Introductory description

This module constitutes part of the final year teaching of the school’s provision of advanced level microbiology teaching. This module builds in an integrative fashion on key microbiological modules from previous years.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

1-3. A consideration of the range of mechanisms by which organisms can respond to environmental change including, cAMP, ppGpp, c-di-GMP, two component sensory systems, alternative -factors, small regulatory RNAs and the CRP-FNR and Ara families of transcriptional regulators. The bacterial cell cycle and the architecture of the chromosome (DAH)

4-5 Cell to cell signalling, including quorum-sensing in Gram-positive and Gram-negative bacteria and sex pheromones in Gram-positive bacteria. (DAH)

6-9 A general description of motility and taxes in bacteria, followed by a detailed examination of the mechanism and regulation of flagellar assembly and chemotaxis in bacteria. Type III secretion systems and type IV pilus. Biofilms - environmental and medical significance (DAH)

10-13 The process of sporulation in Bacillus from the biology of the genus through to the molecular mechanisms involved in spore formation. This includes the latest reports from meetings concerning the mechanisms of sporulation induction and establishing different gene expression paths in mother and forespore cells derived from a single parental cell. (DAH)

14-16 Integration of bacterial metabolism through two-component regulatory systems. Coordination of nitrogen metabolism in bacteria will be used as a model to understand the mechanisms by which bacteria regulate gene expression. Discussion of nitrogen fixation by bacteria; detailed mechanisms of regulation; sensing of nitrogen in the environment and how microorganisms adapt to changing nitrogen regimes. (JCM)

17-20. The roles of two component regulatory systems, alternative sigma factors, quorum sensing and transcriptional regulators in the control of virulence gene expression in bacteria using Vibrio cholerae, Pseudomonas spp. and Bordetella pertussis as examples. (JCM)

Learning outcomes

By the end of the module, students should be able to:

• Understand and discuss the elucidation of the regulation, integration and coordination of macromolecular synthesis during microbial cell cycles.
• Understand and discuss a range of intracellular and extracellular response mechanisms.
• Understand and discuss molecular mechanisms of bacterial motility and taxes.
• Understand and discuss the role of two-component sensing systems in bacterial nutrition and pathogenesis.
• Understand and discuss the process of sporulation in Bacillus as an example of cellular differentiation in bacteria.
• Understand and discuss cell-cell interactions at the molecular and cellular level.

Indicative reading list

General Microbiology information can be found in the recommended first and second year texts especially Brock’s Biology of Microorganisms (Madigan et al.).

Most reference is made to the primary literature in handouts during the lectures. Specific journal references will be recommended during the module. For example, a background reference for lectures 14-16 would be: Dixon & Kahn (2004) Nature Reviews Microbiology, 2: 621-631.

Subject specific skills

a. Demonstrate clear understanding of the scientific topic

b. Contain evidence of extended reading and lateral integration of material not covered in the lectures

c. Demonstrate independent thought and deep understanding

d. Specifically answer the set question using information from multiple lectures and sources

e. Be structured and formatted in a way that demonstrates understanding and logical flow

f. Use multiple sources to construct complex scientific arguments and integrating these to build and develop the student's own scientific conclusions.

Transferable skills

1. Critical appraisal of source material
2. Self directed learning
3. Adult learning