Fungi & Plants STRUCTURE

Which of the following is most closely related to a mushroom (fungus)? Warm up Which of the following is most closely related to a mushroom (fungus)? Why do you think so? From phylogeny, we learn Fungi most closely related to animals (why it’s harder to get rid of fungal infections than bacterial): similar biochemistry - store carbon/energy as glycogen in cells (not starch like plants) Have chitin as the major structural component of cells same as the exoskeleton of insects

Mosses Ferns Gymnosperms Angiosperms Types of Plants

Gymnosperms - conifers Modern green algae Confined to water Primitive structure Bryophytes - mosses Leaves - absorb nutrients Ferns Leaves - absorb nutrients Vascular tissue – conserve water Gymnosperms - conifers Leaves - absorb nutrients Vascular tissue – conserve water Seeds – reproduction w/o water Flowers fruit seeds Vascular tissue Angiosperms – flowering plants Leaves - absorb nutrients Vascular tissue – conserve water Seeds – reproduction w/o water Flowers/fruit – reproduction advantage Leaves

Fungi are made of hyphae (cells joined in thread-like strands) Tubular Hard wall of chitin Crosswalls may form compartments Multinucleate Grow at tips Chitin is the same material used by Arthropods (Insects, crabs, etc.) in their exoskeletonsa

Fungi Fun Facts Fungi have cell walls composed of chitin which is what insects, crayfish, and other arthropods exoskeletons are composed of. The hyphae of some symbiotic fungi become specialized for penetrating the cells of the host. These hyphae are called haustoria. Most fungi do not have flagella in any phase of their life cycle. They move toward food by growing toward it. In America, a single individual fungus, was found to cover 2,200 acres of land.

Both Plants and Fungi have VASCLAR SYSTEMS A way to move water & nutrients throughout the body. Phloem-conducts carbohydrates (sugars) from the leaves where they are made out to the rest of the plant. Xylem conducts water and dissolved minerals up from roots out to the plant. Hyphae may or may not have septa. The septa of many species have pores, which allows cytoplasm to flow freely from one cell to the next. Cytoplasmic movement within the hypha provides a means to transport of materials.

The plant Page 628 of green text book Inside Story The plant Page 628 of green text book On the top half of the next page in your BIN, draw a plant Label the meristems, leaves, stem, and roots. Draw a monocot leaf and a dicot leaf. Below your picture describe the functions of the 4 tissue types, Dermal, vascular, ground and meristem. Answer the following questions… What is special about the meristem? How does food formed by photosynthesis in the leaves get to the rest of the plant? Be sure to state what vascular tissue transports the nutrients from the leaves.

Warm up If the hyphea of the mushroom (called mycelium) is under ground, why does the mushroom spout above ground? 9

What do Fungi “eat”? Decomposers break down complex molecules into sugars or consume sugars found in environment bread mold eat carbs in bread shelf fungi on logs eat carbs in cell wall of wood white button mushrooms in store eat sugars and cellulose in dung Examples common bread mold (eats carbs in bread) shelf fungi on logs (eats carbs in cell wall of wood) white button mushrooms in store (eat carbs in dung - simple sugars or cellulose in cell walls )

MUTUALISTIC What do Fungi “eat”? Symbiotic fungi receive their energy directly from a plant or algal partner MUTUALISTIC Mycorrhizal fungi live on plant roots Lichens contain algae Can turn inorganic phosphorus & nitrogen into forms usable by plants Expand the surface area of the plants root system The plant provides carbohydrates The fungi provide structure and retain water The algae “leak” carbohydrates from their cells

Heterotrophic by Absorption Fungi get carbon from organic sources Hyphal tips release enzymes Enzymatic breakdown of substrate Products diffuse back into hyphae Extra cellular digestion Nutrients Most enzyme release (and absorption) at tips Proteins and other materials synthesized by the entire mycelium are channeled by cytoplasmic streaming to the tips of the extending hyphae. Enzymatic breakdown Nucleus hangs back and “directs” Enzymes Product diffuses back into hypha and is used

