Gil E. Katzenstein, Ph. D.
Office: Room 213; 329-7682
p-mail/ e-mail: gk.e.msms / gkatzens@msms.doe.k12.ms.us
Office hours: By appointment only, please.
Tutorial: Thursday evenings, room 212 (typically)
Home: 241-6604 (before 8:00p)

TEXT: Foundations in Microbiology, 2nd Edition (1996). Kathleen Talaro & Arthur Talaro.
OTHER RESOURCES (Laboratory and Dr. K's):
Texts and Reference Books:

• Bergey's Manual of Determinative Bacteriology, Ninth Edition, (1994) William R. Hensyl, editor.
• A Photographic Atlas for the Microbiology Laboratory (1996). Michael J. Leboffe & Burton E. Pierce.
• Principles of Microbiology, (1995). Ronald M. Atlas.
• Microbiology, Third Edition, (1996). Prescott, Harley and Klein.
• Biology of Microorganisms, Seventh Edition, (1994). Brock, Madigan, Martinko, Parker.

Laboratory Manuals:

• Laboratory Manual, Sixth Edition, Biology of Microorganisms, (1991). J.A. Phillips, T.D. Brock.
• Laboratory Exercises in Microbiology, Second Edition, (1993). John P. Harley & Lansing M. Prescott.
• Exercises for the Microbiology Laboratory, (1999). Burton E. Pierce & .Michael J. Leboffe.
• General Microbiology Laboratory Manual, (1984). E. Ronald Wright.

CD-ROM's:

• Microbes in Motion- (1995). Deslisle, Tomalty. Note: Interactive with tutorials.
• Topley & Wilson's MICROBIOLOGY AND MICROBIAL INFECTIONS, Ninth Edition. 20 Chapter Demonstration (1997). Note: Thorough with a medical bias.

The Worldwide Web
There are a number of very excellent sites on the web for microbiology including educational and applied sites (often medical in nature). The web, however, is unstructured, unregulated and often unruly. Therefore, I would suggest that you use this resource as a secondary source. It is suggested that you use textbooks and reference books as primary resources.

Course Objectives:

• To introduce the student to subject areas central to modern microbiology and a few special topics of a more applied nature
• To gain and demonstrate microbiological laboratory proficiency
• To introduce the student to the scientific method using microbiology as the context for study
• To introduce the student to central themes of cell biology, again, in the context of microbiology

Course Philosophy:
"A student is not a vessel to be filled but a torch to be set alight."-Ancient Crimean saying

Few subject areas profoundly affect our daily lives as much as microbiology. Microbiology is the study of microbes, microorganisms-bacteria, fungi, protists-and viruses. Historically, the advent of microbiology as a scientific discipline signaled the onset of modern biology and spawned and spurred related disciplines such as cell biology, genetics, biochemistry, immunology, and modern medicine. Basic and applied research in microbiology has advanced to such a state that we know much about a number of species; this may be the entire genomic sequence of a bacterial species or the ability to genetically engineer a species to have certain desirable properties. However, as much as we have learned from our simpler biological brethren, there still remains a broad frontier to explore and re-visit; this may be the discovery of new species or strains or further characterization of extant ones.

This course will focus predominantly on bacteria which are the most basic form of life and, in terms of numbers, are the vast majority of life forms on this planet (Earth, for those of you who haven't read a newspaper in a while). Bacteria are also the evolutionary basis of all life on this planet and, additionally, have inextricably shaped the evolution of all other species, too. They profoundly affect our daily lives from the food we eat, to the medicines we take and often the diseases that rob us of our vitality and, sometimes, existence.

Bacteria are creatures that are relatively amenable to study and manipulation in the laboratory. We will take full advantage of these properties to gain laboratory proficiency (AKA sterile laboratory technique).

Assessment:
Quizzes/ assignments/ presentations will be given which will be based on material we are covering in lecture, laboratory and in our text. The quizzes will be worth typically from 30-60 points each depending on the nature of the quiz/ assignment and the amount of class time it reflects. Two major exams-the midterm exam on March 14 (100 points), and the cumulative exam (150 points) to be taken during exam week-will be given. Any rescheduling of exams or assignments must be arranged prior to the set date; in the case of accident or illness, it is the responsibility of the student to arrange for a suitable make-up time.

The material covered in the quizzes will cover all material up through the previous lecture and laboratory. This course builds on itself both conceptually and in terms of laboratory technique. It is expected that you have learned material addressed previously as this is often included in the quizzes and tests.

As the laboratory component of this course will be integrated into the lecture, there will not typically be any formal lab write-ups (except for your independent laboratory project). You are required to keep a complete and up-to-date bound laboratory notebook that serves as a complete and accurate record of your laboratory work. Memory is not an acceptable lab record here nor in the "real" world.

The laboratory project will serve de facto as your "Final Exam." The grade you receive on your project will be recorded on your report card/transcript as the Final Exam. The cumulative exam will be counted as part of your second quarter's grade. There will be no exemptions from the cumulative exam.

Class participation is encouraged and expected. It allows me to know that you are interested, thinking and, in the least, awake.

