Book Preface

Perspectives on Microbiology
It has been nearly ten years since the first edition of this text was published, a decade marked by extensive discoveries and developments related to the science of microbiology. In fact, the total amount of information on this subject has doubled and possibly tripled during this relatively short time. Dealing with such an abundance of new information has, at times, been overwhelming. But this degree of enrichment has only served to reinforce the far-reaching importance of the subject matter. One has only to pick up a newspaper to be struck by daily reminders of microbiology's impact, whether it be emerging diseases, the roles of viruses in cancer, the development of new vaccines, drugs, and bioengineered organisms, or the use of microbes to clean up toxic wastes. Thanks to technologies that really originated with microbiologists, we now have detailed genetic maps of hundreds of microbes, plants, and animals, including humans. These discoveries, in turn, have spawned entirely new sciences and applications and an explosion of new discoveries. So, as we look back over these past few years, one idea that rings even truer than ever is an observation made by the renowned microbiologist Louis Pasteur, about 120 years ago:
"Life would not long remain possible in the absence of microbes"

Looking ahead to the future, microbiology will continue to dominate biology, medicine, ecology, and industry for many years to come. Clearly, the more you learn about this subject, the better prepared you will be for personal and professional challenges, and to make decisions as a citizen of the world.

Emphasis of Foundations
        The primary goals of this textbook are to:
        1. Involve you in the relevance and excitement of microbiology.
        2. Help you understand and appreciate the natural roles, structure, and functions of microorganisms.
        3. Keep building your knowledge and facilitating your ability to apply the subject matter.
        4. Encourage skills that make you a life-long learner in the subject.

Microbiology is an inherently valuable and useful discipline that offers an intimate view of an invisible world. We have often felt that certain areas of the subject should be taught at the junior high, high school, and even elementary levels, so that knowledge of microbes and their importance becomes second nature from an early age. The orientation of this textbook continues to be a presentation that is understandable to students of diverse backgrounds. We hope to promote interest in this fascinating subject, and to share our sense of excitement and awe for it. We hope that our involvement in the subject, our love of language, and our fun with analogies, models, and figures is so contagious that it stimulates your interest and catches your imagination.

Like all technical subjects, microbiology contains a wide array of facts and ideas that will become part of your growing body of knowledge. One of the ways to fulfill the goals of the textbook is to concentrate on understanding concepts-- important fundamental ideas or themes that form a framework for ideas and words. Most of these concepts are laid out like links in a chain of information that lead you to the next level. As you continue to progress through the book, you can branch out into new areas, refine your knowledge, make important connections, and develop sophistication with the subject. Most chapters are structured with two levels of coverage--a general one that provides an overall big picture and a more specific one that fills in the details of the topics.

The order and style of our presentation are similar to the previous edition, but, as in past editions, we have adopted numerous changes. We realize that many courses do not have extra time to cover every possible topic, and so we embarked on this revision with a goal to update, simplify where necessary or possible, improve illustrations, streamline and balance the coverage, and edit for currency, accuracy, and clarity. We have extensively updated figures, statistics, and introduced pertinent events and major discoveries of the past 3 years. We have added around 20 new figures, 50 new photographs, and have revised about half of the figures. Although the basic book plan is similar to the last edition, it has been redesigned with a new color scheme, chapter opening page, table structure, and boxed reading heads.

Despite the amount of new information being generated every year, we have aimed to present coverage of traditional and new developments in microbiology without adding to the length of coverage. We have streamlined the disease chapters by removing some material on diagnosis and laboratory tests, and we have balanced the first chapter to emphasize the highly beneficial nature of microbes. In addition, we have added a series of "overview" statements at the opening of each chapter to replace the outline, which is still available in the contents section. The chapter capsules have been converted to a more formal outline with more concise summaries, and new questions have been added to most chapters.

