← Common Core coursesBMS 118 · Hygiene and Sanitation
BMS 118 · Common Core (Tronc commun)Section 2.1 · Microorganisms and infection
Section 5 of 31

Microorganisms and their groups

Name the five groups of microorganisms, place each in its cell type, and give one useful and one harmful role for each.

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Why this matters

Almost every infection you will meet in practice begins with a microorganism, and the group it belongs to decides almost everything that follows: which sample to send, which drug can ever work, how the germ spreads and how long it survives on a surface. A nurse who cannot say whether a patient has a bacterial, fungal, protist or viral problem cannot explain the treatment, cannot answer the patient’s question and cannot recognise when the plan does not make sense. This section gives you the cell-type map that makes the rest of infection control, and the whole of BMS 114, easier to follow.

What you need to know first

You need no laboratory background. It helps if you already know that a cell is the smallest living unit and that a nucleus holds the cell’s genetic material; if not, the next ideas explain it as they go.

Words to know (6)
Microorganism
A minute living thing, usually single-celled, that cannot be seen with the naked eye and is studied under a microscope; also called a microbe. Bacteria, fungi, protists, viruses and archaea are all called microorganisms.
Prokaryote
A cell whose genetic material lies free in the cytoplasm, with no true nucleus and no membrane-bound organelles. Bacteria and archaea are prokaryotes.
Eukaryote
A cell that keeps its genetic material inside a true nucleus and contains membrane-bound organelles. Fungi, protists and human cells are eukaryotes.
Binary fission
A simple form of reproduction in which one cell grows and then splits into two identical cells. One bacterium in warm food becomes two, then four, then thousands.
Peptidoglycan
The mesh-like material that forms the cell wall of bacteria; it gives the cell its shape and protects it. Penicillin works because it prevents the building of peptidoglycan.
Fermentation
The breakdown of sugars by microbes without oxygen, producing substances such as alcohol, gas or acid. Yeast fermenting sugar makes bread dough rise and turns grape juice into wine.
One idea at a timeIdea 1 / 7

In one sentence Microorganisms are minute, mostly single-celled living things that are invisible to the naked eye and can be seen only under a microscope.

What a microorganism is

Microorganisms, also called microbes or microscopic organisms, are minute living things that the naked eye cannot see. Most are unicellular: one single cell performs every function of life. They are not a minor corner of the living world — microbes make up almost 60% of the Earth’s living matter. The word “microbe” is an umbrella term, not a family: it covers several life forms with very different sizes, structures and ways of living. Some cause severe infections and spoil food and materials; others maintain the environment, feed us and make the medicines we use. Infection control therefore begins by sorting them into groups, not by treating them as one enemy.

For example

A drop of pond water looks like cloudy water to the eye, but under a school microscope it is full of moving, feeding single cells.

Pause and check yourself

Why do we call these organisms “microscopic” rather than simply “small”?

Show the answer

Because their size places them below the resolving power of the human eye, so a microscope is required to see them at all. Some, like viruses, are so small that even an ordinary light microscope fails and an electron microscope is needed.

Read detailed explanations
The cell wall under the microscope: Gram stain and selective toxicity

Once a bacterium has been grown from a patient’s sample, the first question is what its wall looks like, and the Gram stain answers it. A violet dye is applied and fixed with iodine; alcohol is then used to decolourise; a red counterstain follows. Bacteria with a thick peptidoglycan wall retain the violet and appear purple — Gram-positive, as many staphylococci and streptococci are. Bacteria with a thin peptidoglycan layer and an outer lipid membrane lose the violet, take up the counterstain and appear pink — Gram-negative, as Escherichia coli is. The wall is not only a laboratory label; it is a drug target. Penicillin and the related beta-lactams block the enzyme that cross-links peptidoglycan strands, so a growing bacterium cannot maintain its wall. Water then enters by osmosis, the cell swells and bursts. Human cells have no wall and no peptidoglycan, and that absence is exactly what makes the attack selective: the drug damages the bacterium far more than the patient. Fungi present a different wall — chitin, the material of an insect’s shell — which is why an antibacterial does nothing for ringworm and an antifungal must target chitin synthesis or the fungal membrane instead. Three nursing habits follow from this. Take the specimen before the first antibiotic dose, so the laboratory can still grow the organism. Never read a Gram stain as a species name: the colour narrows the group but not the identity. And complete an antifungal course, because a fading rash does not prove the fungus has gone.

