Kingdom Fungi
Today we will learn how to identify a “Fun Guy”
Lesson Objectives
 Learning
 Minds
Goals
ON
 Homework
 Yesterday’s
Questions – Questions?
Recap
 Fungi
lesson
 Fungi
lab
Learning Goals
We are / will be learning to…
• Analyze the risks and benefits of human intervention (e.g. pesticide use, fish
stocking, tree planting, antibiotic use and creation etc.)
• Analyze how climate change could impact the diversity of living things (e.g. Global
warming, increase in precipitation)
• Become familiar with terms such as: species diversity, structural diversity, bacteria,
fungi, binomial nomenclature, morphology
• Classify, apply, and draw dichotomous keys to identify and classify organisms
according to kingdom
• Explain concepts of taxonomic rank such as genus, species and taxon
• Compare/contrast characteristics of prokaryotes, eukaryotes and viruses
• Compare/contrast anatomical and physiological characteristics of organisms
representative of each kingdom
• Explain structural and functional changes of organisms as they have evolved over
time
• Explain why biodiversity is important for maintaining viable ecosystems
Minds ON
Name that picture
Source: Hype Much
Minds ON
Name that picture
Source: LiveScience
Minds ON
Name that picture
Source: National Geographic
Minds ON
Name that picture
Source: The Blog is Mine
Minds ON
Name that picture
Source: The Blog is Mine
Homework Questions
Protista
sheet…..any questions?
Yesterday’s Recap
Kingdom Protista:
 Difference
between eukaryotes and
prokaryotes
 Characteristics
 Types:
Plant Like, Animal Like, Fungi Like
 Malaria
Kingdom Fungi - Characteristics

Cell Type: Eukaryotic: nucleus is enclosed in a membrane
and organelles

Cell Number: Multicellular

Habitat: Terrestrial -

Nutrition: Heterotrophs

Saprobes: Organisms that obtain their nourishment from dead or
decaying matter

Reproduction: Sexual (gamete transfer through spores) or
asexual (fragmentation and budding)

100 000 species known
Characteristics Continued…

Hyphae: (hypha) thread-like
filaments that make up the body of
most fungi. Most contain cell walls
made of chitin, not cellulose.

Mycelium: tangled mass of
filaments formed by the hyphae of
a fungus.

These structures allow fungi to
absorb nutrients.

Some hyphae are used for
reproduction (spores)
Fungi Reproduction

Fungi can reproduce asexually and sexually

Sexual reproduction occurs through the formation of spores

Spores are single reproductive cells that have a haploid number
chromosomes (# of chromosomes in a cell that contain a single set of
chromosomes)

Fungi are divided into separate phyla (divisions) based on spore
structure

Types of spore structure: Sporangium (case-like structure),
ascus (sac-like structure), and basidium (club-like structure).

Asexual reproduction can occur through fragmentation (hyphae break
off and grow into other individuals) or budding (when an outgrowth
grows off a parent organism, matures and break of into new
individuals)
Case-Like Fungi (Division Zygomycota)

Terrestrial saprobes

An example is bread mould (Rhizopus)

Contains several types of hyphae

Stolons: thread-like hyphae that extend over food

Rhizoids: “roots” that extend into food source, absorbing sugars and water

Sporangia: grow at tips of reproductive hyphae; when they break open spores
are carried to germinate and grow on another food source in ideal conditions.

Rhizopus can produce two genetically different types of hyphae, creating a
dormant zygospore.
How might this be useful?
Sac-Like Fungi (Division Ascomycota)

Sac structure used in reproduction

Examples are mildews, some moulds and some yeasts

Two types of spores produced

Ascospores: result of sexual reproduction; produced in ascus (sac)

Conidia: result of asexual reproduction; formed in chains at the tips of
reproductive hyphae.

Yeasts are unicellular; reproduce through budding or sexually through
ascospores

Yeast can ferment in anaerobic conditions, in which yeast cells break down
sugar molecules and release alcohol and carbon dioxide as a by-product.
Yeast budding
Conidia
Club-Like Fungi (Division Basidiomycota)

Some are saprobes and others are parasites

Examples include mushrooms, puffballs and rusts

Mycelium mass of hyphae form knobs that absorb water underground.
Once they push through the ground, they become fruiting bodies that
produce spores.

Caps form and have a characteristic shape

Caps contain gills (thin sheets underneath) bearing thousands of
reproductive cells called basidia, which contain haploid spores.

When two complimentary spores fuse, the fruiting body (reproductive
structure) forms and a new mushroom grows.
Penicillin

Scottish bacteriologist Sir Alexander Fleming
(1928) observed that the green mould that grows
on fruit Penicillium inhibited the growth of the
bacteria known as Staphylococcus. In time, he
developed Penicillin, the first antibiotic.
Mushroom Dissection Lab

We will be dissecting a piece of mushroom to observe the
structures within it.

This will be an informal lab due Monday, February 24th.
This includes all the questions and diagrams.

(NOTE: Bacteria Lab due Friday, February 21st, quiz is
Thursday, February 20th and Parasite Project due
Wednesday, February 26th and final test Friday, February
28th).
Using a Microscope
http://www.biologycorner.com
Using a Microscope
Focusing Specimens
1. Always start with the scanning objective. Odds are, you will be able to see
something on this setting. Use the Coarse Knob to focus, image may be small at this
magnification, but you won't be able to find it on the higher powers without this first
step. Do not use stage clips, try moving the slide around until you find something.
2. Once you've focused on Scanning, switch to Low Power. Use the Coarse Knob to
refocus. Again, if you haven't focused on this level, you will not be able to move to
the next level.
3. Now switch to High Power. (If you have a thick slide, or a slide without a cover, do
NOT use the high power objective). At this point, ONLY use the Fine Adjustment Knob
to focus specimens.
4. If the specimen is too light or too dark, try adjusting the diaphragm.
5. If you see a line in your viewing field, try twisting the eyepiece, the line should
move. That's because its a pointer, and is useful for pointing out things to your lab
partner or teacher.
Source: http://www.biologycorner.com/worksheets/microscope_use.html
Using Microscopes Continued…
Drawing Specimens
1. Use pencil - you can erase and shade areas
2. All drawings should include clear and proper labels (and be large enough to
view details). Drawings should be labeled with the specimen name and
magnification.
3. Labels should be written on the outside of the circle. The circle indicates the
viewing field as seen through the eyepiece, specimens should be drawn to scale i.e. your specimen takes up the whole viewing field, make sure your drawing
reflects that.
http://www.biologycorner.com
Using Microscopes Continued…
Making a Wet Mount
1. Gather a thin slice/piece of whatever your specimen is. If your specimen is too
thick, then the coverslip will wobble on top of the sample like a see-saw, and you
will not be able to view it under High Power.
2. Place ONE drop of water directly over the specimen. If you put too much
water, then the coverslip will float on top of the water, making it hard to draw
the specimen, because they might actually float away. (Plus too much water is
messy)
3. Place the coverslip at a 45 degree angle (approximately) with one edge
touching the water drop and then gently let go. Performed correctly the
coverslip will perfectly fall over the specimen.
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