Consider the following statements : 1. Biofilms can form on medical implants within human tissues. 2. Biofilms can form on food and food processing surfaces. 3. Biofilms can exhibit antibiotic resistance. Which of the statements given above are correct ?

Describes tissue fluid/lymph leaving capillaries and bathing intercellular spaces, showing that body implants would be in contact with a fluid medium carrying proteins and cells.

A student could combine this with the basic fact that microbes use surface-bound fluids and nutrients to colonize surfaces, suggesting implants immersed in tissue fluid could support biofilm formation.

Explains blood/plasma transport throughout the body and the presence of a fluid medium that reaches tissues.

Knowing implants lie adjacent to or inside tissues perfused by blood, one could infer implants will be exposed to blood-borne proteins and cells that can condition surfaces and aid microbial adhesion and biofilm development.

Notes that hospital materials and wastes (including disinfectants and infectious waste) are associated with healthcare procedures and can be highly infectious if not managed.

A student could use this to reason that medical devices handled in healthcare settings may be exposed to infectious agents, raising plausibility that devices placed in patients could be contaminated and support biofilms.

Lists treatment apparatus like needles and syringes as biomedical waste, linking medical devices directly to patient care processes.

Combining this with the idea that devices contact tissues and bodily fluids, a student might infer that such contact provides opportunities for microbial colonization and biofilm formation on implants.

Discusses organ and tissue donation and that some tissues/organs are handled while donors are alive, implying invasive procedures and implanted biological materials.

A student could extend this to note that any implanted tissue or device introduced during such procedures will interact with host fluids and immune factors, creating conditions where surface-associated microbial communities (biofilms) might form.

States microorganisms are found everywhere (water, soil, air, some food) and gives the example of food rotting with visible microbial growth.

A student can combine 'microbes are ubiquitous' with the basic fact that microbes adhere to surfaces to infer they could accumulate on food and processing surfaces and form communities.

Explains that microorganisms can be harmful or beneficial in food contexts (decomposition, fermentation, food industry use), showing microbes commonly interact with food.

Knowing microbes routinely colonize food items, a student could reasonably suspect they also persist on surfaces in contact with food and form surface-associated communities.

Describes food irradiation as a process that 'reduces or eliminates micro-organisms' on food, implying microbes are present on/in food items prior to treatment.

If food items carry microbes that require reduction, one can extend this to consider microbial survival on equipment or packaging surfaces that contact food, possibly as biofilms.

Describes the manufacturing process involving employees, machineries and power—i.e., many physical surfaces and contact points in food processing.

A student could combine 'presence of machinery and human contact surfaces' with the ubiquity of microbes to hypothesize that such surfaces are potential sites for microbial accumulation and biofilm formation.

Notes stages like sorting, grading, packaging and transformation where food contacts various processing stages and wastes are further handled.

Given repeated contact during processing and packaging, a student might infer repeated deposition of microbes on equipment and packaging surfaces could promote persistent microbial layers (biofilms).

Defines antibiotic resistance as bacteria that were once killed by an antibiotic now surviving and multiplying despite treatment — establishes the general phenomenon.

A student who knows biofilms are communities of bacteria could apply this definition to ask whether bacteria in biofilms might similarly survive antibiotic treatment.

States microbes (bacteria) evolve and some have become resistant to antibiotics — gives a mechanism (evolution over generations) for resistance arising in bacterial populations.

Combine with the fact that biofilms contain reproducing bacterial populations to hypothesize that evolutionary selection could produce resistant cells within biofilms.

Discusses how antibiotic resistance develops and that indiscriminate use promotes resistant bacteria — highlights environmental/selection pressures that drive resistance.

A student could infer that settings where antibiotics contact bacterial communities (e.g., biofilms on medical devices) may select for resistant cells within those communities.

Explains antibiotics target bacterial-specific parts and are used to kill bacteria — clarifies the target and what 'resistance' would mean (antibiotics failing to kill bacteria).

Knowing antibiotics act on bacteria, a student could reason that any bacterial aggregate (such as a biofilm) might include cells or structures that reduce antibiotic efficacy.