Binary fission by the numbers: from one cell to a contaminated meal

Binary fission looks harmless in a diagram, but its arithmetic is the reason food safety matters. Each division doubles the population, so the count after n generations is two to the power n. In warm food, a bacterium such as Escherichia coli can divide roughly every 20 minutes: three divisions an hour, eighteen in six hours, which is 2^18, or about 262,000 cells — and millions if the dish is left overnight. Growth is not linear; it explodes at the end, which is why a dish that seemed safe at noon can be dangerous by evening. Generation time is not fixed. Cold, dryness, acid and competition from other organisms slow it down, and that is the whole logic of refrigeration and of the rule to refrigerate cooked food within about two hours at room temperature. Viruses follow a different arithmetic because they do not divide at all. A virus particle attaches to a host cell, injects its nucleic acid, and uses the cell’s ribosomes and enzymes to make hundreds of new copies, which are released and infect neighbouring cells — so viral numbers rise only where living cells are available. Bacteria have a third trick as well: some form endospores by sporulation, a dormant state that resists heat, drying and many disinfectants. A spore is not reproduction, it is survival, and it germinates when conditions improve. This explains why alcohol hand rub may not kill Clostridioides difficile spores, so soap and water or chlorine are used instead, and why reusable instruments are autoclaved at about 121 °C under pressure for at least 15 minutes rather than simply wiped.

Fermentation, nitrogen fixation and antibiotic production

Three useful microbial processes deserve their mechanisms. Fermentation is the breakdown of sugars without oxygen: yeast converts sugar into ethanol and carbon dioxide, which makes bread rise and gives beer and wine their alcohol, while lactic-acid bacteria turn lactose into lactic acid and thicken milk into yoghurt. The microbe is not trying to help us; it harvests energy without oxygen, and we borrow the by-product. Nitrogen fixation is the work of the enzyme nitrogenase, found in soil bacteria such as Rhizobium that live inside nodules on legume roots. Nitrogenase converts inert nitrogen gas into ammonia, a form plants can absorb, which is why farmers rotate cereals with beans or groundnuts: the legume feeds the bacterium sugar, and the bacterium fertilises the soil for the next crop. Antibiotics came out of the same microbial world: in 1928 Alexander Fleming noticed that a Penicillium mould killed the bacteria around it, and penicillin — a secondary metabolite the fungus makes for competition — became the first of many antibiotics, most of which originate in soil bacteria and fungi. Their overuse creates the counter-mechanism: bacteria carrying an enzyme such as beta-lactamase, or a resistance gene on a plasmid, survive treatment and pass the gene to neighbours by conjugation — one of three gene-sharing routes. Transformation is the uptake of free DNA from the surroundings, transduction is DNA carried from one bacterium to another by a bacteriophage, and conjugation is a bridge built to a neighbour to transfer a plasmid directly. Nursing practice follows directly: give antibiotics only when a bacterial infection is likely, take cultures first, complete the prescribed course, never use leftover antibiotics, and expect that broad-spectrum drugs disturb the normal flora, which is why oral thrush or antibiotic-associated diarrhoea can follow a course.