A Note To Students:
This book has been selected as part of a course that will prepare you for a career in the health or natural sciences. The information it contains is highly technical and it provides a foundation for the practical hands-on work and critical thinking that are an integral part of many science-based professions. You will need to understand concepts such as cell structure, physiology, disinfection, drug actions, genetics, pathogenesis, transmission of diseases, and immunology, just to name a few. Like all science courses, this type of course will require prior preparation, background, and significant time for study. You will need to develop a working knowledge of terminology and definitions, and to learn explanations of the "how and why" of many phenomena. Like all learning, it can be a lifelong discovery experience that makes you a well-informed person who can differentiate fact from fiction and make well-reasoned interpretations and decisions.

        Facts about Learning Styles
        There are several ways that we assimilate information, including visual, auditory, or some combination of these. According to William Glasser, the retention of information can be quantified as follows:
        We remember about 10% of what we read;
                20% of what we hear
                30% of what we see
                50% of what we see and hear
                70% of what is discussed with others
                80% of what we experience personally
                95% of what we teach to someone else.

Another factor that contributes to successful study is the realization that the brain is not a tireless sponge that can continue to "fill up" without rest. We now know that a chemical messenger in the part of the brain that regulates memory must be regenerated about every 30-45 minutes. Any studying done when the messenger is inactive will not be placed into memory. This explains why trying to "cram" a lot of information in a long marathon of studying is relatively ineffective. The best learning takes place in short bursts with frequent breaks. Even if you have to study over a longer stretch, you should relax for a few moments, take a walk, or involve your mind in some activity that doesn't require intense thought. Spending an hour every day with flash cards is a far more effective way of learning than trying to absorb 3 chapters of material in a single marathon.

The text features several resources to help you in your studies.

Vocabulary, Glossary, and Index The study of microbiology will immerse the student in a rich source of terminology. No one expects the beginner to learn all of these new terms, but it will certainly be essential to acquire an ability to understand, speak, and write this new language. To assist you in building vocabulary, the principal terms appear in boldface and italics and are defined or used in context. Terms marked by an asterisk footnote also provide pronunciation and word origins. As a rule, speaking a word will help you to spell it and learning its origin will help you understand its meanings and those of related words.
The glossary is expanded in this edition to include definitions of all of the boldface and italicized terms used in the text. The index is also detailed enough to serve as a rapid locator for terms and subject matter.

Question Section Each chapter concludes with an extensive question section intended to guide and supplement your study and self-testing. The number and types of questions are diverse to allow your instructor to assign questions for desired focus and emphasis. Due to space constraints, the text contains answers only to multiple choice questions (in appendix D). The multiple choice type of objective question is commonly used in class testing and standardized exams, and is a quick way to assess your grasp of chapter content. Matching questions have a list of words and a list of numbered descriptions that are meant to correlate. The concept questions direct the student to review the chapter by composing complete answers that cover essential topics and use correct terminology. Critical thinking questions challenge the student to use scientific thinking, analysis, and problem solving. They require the student to find relationships, suggest plausible explanations, and apply these concepts to real world situations. By their nature, most of these questions allow more than one interpretation and do not have a predetermined "correct" answer.

Chapter Checkpoints and Capsules with Key Terms Sometimes the amount of factual information in a chapter can make it difficult to see the "forest for the trees." A beneficial strategy at such times can be to pause and review some important points before continuing to the next topic. We have included 3 to 6 brief summaries called chapter checkpoints that concisely state the most important ideas under a major heading and provide the reader with a quick recap of what has been covered to that point. Many instructors assign these as a guide for study and review.
The major content of each chapter is condensed into short summaries called capsules, taking the form of an outline with key terms placed in context with their associated topics. Capsules can be used as both a quick review and preview of the chapter.

The subject matter in this text is basic, but this doesn't mean it is simple or that it is merely a review of information you have had in a prior biology course. Microbiology is, after all, a specialized area of biology with its own orientation and emphasis. There is more information presented here than can be covered in a single course, so be guided by your instructor's reading assignments and study guide, because he or she knows what is most important for your course.

A final note of encouragement: One of life's little truths is that you get out of any endeavor what you put into it, so that the more time you spend in serious study, the more you will learn. This will lead to a pride in mastery, greater skill in discovery, and a thrill of learning that is almost like being a microbiological detective!

