directions: Respond to each statement on the lines provided.
16. Describe the difference between fission and conjugation.
17. Identify what antibiotics are and how they are used.
18. Explain what a virus is.
19. Describe one way that bacteria cause illness in humans.
Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.
20. Explain how vaccines help prevent diseases.
21. Tell why antibiotics are not used to treat flu. Identify the type of medicine that would
be effective.
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Chapter Test B
Bacteria and Viruses
Matching
Directions: On the line before each definition, write the letter of the term that matches it correctly. Not all
terms are used.
1. thick wall around a bacterium’s chromosome
and some of its cytoplasm
A. AIDS
B. anaerobic
2. living cell infected with a virus
C. bacterial resistance
3. virus that is inactive inside a cell
D. endospore
4. produced with the help of bacteria
E. fission
5. disease caused by viruses
F. food poisoning
6. bacteria that can live without oxygen
G. host
7. conversion of nitrogen into a form that plants
H. latent
can use
I. fixation
8. cause illness when released by bacteria
J. pasteurization
9. process in which food is heated to a temperature
K. replication
that kills most harmful bacteria
10. occurs when an antibiotic is no longer effective
L. toxins
M. yogurt
against a type of bacteria
11. caused by eating food contaminated by certain
bacteria
12. process that viruses use to copy themselves
Multiple Choice
Directions: On the line before the statement, write the letter of the correct answer.
13. Which is the most likely result of
the process shown in the diagram
to the right?
A. viral replication
B. identical offspring
C. endospore formation
D. increased genetic diversity
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Chapter Test B continued
Interpreting a Diagram
Directions: Use the diagram to respond to each statement.
Capsule
d.
a.
e.
b.
Cell membrane
Ribosome
c.
14. Label the diagram of a bacterium by writing the correct term from the word bank on
each line. Not all terms are used.
cell wall
cytoplasm
DNA
flagellum
pili
ribosome
15. State the shape of the bacterium in the diagram and list two other common shapes of
bacteria.
Short Answer
Directions: Respond to each statement on the lines provided.
16. Compare the results of the processes of fission and conjugation.
17. State how antibiotics stop the growth and reproduction of bacteria.
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Chapter Test B continued
18. Contrast viruses and bacteria.
19. Describe one way bacteria cause disease in humans, and give an example of a disease
caused in that way.
Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.
20. Relate these concepts—vaccine, antibody, and virus.
21. List two examples of ways to prevent viral infections.
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Chapter Test C
Bacteria and Viruses
Completion
Directions: On each line, write the term that correctly completes each sentence.
is a thick wall around a bacterium’s chromosome and
1. A(n)
some of its cytoplasm.
2. A living cell infected with a virus is a(n)
3. A(n)
cell.
virus is inactive inside a cell.
4. Yogurt and cheese are made with the help of
.
5. AIDS and the flu are caused by
.
6. Bacteria that can live where there is no oxygen are
bacteria.
7. Converting nitrogen into a form that plants can use is
nitrogen
.
8. Some bacteria release
9.
, which cause illness.
is a process of heating food to a temperature that kills most
harmful bacteria.
10.
occurs when an antibiotic is no longer effective against a
kind of bacteria.
11. Eating food contaminated by certain bacteria can result in
12. A virus can make copies of itself using a process called
.
.
Multiple Choice
Directions: On the line before the question, write the letter of the correct answer.
13. Which step comes next in the
process shown in the diagram on
the right?
A. The latent virus will become
active.
B. Two identical offspring will be produced.
C. The complementary strands of the plasmid will become complete.
D. The donor cell will form a conjugation tube.
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Bacteria and Viruses
Name
Date
Class
Chapter Test C continued
Interpreting a Diagram
Directions: Respond to each statement on the lines provided.
Capsule
d.
a.
e.
b.
Cell membrane
Ribosome
c.
14. Label the diagram of a bacterium by writing the correct term on each line.
15. Identify the shape of the bacterium and list two other common shapes of bacteria.
Short Answer
Directions: Respond to each statement on the lines provided.
16. Determine whether fission or conjugation would be responsible for spreading a
bacterial infection throughout the body. Explain your answer.
17. Predict the effect of resistant strains of bacteria on the ability of doctors to treat
bacterial infections.
Bacteria and Viruses
77
Name
Date
Class
Chapter Test C continued
18. Explain why viruses are not considered to be living organisms.
19. Describe two ways that bacteria cause disease. Give an example of a disease caused by
each way.
Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.
20. Predict what would happen if a vaccine contained active viruses instead of deactivated
pathogens.
21. Design a plan to avoid the flu during the flu season.
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Bacteria and Viruses