Why the group decides the treatment and the test

Treating an infection begins by placing the microbe in a group, because the group predicts both the drug and the diagnostic test. A bacterium has a peptidoglycan wall, so an antibacterial can attack the wall, the ribosome or a bacterial metabolic pathway. A fungus has a chitin wall and a eukaryotic membrane, so it needs an antifungal such as a topical azole or terbinafine. A protist is a eukaryote like our own cells, so an antiprotozoal drug must exploit some difference in its metabolism; this is why malaria, caused by a Plasmodium protist, is treated with artemisinin-based combination therapy and not with penicillin. A virus has none of these structures, so antibiotics are useless and treatment is supportive, with antivirals only for certain viruses. The group also decides what the laboratory can see. An ordinary light microscope resolves bacteria and fungi — a Gram stain of a wound swab, or a potassium hydroxide preparation of a skin scraping — but viruses at 20 to 250 nanometres lie below its limit, so viral diagnosis relies on antigen tests or nucleic acid amplification such as PCR, and viral culture needs living cells. Standard precautions, by contrast, do not change with the group: hand hygiene, gloves, safe sharps disposal and cleaning physically remove or destroy organisms whatever their cell type. The exception is the spore, which survives alcohol and drying and demands soap and water, chlorine or steam. So the nurse does not need a species name to give safe care; she needs the group to know whether a drug can ever work.

Explore the diagram

Look at the whole drawing first. Then select one numbered part and connect it to the idea you just read.

Five groups, three cell plans

Microorganisms sorted by cell type: prokaryotes (bacteria, archaea), eukaryotes (fungi, protists) and acellular viruses, with the wall, reproduction and role of each group.

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01 / 6Prokaryotes: no true nucleus

Five groups, three cell plansMicroorganisms sorted by cell type: prokaryotes (bacteria, archaea), eukaryotes (fungi, protists) and acellular viruses, with the wall, reproduction and role of each group.Prokaryotes — no true nucleusBacteria and archaeaEukaryotes — true nucleusFungi and protistsAcellular — not cellsViruses onlyBacteriano true nucleuswall of peptidoglycancocci, bacilli, spirillabinary fission; sporesgut, nitrogen fixation, antibioticsArchaeaprokaryote, like bacteriawall without peptidoglycanunique lipids: heat, salt, acidbinary fissionfound in gut and on skinFungieukaryote: true nucleuswall of chitin; heterotrophicyeasts, moulds, mushroomsdecompose dead matterfermentation; penicillin; ringwormProtistsunicellular; not plant or animalautotrophic or heterotrophicbinary fission or buddingdiatoms, amoeba, slime mouldsoxygen; nutrients; some diseaseVirusesnot a cell: no wall, no nucleuscore + protein coat (sometimes a lipid envelope)20–250 nmseen only by electron microscopereproduces only inside a host cellantibiotics cannot treat virusesConnecting link: living and non-livingUseful versus harmful: the same group, different membersUsefulgut, nitrogen fixation, antibiotics, fermentationHarmfulinfections, food spoilage, ringworm, malariaSize decides the microscope20–250 nmbacteria and archaea ≈ 1 µmfungi and protists: much largerA light microscope resolves cells; an electron microscope is needed for viruses.

If the drawing is wider than this panel, scroll it sideways. Labels stay readable; the numbered explanations below show the same ideas.

Prokaryotes: no true nucleus

Bacteria and archaea keep their genetic material free in the cytoplasm, with no nuclear membrane and no membrane-bound organelles. Their walls differ — peptidoglycan in bacteria, unique lipids in archaea — and both reproduce mainly by binary fission, so one cell becomes two.

Schematic teaching comparison, not to scale. The circles show only the order of magnitude of the three cell plans; the groups are far more varied than these three columns suggest.

Key points to remember

  • Microorganisms are minute, mostly unicellular living things, seen only with a microscope; they make up almost 60% of the Earth’s living matter.
  • The organising idea is cell type: prokaryotes (bacteria, archaea), eukaryotes (fungi, protists) and acellular viruses.
  • Bacteria have a peptidoglycan wall and divide by binary fission; archaea also lack a true nucleus but have a different wall and unique lipids that suit extreme conditions.
  • Fungi have a chitin wall and are heterotrophic; protists are unicellular eukaryotes that may make or take their food.
  • Viruses are acellular, measure 20–250 nm, need an electron microscope and reproduce only inside a living host cell — so antibiotics cannot treat them.
  • The same group holds both useful and harmful members: gut bacteria, nitrogen fixation and fermentation on one side; infections, food spoilage and ringworm on the other.
Go deeper

Worked example

Reading three laboratory and clinical reports. During a clinical placement you see three patients on the same ward. Patient A has a wound swab report: “Gram-positive cocci, peptidoglycan wall present.” Patient B has an itchy, ring-shaped scaly patch on the forearm; a skin scraping shows fungal filaments. Patient C has a fever, sore throat and muscle aches, and the notes say “viral illness suspected; no antibiotic indicated.” You must explain each problem in terms of the five groups and justify what is being done.