Reproduce by spores Spores are reproductive cells Sexual Asexual Amanita fruiting body Penicillium hyphae Rhixopus hyphae Directly on hyphae Fruiting bodies Fungi reproduce by releasing spores that are produced either sexually or asexually. The output of spores from one reproductive structure is enormous, with the number reaching into the trillions. Dispersed widely by wind or water, spores germinate to produce mycelia if they land in a moist place where there is food. Mycelium can be huge but usually escape notice because they are subterranean germinating spore mycelium

Nuclear fusion in basidium Mushroom Life Cycle Fig 31.12 Nuclear fusion in basidium Meiosis Hyphal fusion of haploid mycelia haploid mycelium young basidia - the only diploid cells mycelium and fruiting body have 2 haploid nuclei Release of haploid spores 14

Mini LAB Grasp the cap of the mushroom on the paper towel in front of you firmly with one hand and the stem with the other hand. Gently wiggle and/or twist the stem until it breaks away from the cap. Pinch the stem between your fingers until it breaks into two or more long pieces. Gently pull the pieces apart. The thick, hair like filaments you will see where you split the stem are the hyphae. Place the stem section under the dissecting microscope & examine the hyphae. Cap Stem 15

Look at the underside of the cap to study the gills Look at the underside of the cap to study the gills. Each gill is lined with thousands of small structures called basidia. Using your forceps, gently remove one gill from the cap. You will get better results if you GENTLY grasp the gill near where it attaches to the cap. Try to avoid touching the free edge, the one along the bottom of the gill with your forceps. Place the gill on a microscope slide and wet with a drop or two of water. Place the slide on the dissecting microscope and examine the gill under low power. Look at the edge of the gill that was not attached to the mushroom and look for the little finger like projections. Switch to high power. Look at the finger like projections under high power. These are the basidia. If your mushroom is mature the basidia may have spores attached to them. After completing your observations, clean off your slide and microscope and place them back like you found them. Wrap your mushroom pieces in the paper towel and throw it in the large trash can in the back. 16

In your BIN BIN on the odd numbered page opposite of the fungus Microviewer lab Color the pictures. Label the Gills, basidiospores, hypha, the new mycelium, mating type + and mating type - on the picture. The Inside story on page 555 of the green textbook may help with labeling. Using a red pencil, circle the point(s) where the mushroom is haploid. Using a purple pencil, circle the point(s) where the mushroom is diploid having 2 haploid nuclei in each cell. Using a blue pencil circle the point(s) when the mushroom is diploid. Glue both pictures on the odd numbered page opposite the fungi micro viewer lab in your BIN. Answer the questions pertaining to the mushroom mini lab next to the mushroom life cycle picture in your BIN. Answer the questions pertaining to mushroom metabolism next to the picture in your BIN 17

Warm up Use the following terms to fill in the concept map below. Mosses, gymnosperms, vascular, lilies & grasses, seeded, ferns, dicot. PLANTS NONVASCULAR VASCULAR Non Seed Seed Gymnosperm Angiosperm Monocot Dicot mosses, liverwort ferns cone trees grasses, lillies roses, daisy, shrubs, trees vascular seeded Mosses ferns gymnosperms dicot lilies & grasses 18

Reproduction

Alternation of Generations The life cycle of most plants alternates between two stages or generations n n spores Fertilization 2n zygote Gametophyte generation produces haploid spores all cells of this plant are haploid meiosis n n spores Fertilization Sporophyte generation produces diploid spores all cell of this plant are diploid spores are produced by meiosis 2n zygote meiosis n n spores

Moss Life Cycle Gametophyte Sporophyte Haploid reproductive phase Female or male plant There is boy moss and girl moss At one phase in the life cycle of moss the plant is haploid, either male or female The male releases sperm and fertilizes the egg of the female and then resulting plant is diploid Grows a stalk and meiosis occurs to produce spores which are haploid and will be released to grow into male or female haploid plants Sporophyte Diploid reproductive phase Produces spore thru meiosis Grow low to the ground in damp places because they need water so that the sperm can swim to the egg.

