Genus and species (binomial name) are written as: genus + species epithet. The species name is the combination of genus and specific epithet.
Example: Staphylococcus aureus
Genus name is capitalized; specific epithet is lowercase.
When handwritten in lab reports, the genus and species names should be underlined. When typed, they should be italicized.
If you’ve already submitted your lab report, the instructor will remind you about formatting in future feedback.
Common terminology note:
The second word is correctly called the epithet (not “epitaph”).
On exams and Jeopardy-style reviews, the convention is the genus is capitalized and the species epithet is lowercase, and the full name is italicized when typed.
Practical example shown in class: Staphylococcus aureus (genus capitalized, epithet lowercase; italicized in typing).
Lab reports and logistics (class announcements)
Lab reports due tomorrow night: labs 1, 14, and 15 (the instructor indicated the brain-staining lab as Lab 36).
Brain staining lab reference: Lab 36.
Microscopes and optics:
After last week’s lab, lenses on the microscopes used by students were cleaned by the instructor and the teaching assistant, Ashton.
You should be able to see clearly at 40×; oil immersion (100× objective) should be usable as well.
The instructor reassured there is no “microscope graveyard” outside the lab.
Lab practice plan:
Lab 36 will be redone on Thursday to give students more practice.
There was mention of combining data or materials from different labs but ensuring you separate which data correspond to which lab.
Group formation activity:
Students were given about two minutes to form groups and designate a group leader.
Each group would have a buzzer; a red recording button was used to record the group’s name after a beep.
You must speak loudly and clearly after the beep so the instructor can hear the recording (the instructor was tethered to the screen and could hear only via the recording).
Some groups discussed implementational details (e.g., which group member would be the leader) and handled grupping logistics.
Classroom game setup (Jeopardy-style review)
Categories (example): Brief history of microbiology, Cell structure and function, Microscopy and staining, Classification.
How it worked:
Students selected a category and a point value; the instructor and a treasurer tracked scores with monopoly-money-style tokens.
The scoreboard evolved during the game, with shifts in lead depending on questions and wagers.
Example of scoring notes from the transcript:
Early lead: Micrococcus around 1,400; Velociraptors around 1,300; Algae around 700; Flagella around 500.
Mid-game updates showed Micrococcus approaching 1,900; Velociraptors around 800; Algae around 700; Flagella around 500.
Later updates showed Micrococcus around 2,000; Velociraptors around 1,200; Algae around 900; Flagella around 500.
Final updates mentioned Micrococcus at about 2,300; Velociraptors around 1,300; Algae around 700; Flagella around 900.
Note on points: These numbers reflect the dialogue in the transcript and illustrate how scorekeeping progressed; exact figures varied as the game proceeded.
Key content and concepts from the Jeopardy-style questions and discussion
Endospores: true statement
Question (paraphrased): Which statement about endospores is true?
A) Endospores are formed as a way for prokaryotic cells to reproduce.
B) Endospores can easily be destroyed with household bleach.
C) Endospores form in response to harsh environmental conditions such as limited nutrients.
D) Endospores do not survive in the environment for more than a few days.
Correct answer: C (endospores form to allow survival under harsh conditions).
Prokaryotic filaments (in context of Archaea) and gene-cutting technology
Fragment from the transcript mentions “protenaceous filaments shaped like barbed wire with three hooks on the end called blanks,” suggesting a discussion of surface appendages (likely fimbriae or pili) and their roles in attachment or conjugation; the exact term in the transcript is unclear.
Cutting technology question: The correct choice given was d) genetic engineering.
Phylogenetics and gene-manipulation context: The transcript references practitioners manipulating genes in microbes, plants, and animals for practical applications, illustrating the field of genetic engineering.
Osmotic concepts in microbiology (hypotonic vs isotonic)
Scenario described: A cytoplasmic solute concentration equal to 0.85% NaCl is placed in a solution of 0.2% NaCl.
