Fungi lab report

Inves&ga&ng Fungal Diversity and Symbio&c Rela&onships

Objec&ves: •   List characteris&cs of fungi that separate them from other organisms and each other

•   Describe the basic structures of fungi and how that affects their survival

•   Describe the ecological and other important roles of fungi

•   Compare the needs of various fungi and how those are reflected in their habitat preferences and ecological and pathological roles.

Supergroup: Opisthokonta Fungi

Why are fungi placed in this group? What else is in this group?

What is a fungus? •   Eukaryo&c •   Heterotrophic

–   Saprobic: Extracellular diges&on

–   Decomposers, symbiotes and pathogens

•   Basic structure –   Hyphae -­‐ filaments –  Mycelium – mass of hyphae –   Chi&n in cell walls –   Septa can be present or absent (either septate or aseptate/ coenocy&c)

What is a fungus? •   Reproduc&on

–  Asexual •   Various methods and structures, depending on phylum

–  Sexual via spores •   Structures apparent only when condi&ons are favorable

•   Some phyla do not have sexual reproduc&on (that we know of)

How are fungal taxa divided?

Phylum Chytridiomycota •   Saprobic, some of them are parasites

–   Degrade chi&n and kera&n •   Asexual reproduc&on by zoospore

release. •   Flagellum on posterior end. •   Mostly found in aqua&c habitats

–   Although, can thrive in the capillary network around soil par&cles.

•   We do not have any specimens from this phylum for you to study in lab, but you should be aware of its ecological impact, especially in regards to amphibian popula&ons. –   Batrachochytrium dendroba1dis

Chytrids affec&ng potatoes

Sites affected with Batrachochytrium dendroba1dis (Bd)

Sites affected with Batrachochytrium dendroba1dis (Bd)

Phylum Zygomycota •   Molds on bread,

fruit, etc.

•   Aseptate hyphae

•   Asexual reproduc&on –   Sporangia

produced at the &ps of sporangiophores.

•   Sexual reproduc&on –   Zygosporangium

Rhizopus Life Cycle

Phylum Ascomycota (Sac/Cup Fungi)

•   Lichens, morels, molds and mildews

•   Baker’s and brewer’s yeasts

•   Penicillium-­‐ produces penicillin

•   Tree diseases-­‐ Dutch elm disease, Chestnut blight, Beech bark disease, Oak wilt.

Ascomycota (Reproduc&on) •   Septate hyphae •   Asexual reproduc&on

–   Conidiophores/conidia •   Sexual reproduc&on

–   Antheridium & ascogonium

–   Ascocarps: House mul&ple asci (plural of ascus) that produce ascospores

+

-­‐

Phylum Basidiomycota (Club Fungi)

•   Mushrooms, pu]alls, toadstools, smuts, etc.

•   Septate hyphae

•   Asexual reproduc&on –   Budding

•   Sexual reproduc&on –   Basidia produce basidiospores

•   Mushroom anatomy ‒  Pileus (cap), s&pe (stalk) & gills

Phylum Basidiomycota (Club Fungi)

(Pileus)

Pileus

Symbio&c Rela&onships -­‐ Lichens

•   Mutualis&c rela&onship between fungi and (usually) algae – both organisms benefit; may be more than 2 organisms involved

•   Fungus provides moisture and minerals absorbed from surrounding environment –   Typically Ascomycota –   Very few Basidiomycota; third partner

may be a yeast

•   Photosynthe&c organism provides products of photosynthesis –   Typically green algae or cyanobacteria

Symbio&c Rela&onships -­‐ Lichens

Symbio&c Rela&onships -­‐ Lichens •   This was big news in Summer, 2016!

–   hep://www.theatlan&c.com/science/archive/ 2016/07/how-­‐a-­‐guy-­‐from-­‐a-­‐montana-­‐trailer-­‐park-­‐ upturned-­‐150-­‐years-­‐of-­‐biology/491702/

–   heps://www.purdue.edu/newsroom/releases/2016/ Q3/yeast-­‐emerges-­‐as-­‐hidden-­‐third-­‐partner-­‐in-­‐lichen-­‐ symbiosis.html

Crustose types are typically less sensi&ve; fru&cose types are generally the most sensi&ve

Symbio&c Rela&onships -­‐ Mycorrhizae •   Mutualis&c rela&onship

between fungi and plant roots -­‐ both organisms benefit

•   Fungi increase surface area of absorp&on of water and minerals –   Usually Glomeromycota (Arbuscular Mycorrhizae)

–   Ascomycota and Basidiomycota (Ectomycorrhizae)

•   Plant roots provide products of photosynthesis

Symbio&c Rela&onships -­‐ Mycorrhizae

Mycorrhizae Comparison

Hyphae penetrate cell walls

Hyphae surround root and pass between cells

Symbio&c Rela&onships – Arbuscular Mycorrhizae

Fungal hyphae

Symbio&c Rela&onships -­‐ Ectomycorrhizae

Ques&ons You Should Be Able to Answer

•   What dis&nguishes fungi from other groups of organisms?