Fern Life Cycle Sorus (sori) Zygote Cluster of sporangia (spore making organ where meiosis occurs) Found on back of leaflet Zygote Diploid organism produced with fertilization

Gymnosperm Life Cycle Megaspore Microspore Female spore that becomes the female gametophyte or egg Microspore Male spore that becomes the male gametophyte or pollen grain Zygote develops into embryo inside the ovule as the seed matures

Gymnosperms seed dipersal When female cone matures it opens and releases seeds Some animals will break cone open and eat the seeds Wind can also disperse the seeds

Angiosperms (flowering plants) Have flower parts arranged in multiples of 2, 4, or 5 Leaves have branching veins Have flower parts arranged in multiples of 3 Leaves have long parallel veins Dicot Monocot Seeds: protective covering & contain food for the developing embryo Fruits: animals eat them and disperse seeds Flowers: attract pollinators with bright colors, scent, and/or nectar 25

Inside Story The Parts of a Flower Page 665 Draw a flower and label the petals, stigma, style, ovary/ovule, filament, anther, pollen grains, and sepals – Use a pink pencil to color all parts of the female reproductive system in your drawing. Use a blue pencil to color all parts of the male reproductive system in your drawing. Answer the following questions below your drawing. What is the female reproductive system called? What is the male reproductive sytem called? Why is the stigma sticky? Which part of the flower becomes the fruit? How are different flower shapes, colors, and scents important to the plant’s survival? Is the flower you drew from a monocot or dicot? How do know? Hint it has to do with the number of petals. Your flower self pollinates. Use a black pencil to trace the path of a pollen grain. 26

Photosynthesis In water, carbon dioxide dissolves to form a weak acid. As a result, an acid-base indicator such as bromothymol blue can be used to indicate the presence of carbon dioxide. In this laboratory investigation, you will use bromthymol blue to observe the effects of photosynthesis. Using the straw GENTLY blow one lung full of air into the test tube containing bromthymol blue. Put approximately 3cm sprig of elodea into the test tube. Place the test tube in the test tube rack under the light. Turn the light on. If necessary, adjust the lamp so that it is shining directly on the test tube. 27

Photosynthesis 6CO2 + 6H2O  C6H12O6 + 6O2 Green plants use sunlight to make glucose in a process called Photosynthesis 6CO2 + 6H2O  C6H12O6 + 6O2 What will happen to the level of carbon dioxide in the water? How does the BTB indicate CO2 is present in the water? At the top of the next odd numbered page in your BIN write a hypothesis that answers the question above.

6CO2 + 6H2O  C6H12O6 + 6O2 6CO2 + 6H2O  C6H12O6 + 6O2 carbon dioxide + water  glucose + oxygen How is the glucose made by plants used by plants and animals as a source of energy? 6CO2 carbon dioxide + 6H2O water  C6H12O6 glucose + 6O2 oxygen To release the energy contained in the bonds of glucose, the glucose must be converted to ATP. The process by which ATP is made from glucose is called cellular respiration. 29

Sunlight is to a plant like gasoline is to a car. Can photosynthesis occur without sunlight? Explain the following statement: Sunlight is to a plant like gasoline is to a car. What happens when the sun goes down?

In your BIN: Below your hypothesis write background information (learned in this class discussion) that explains photosynthesis. Next, examine your test tubes. Write down your observations. Has there been in change? Be descriptive. Finally, write a conclusion which briefly explains what was done in this experiment, what the results are and why these results occurred. Finish your conclusion with what you might expect to happen in your test tube if it were left in the dark over night. Explain your prediction.