Conceptual takeaway: The outside solution is hypotonic relative to the cell interior (lower solute concentration outside than inside), which drives water into the cell and can lead to swelling; this is a classic hypotonic-osmotic scenario.
Answer: hypotonic solution.
Microbiology review: differential staining and culture media
Differential staining concept:
Differential stains are used to differentiate between types of cells or different structures within cells.
Example in the transcript discussion: Gram staining uses a primary stain (crystal violet) and a counterstain (safranin).
In Gram staining, Gram-positive bacteria retain the crystal violet and appear purple, while Gram-negative bacteria take up the counterstain and appear pink/red.
Example of differential staining from the transcript:
Gram staining is a key differential staining method (example provided in class).
An example of an agar used to differentiate bacteria:
MacConkey agar is selective for Gram-negative bacteria (e.g., E. coli, Serratia) and differentiates lactose fermenters on a colorChange background; the instructor mentioned using it in later weeks.
Biochemical testing to distinguish similar bacteria
The transcript discusses differentiating similar bacteria (e.g., Serratia vs Escherichia coli) using biochemical testing:
E. coli typically ferments glucose (dextrose) with gas production and acid; Serratia may have different fermentation patterns.
Biochemical testing is a reliable way to differentiate closely related or morphologically similar bacteria beyond Gram staining.
Other differentiators mentioned: phage typing (highly selective for the bacteria they infect) and different culture media results (e.g., MacConkey) that help distinguish Gram-negative bacteria.
Gram staining and bacterial cell wall structure
Key concept: The thickness of peptidoglycan in the cell wall correlates with Gram stain results, and Gram-positive bacteria have thicker peptidoglycan layers than Gram-negative bacteria.
Conceptual link: Gram staining provides a quick indication of cell wall structure; this session emphasized why some organisms stain differently (e.g., Mycobacteria and Nocardia may require additional staining due to their cell wall properties).
Endpoints and terminology clarification (quick glossary)
Endospore: a dormant, highly resistant structure formed by some bacteria to survive adverse conditions; not a reproductive structure.
Capsule and pili/fimbriae: surface structures that affect attachment, motility, and genetic exchange.
Prokaryotes in the five-kingdom vs three-domain systems:
Five-kingdom view places Bacteria and Archaea as separate groups within the Prokaryotes.
Three-domain system groups life into Bacteria, Archaea, and Eukarya.
Domains and kingdoms quick recap
Two domains within the three-domain system that sit in the traditional “prokaryote/moneran” portion of the five-kingdom system:
a) Bacteria and Archaea.
This matches the transcript question and is consistent with modern taxonomy.
Quick note on content and legibility from the transcript
Some sections of the transcript included garbled or unclear items (e.g., specific phrasing of a question about “protenaceous filaments” with “three hooks on the end” and a line about “phygillas”). The notes above capture the clear, actionable items and the stated Q/A that were legible.
Where the transcript included group dynamics (buzzer timing, voice-recording protocol, leader roles), those details are included as context for how the in-class activity was conducted.
Useful formulas and LaTeX-ready references
Binomial nomenclature example (typed):
Staphylococcus aureus
Osmosis/diffusion concept (hypotonic example):
Outside solution: 0.2%NaCl, Inside-cytoplasm: higher solute concentration; water flows into the cell -> hypotonic condition.
General relation: C<em>outside<C</em>inside⇒hypotonic
Gram staining framework (stain sequence):
Primary stain: Crystal violet
Counterstain: Safranin
Outcome: Gram-positive retain CV (purple); Gram-negative take safranin (pink/red).
MacConkey agar (selective media):
MacConkey agar→selective for Gram-negative bacteria (e.g., E. coli, Serratia).
Differential staining concept: differentiates types of cells or intra-cellular structures via more than one stain; example: Gram staining with CV and safranin.
Endospore formation (conceptual):
Endospores form in response to harsh environmental conditions (e.g., nutrient limitation).