•   What roles do fungi play in the environment? Be able to answer this ques&on in terms of ecological food web, symbio&c rela&onships and pathogenic roles

Fungus Habitat

Preference Lab

Before looking at your specimens

1.   Discuss your hypotheses. What informa&on do you have to support your hypotheses?

2.   What data will you collect from your specimens?

3.   How will this data be used to help support or disprove your hypotheses?

Fungus Habitat Preference Lab When looking at your specimens: •   Do not open the containers!

•   You are welcome take pictures!

•   Iden&fy the probable fungal species growing on your bread

Fungus Iden&fica&on Rhizopus •   White hair-­‐like structures

eventually forming solid black spots.

•   Under the microscope, appears as short strands with oval-­‐shaped heads, looking like a balloon on a string.

•   heps://learning-­‐ center.homesciencetools.com/ ar&cle/microscope-­‐mold-­‐project/

Fungus Iden&fica&on Aspergillus •   typically a bluish green

color, with a thin ring of white around each colony.

•   Aspergillus niger, the species we used this term, is black

•   Under the microscope, it has a thin branch-­‐like structure, with heads that look like blooming flowers,

•   heps://learning-­‐ center.homesciencetools.com/ ar&cle/microscope-­‐mold-­‐project/

Fungus Iden&fica&on Penicillium •   can be blue-­‐green or gray, open

with a fuzzy white edge.

•   open looks like Aspergillus with the naked eye.

•   under a microscope, you will see that the head has thinner structure than Aspergillus, with several strand segments branching out from the main strand. At the end of each segment of the head you should be able to see small spores.

•   heps://learning-­‐ center.homesciencetools.com/ ar&cle/microscope-­‐mold-­‐project/

Fungus Iden&fica&on

Neurospora •   Yellowish •   Molds with broadly spreading colonies.

•   With fusiform ascospores

Fungus Area •   Measure, using the grid, the approximate area covered by each species.

•   NOTE: the total area may be larger as the mycelia may extend into the bread!

•   Each square on the grids you are using is ½ cm on each side; 4 squares = 1 cm2

Gathering the Data

•   Compile the data for the en&re class –   By treatment, species and area

•   Record any other observa&ons

•   For a more robust sample size, share data across lab sec&ons

What Do You Think and Why?

Here are the results from Michelle’s bread. Which half do you think was in the refrigerator? At room temperature? Why?

Clean Up! •   Thoroughly bleach all surfaces!

•   Thoroughly wash your hands (even if you wore gloves)

•   Put the buns in the yellow biohazard bin. Keep the top closed!

•   Remove all tape from the containers. Put the containers and lids in the bucket with the bleach water solu&on

Sta&s&cs for Analyzing Data

•   You are going to use a paired t-­‐test to analyze your results

•   This allows you to compare two groups (different by only one variable) and see if there is a sta&s&cally significant difference

•   Your lab instructor will guide you through this process.

heps://www.graphpad.com/quickcalcs/eest1.cfm

Graphing Your Results What type of graph will you use?

•   Scaeerplot or line graph for measurements taken over &me or a range

•   Bar or column graph for comparing measurements among groups or discrete intervals

Graphing Your Results Set up your axes; include measurement & units

–   x-­‐axis = independent variable; groups (bar graph) OR ; from zero or lowest value to highest with even increments (scaeer plot)

–   y-­‐axis = dependent variable; from zero or lowest value to highest with even increments

What measurement or variables/groups and units will go here? W ha

t m ea

su re

m en

t a nd

u ni

ts w

ill g

o he

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Wri&ng the Lab Report

•   What are the parts of a lab report?

•   What should/should not go into each sec&on? •   How can you avoid plagiarism?

•   How do you write proper cita&ons?

•   When in the lab report due?

Discussion Ques&ons for Lab Report See the rubric for the proper format for answering these ques&ons (they will also be posted in Canvas):

1.   Given what you have determined about the habitat preferences of the various fungi (with rela&on to bread), how would that affect the condi&ons under which you would keep bread products and why?

2.   Would you consume bread with any of these molds present? Why or why not?

3.   What other steps might you take to reduce mold contamina&on and growth in bread products?

4.   Do any of these molds play a posi&ve role in human ac&vi&es? Could you culture them on bread for this purpose? Why or why not?

Don’t forget to properly cite your sources!!!

What did you learn from this experiment? •   How do you decide on a ques&on on which to base your experiment?

•   How do you formulate a hypothesis and set out to disprove/support it?

•   What are the steps of experimental procedure? •   What is an independent variable? Dependent variable?

•   How do you compile and display your results?

•   How do you interpret your results?

•   How do you communicate your results and conclusions?

•   What importance might the data and informa&on you gathered have in the “real world”?

Group Presenta&on – Week 9 •   This week, you’ll sign up for your presenta&on topic •   You should have:

–  Formed your group (three people) –  Picked three poten&al topics

•   Details posted in Canvas (with examples and rubric)

•   You are encouraged to reference outside sources and use images – as long as you CITE them!!

9, March 5 through 8

Review - Reading Assignment #1

How does the format and content of the article relate to the

format and content of your lab report?

¤   How is the article structured? What is in each section?

¤   What was the hypothesis? How did the authors formulate this hypothesis?

¤   What were some key points of the experimental design?

¤   How did the authors interpret their results? Do you think their interpretation was supported by their data? Why or why not?

¤   What is the importance/impact of this research?