  1. Name the cell type from the report. “Peptidoglycan wall” can only describe a prokaryote, and Gram-positive cocci narrow it to bacteria — not archaea, which lack peptidoglycan, and not a fungus, whose wall is chitin.
  2. Do the same for the forearm patch. Fungal filaments, an itchy ring and a chitin wall place patient B in the fungi, eukaryotes that feed heterotrophically on the skin’s keratin. An antibacterial will not touch a chitin wall, so the correct treatment is an antifungal, and the patient must be told that the itch will settle before the fungus has gone.
  3. Explain why patient C is different. A virus is acellular: no wall, no nucleus, no ribosomes of its own, only a nucleic-acid core in a protein coat measuring 20–250 nm. Since antibiotics act on bacterial structures, none of them can reach a virus, and giving one would only add side effects and select resistant bacteria.
  4. Link the reports to transmission and to nursing action. Bacteria divide by binary fission, so a wound infection can worsen in hours and the swab should have been taken before the first dose. Fungi spread by spores and need a completed course. A virus reproduces only inside host cells, so it spreads from person to person through droplets, hands or surfaces — which is why hand hygiene, isolation where required, and explaining the plan to the patient matter for all three.

The three patients belong to three different cell plans: a prokaryote, a eukaryote and an acellular agent. Sorting them by cell type, wall material and reproduction immediately tells you which drug can work, which test is useful and what the patient needs to understand.

Common misconception

A very common beginner error is to talk about “germs” as if all microorganisms were the same kind of enemy and as if all of them caused disease. In fact the five groups differ in cell type, wall material, reproduction and size, and the great majority of microbes are either harmless or actively useful: gut bacteria digest our nutrients, Rhizobium fixes nitrogen, yeasts ferment bread and beer, and moulds gave us penicillin. A second error is to believe that antibiotics kill viruses; they cannot, because a virus has none of the bacterial structures an antibiotic attacks.

Check your reasoning

Think of one infection you have seen or heard about — a sore throat, ringworm, malaria, a wound infection. Which group did it probably belong to, and what in the story tells you so?

Reveal an answer

A sore throat with fever and aches and no antibiotics given suggests a virus: acellular, no wall, treated with rest, fluids and time. A ring-shaped itchy patch that recurs suggests a fungus: chitin wall, eukaryotic, needing an antifungal course. A wound that becomes red, hot and swollen within hours suggests bacteria: peptidoglycan wall, prokaryotic, dividing by binary fission, needing a culture and an antibiotic. Malaria suggests a protist, a eukaryotic parasite carried by mosquitoes, treated with antiprotozoal drugs. The clue is always the same three questions: is there a true nucleus, what is the wall made of, and can it multiply without a living host?

Where this comes from

  • BMS 118 Hygiene and Sanitation lecture notes (supplied) · “Micro-organisms” and “TYPES OF MICROBES” — bacteria, fungi, viruses, protists and archaea, lines 32–75
  • Beyond the supplied notes: standard microbiology and infection-control practice · Gram stain and the selective toxicity of beta-lactams, exponential growth and generation time, sporulation and autoclaving, malaria as a protist disease, antifungal and antiviral therapy — added as standard uncontroversial knowledge where the notes are silent
  • WHO — Antimicrobial resistance · Why unnecessary antibiotics, incomplete courses and leftover antibiotics select resistant bacteria

Lesson progress is saved on this device for the current learner. Practice answers stay separate and are not stored.

About this course and its sources

Bilingual lessons organised from the supplied BMS 118 Hygiene and Sanitation lecture notes (Mme Vusheng Vera & Mr Nfor Clauvis). Diagrams are original educational schematics; sections that go beyond the supplied notes say so in their sources. Nursing and French-language review are pending.