ACKNOWLEDGEMENTS
        A textbook is a collaboration that takes on a life of its own. No single person can take full credit for its final form. The one thing that we all agree upon, whether author, reviewer, or editor is that we want it to be the best possible microbiology book we can create. The authors have been fortunate to have an exceptional editing and production team from McGraw Hill for this edition. The person most responsible for keeping us on track and focused on our goals is Jean Sims Fornango, our Developmental Editor. Her contributions run the gamut from careful synopsis of the book pedagogy and detailed proofreading to soothing our concerns and twisting our arms. She meets every challenge with good humor, insight, and professionalism, and we feel truly fortunate to have been in her capable hands. We also value our relationship with our publisher, James M. Smith, for his can-do attitude and support for meaningful additions and improvements to the book that had been long overdue. We also enjoyed collaborating with the able production team, including Rose Koos, Lori Hancock, Wayne Harms, and Connie Mueller.
        Valuable support has also come from reviewers who shared their expertise in several specialized areas of microbiology. We would like to express sincere appreciation to Robert White, Lundy Pentz, Harry Kesler, Leland Pierson, Hugh Pross, and Valeria Howard for their detailed analyses of the chapters on chemistry, metabolism, genetics, drug therapy, and immunology. Many thanks also to Louis Giacinti, Jackie Butler, and Joseph Jaworski for their valued contributions and suggestions for improving several chapters. We would like to thank our many student readers and instructors from around the country for their kind and informative emails. You are the unsung heroes of textbook publishing.
        We value the support and feedback from colleagues and students at Pasadena City College, especially Barry Chess, a good friend and an able microbiologist who can navigate his students through the most challenging areas of the subject with ease and humor; and Terry Pavlovitch, a formidable biochemist and physiologist who shares her love of teaching with us. We also owe a debt of gratitude to Mary Timmer, our extremely proficient lab technician, whose attendance to the demands of a very busy microbiology laboratory have freed us to devote time to writing and illustrations. Over the past 30 years, we have had countless fine students here at Pasadena City College who have literally served as the "test lab" for shaping and refining the content of the book. It has been a wonderful side effect of teaching microbiology to watch our students grow and become friends and associates. I would like to make special mention of Abigail Bernstein, who has been by my side as a grader, tutor, and friend. She has the difficult job of being the "front" woman who works in the trenches answering endless questions and helping students use the book.
        It takes about a year and a half to complete a textbook revision, during which time the manuscript is edited, reedited, and then edited again. All alterations are carefully spell-checked and proofread by the author, editors, and a number of other production staff. The figures are scrutinized for accuracy in labeling and composition. Unfortunately, even in these days of computerized cross checks, some errors can still slip through. We appreciate knowing about errors you detect or critiques you may have regarding text content, figures, and boxed material, and encourage you to share any ideas you have for changes and improvements. We can be reached through the McGraw Hill Company (www.mcgraw-hill.com) or by email at ktalaro@aol.com.
        We have enjoyed a superb team of reviewers for the fourth edition who were both formative and informative members of the team. They have been a rich source of suggestions about content, order, depth, organization, and readability. So too have they lent their microscopic precision for screening the accuracy and soundness of the science. You have been there for us for nearly 18 years, keeping us on our toes and contributing in hundreds of ways to this ongoing project. We couldn't do it without you.

Reviewers:

Fourth edition:
Kevin Anderson, Mississippi State University
Cheryl K. Blake, Indian Hills Community College
Bruce Bleakley, South Dakota State University
Harold Bounds, University of Louisiana
Brenda Breeding, Oklahoma City Community College
Karen Buhrer, Tidewater Community College
Charles Denny, University of South Carolina
Richard Fass, Ohio State University
Denise Friedman, Hudson Valley Community College
Bernard Frye, University of Texas
Louis Giacinti, Milwaukee Area Technical College
Ted Gsell, University of Montana
Herschel Hanks, Collin County Community College
Ann Heise, Washtenaw Community College
Valeria Howard, Bismarck State College
Harold Kessler, Lorain County Community College
George Lukasic, University of Florida
Sarah MacIntire, Texas Women's University
Lundy Pentz, Mary Baldwin College
Hugh Pross, Queen's University
Leland Pierson, III, University of Arizona
Ken Slater, Utah Valley State College
Edward Simon, Purdue University
Robert A. Smith, University of the Sciences, Philadelphia
Kristine M. Snow, Fox Valley Technical College
Cynthia V. Sommer, University of Wisconsin, Milwaukee
Linda Harris Young, Motlow State Community College
Robert White, Dalhousie University