Approximate Point Spread: Quizzes & Assignments ~240 points Presentations ~60 points 20 Angel points may be Midterm 100 points earned per assessment Cumulative Exam 150 points period (~4.5 weeks). Project Proposals ~50 points Laboratory Project (Final Exam) 200 points S~800 points

Sequence of Events and Timing:
The sequence presented is the order of topics that we will address this semester. Though effort will be made to stay faithful to the sequence presented below, the realities of the world dictate that we will deviate. All modifications to the below schedule will be made explicit in class. Note: It is advised that you check your p-mail daily as, often, info is relayed/ confirmed that way. Note: If you are physically absent, it is your responsibility to determine what transpired in class and to make up work/ assignments done in class.

ACADEMIC HONESTY
Trust

Most, if not all, of the meaningful interactions that we humans engage in revolve around trust. This applies without a doubt to education. The student trusts that the teacher will provide an environment and subject matter to study that will be relevant and meaningful. The student trusts that the teacher's evaluation of his/ her work will be grounded in the quality and effort displayed. Many students put their trust in their teachers by soliciting advice and recommendations for future studies. The teacher trusts that the student will put forth a sincere and honorable effort and commitment to learn. The teacher trusts that the student will not only take responsibility for upholding these ideals personally, but will expect this of others. This does not imply a naïve trust, rather, when dealing with intelligent beings such as we find at MSMS, often trust is and should be earned. However, when the trust between individuals is eroded, the educational process grinds to a halt.

It is the responsibility of the student to behave in a manner that is consistent with the above ideals and to hold others -in your group or in the class- to the same. To do so, I encourage individuals to be honest and up front with each other to allow problems to be addressed directly before they begin to mount. I encourage students to involve the teacher in this process particularly when a situation arises which is detrimental to learning. If the issue is one involving honesty, the teacher must be included. Failure to do so contributes to the erosion of trust and is a punishable offense.

Sources of Information:

As is normal in any scholarly activity, the sources of information must be credited. Therefore, any information that did not originate from you or your group must be properly referenced (credited); if this is a document you must reference the source(s) within the body of your work using a standard format. You may also want to include an explanation of why this source of information was use.

You'll have the opportunity and will be encouraged to consult with students, faculty members, and others within or outside the school (content experts) when researching problems. Again, these sources of information must be credited. Failure to acknowledge the work/ideas of others is plagiarism, representing someone else's ideas as your own (the scholarly equivalent of theft), and will be dealt with as specified by the MSMS Student Handbook.

On any take home assignment in which it is specified that you are to work alone, or in which it is specified that you may not discuss the content of the assignment with fellow students, you must do as directed so that your assessment ultimately represents what you have learned. For some assignments-exclusive of tests- you may talk to one another outside of class; regardless, completed work will not be shown to other students in the class before it is handed in for grading. Your work should be in your own words and you must acknowledge (in writing at the end of the assignment) any sources of information you used including the names of any individuals with whom you have consulted. Again, failure to do so is plagiarism, and will be dealt with accordingly. For group assignments, the same guidelines apply, except the group takes on the above role of the individual. If you're in doubt about the relevance and/or application of any of these policies to a particular assignment, a consultation with the teacher is highly recommended.

TOPICS
TEXT CHAPTER/ LAB EXPERIMENT Intro. & the Scope of Microbiology Chapter 1 Main Themes of Microbiology (History, et al)/Microscopy Microscopy, Tools of the Laboratory I- Chapter 1 Lab 1 (pp. 3-8) Inoculation, Culturing & Isolation of Bacteria Labs 17 & 18 (+ p. 61) Lab 38 (pp. 130) Tools of the Lab. (cont'd)-Culturing & Simple Staining Chapters 3 & 4 (pp. 106-109)/ Lab 9-11 (+ p. 43) Culturing & Differential (Gram) Staining Chapters 4 & 3 Lab13 Bacterial Nutrition and Growth-Growth Media Chapter 3 (pp. 62-70); Chapter 7 (pp. 189-209) Microscopy: Bright Field; Measurement Chapter 3 Lab 4 Electron Microscopy Chapter 4 (pp.89-90; 95-101) Procaryotic Cell Structure: Cell Wall and Envelope Chapter 2 (pp. 38-42; 43-47) Macromolecular Assemblies: Carbohydrates & Proteins Chapter 1 & 4 (pp.18-22;110-6 et al.) Bacterial Phylogeny and Evolution Procaryotic Cell Structure: Cell Membrane Chapter 4 (p.101) Macromolecules: Lipids Chapter 2 (pp. 42-44) Procaryotic Cell Structure: Internal Structures Chapter 4 (pp.102-105) Macromolecules: Nucleic Acids Chapter 2 (pp.46-51) *Student Presentations: Microbial Diversity Midterm March 14 *Intro. to Independent Projects Handout Microbial Genetics AKA The Worlds of Nucleic Acids Chapter 9 (pp. 251-264) & Proteins: Replication & Transcription *1st Project Proposals Consultation in class and @ tutorials Microbial Genetics: Transcription & Translation Chapter 9 (pp. 264-273) *Refined Project Proposals Consultation in class and @ tutorials Microbial Genetics: Elucidation of the Genetic Code/ Chapter 9 (pp. 267; 273-284) Mutational Analysis; Genetic Exchange & Recombination *Detailed Project Methodology Antimicrobial & Chemotherapeutic Agents: Chapter 12 Lab 32 (pp.110-112) Lab (Kirby Bauer Method) *Independent Laboratory Projects Commence Antimicrobial & Chemotherapeutic Agents (cont'd): Chapter 12 Antibiotic Resistance *Last day to work in lab May 11 Special Topics TBA *Project Papers Due May 16 Student Project Presentations May 16 & 18 Cumulative Exam Finals Week