Second/Third editions
Rodney P. Anderson, Ohio Northern University
Robert W. Bauman, Jr., Amarillo College
Leon Benefield, Abraham Baldwin Agricultural College
Lois M. Bergquist, Los Angeles Valley College
L. I. Best, Palm Beach Community College - Central Campus
Bruce Bleakley, South Dakota State University
Kathleen A. Bobbitt, Wagner College
Jackie Butler, Grayson County College
R. David Bynum, SUNY at Stony Brook
David Campbell, St. Louis Community College - Meramec
Joan S. Carter, Durham Technical Community College
Barry Chess, Pasadena City College
John C. Clausz, Carroll College
Margaret Elaine Cox, Bossier Parish Community College
Kimberlee K. Crum, Mesabi Community College
Paul A. DeLange, Kettering College of Medical Arts
Michael W. Dennis, Montana State University - Billings
William G. Dolak, Rock Valley College
Robert F. Drake, State Technical Institute at Memphis
Mark F. Frana, Salisbury State University
Elizabeth B. Gargus, Jefferson State Community College
Larry Giullou, Armstrong State College
Safawo Gullo, Abraham Baldwin Agricultural College
Christine Hagelin, Los Medanos College
Geraldine C. Hall, Elmira College
Heather L. Hall, Charles County Community College
Theresa Hornstein, Lake Superior College
Anne C. Jayne, University of San Francisco
Patricia Hilliard Johnson, Palm Beach Community College
Patricia Klopfenstien, Edison Community College
Jacob W. Lam, University of Massachusetts Lowell
James W. Lamb, El Paso Community College
Hubert Ling, County College of Morris
Andrew D. Lloyd, Delaware State University
Marlene McCall, Community College of Allegheny County
Joan H. McCune, Idaho State University
Gordon A. McFeters, Montana State University
Karen Mock, Yavapai College
Jacquelyn Murray, Garden City Community College
Robert A. Pollack, Nassau Community College
Judith A. Prask, Montgomery College
Leda Raptis, Queen's University
Carol Ann Rush, La Roche College
Andrew M. Scala, Dutchess Community College
Caren Shapiro, D'Youville College
Linda M. Sherwood, Montana State University
Lisa A. Shimeld, Crafton Hills College
Cynthia V. Sommer, University of Wisconsin - Milwaukee
Donald P. Stahly, University of Iowa
Terrence Trivett, Pacific Union College
Garri Tsibel, Pasadena City College
Leslie S. Uhazy, Antelope Valley College
Valerie Vander Vliet, Lewis University
Frank V. Veselovsky, South Puget Sound Community College
Katherine Whelchel, Anoka-Ramsey Community College
Vernon L. Wranosky, Colby Community College
Dorothy M. Wrigley, Mankato State University

First edition:
Shirley M. Bishel, Rio Hondo College
Dale DesLauriers, Chaffey College
Warren R. Erhardt, Daytona Beach Community College
Louis Giacinti, Milwaukee Area Technical College
John Lennox, Penn State, Altoona Campus
Glendon R. Miller, Wichita State University
Joel Ostroff, Brevard Community College
Nancy D. Rapoport, Springfield Technical Community College
Mary Lee Richeson, Indiana University; Purdue University at Fort Wayne
Donald H. Roush, University of North Alabama
Pat Starr, Mt. Hood Community College
Pamela Tabery, Northampton Community College

2002 McGraw-Hill Higher Education
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