Grade by Grade
B. Diversity of Living Things · Diversity of Living Things

Fungi: Decomposers, Partners and Pathogens

B3.3 B2.2 B2.1 A1.5 A1.6About 70 minutes
Learning goals
  • I can describe the structures and characteristics shared by fungi, including hyphae, mycelium, chitin and spores.
  • I can compare the main groups of fungi by how they make spores, with examples.
  • I can explain the roles of fungi as decomposers, partners (mycorrhizae, lichens), foods, medicines and pathogens.
  • I can carry out a controlled investigation of yeast fermentation and organize the data in a table and graph.

Words to know

hypha (plural: hyphae)
A thin, thread-like filament that is the basic building unit of a multicellular fungus.
mycelium
The tangled network of hyphae that makes up the main body of a fungus, usually hidden in soil, wood or food.
fruiting body
The spore-producing structure of a fungus that we see above ground, such as a mushroom.
spore
A small reproductive cell that can grow into a new organism without fusing with another cell.
sporangium
A sac-like structure in which spores are made.
mycorrhiza (plural: mycorrhizae)
A partnership between a fungus and plant roots: the fungus supplies water and minerals, the plant supplies sugars.
lichen
A partnership between a fungus and a photosynthetic partner (a green alga or cyanobacterium) that live as one organism-like unit.
fermentation
A process in which yeast breaks down sugar without oxygen, releasing carbon dioxide and ethanol and a little energy.

The hidden kingdom

When you see a mushroom pop up on a lawn after rain, you are seeing only a tiny part of the organism, like seeing an apple but not the tree. The real fungus is a web of threads in the soil, sometimes spreading for many metres. Fungi rot fallen leaves, feed trees, raise bread, make penicillin and, occasionally, cause disease.

In the domains and kingdoms lesson you saw that fungi are eukaryotic heterotrophs with chitin walls that absorb their food. Now we look inside the kingdom.

How a fungus is built

  • Most fungi are made of hyphae: thin threads, one cell wide. In many fungi, cross-walls called septa divide hyphae into cells; in others (such as bread mould) the hyphae have no cross-walls and many nuclei share one long cell.
  • Hyphae branch into a mycelium, which grows through soil, wood or food. A mycelium has a huge surface area for absorbing nutrients.
  • Hyphae release digestive enzymes into their surroundings, then absorb the small molecules.
  • Cell walls are made of chitin. Fungi store food as glycogen.
  • To reproduce, many fungi grow a fruiting body (a mushroom, puffball or shelf fungus) that releases millions of spores. Yeasts are unicellular fungi that usually reproduce by budding: a small cell grows out of the parent and pinches off.
soil surfacecapgills (make spores)ring (annulus)stalk (stipe)mycelium: networkof hyphae in soilfruitingbodyMost of the fungus is underground
A mushroom is only the fruiting body. The main body of the fungus is the mycelium, a network of hyphae spreading through the soil.

Reproduction and the main groups

Fungi reproduce asexually (spores made by mitosis, budding, or pieces of mycelium breaking off) and sexually (hyphae of two compatible mating types fuse, and their nuclei combine; the resulting cells make spores by meiosis). Biologists group fungi mainly by the structure that makes their sexual spores.

  • Zygomycetes (bread moulds such as Rhizopus): fuzzy hyphae with round black sporangia on stalks. Sexual reproduction forms a tough zygospore.
  • Sac fungi (ascomycetes): sexual spores form in a tiny sac called an ascus, usually 8 per sac. Includes baker's yeast (Saccharomyces cerevisiae), Penicillium, morels and the fungus that causes Dutch elm disease.
  • Club fungi (basidiomycetes): sexual spores form on club-shaped basidia, usually 4 per club, often lining the gills of a mushroom. Includes mushrooms, shelf (bracket) fungi, puffballs, and rusts that attack wheat.

DNA studies have rearranged some of these groups (zygomycetes are now split into several lineages), but these three spore structures are still the best way to recognize the main kinds of fungi.

Zygomycetesbread mouldsporangium on a stalkholds many sporesSac fungi (ascomycetes)yeast, Penicillium, morelsascus (sac) with8 ascosporesClub fungi (basidiomycetes)mushrooms, puffballsbasidium (club) with4 basidiosporesSpore-making structures (microscopic; not to scale)
The three main groups of fungi are identified by where their spores form: in a sporangium (bread moulds), in an ascus sac of 8 (sac fungi), or on a basidium club in groups of 4 (club fungi).
Worked example

Let's identify fungi by their features

Classify each fungus: (a) fuzzy white growth with black dots on old bread; (b) a shelf-shaped fungus on a dead birch, with pores underneath that release spores formed on clubs; (c) single oval cells that bud, used in bread; (d) blue-green mould on an orange, used to make an antibiotic.

  1. Identify the spore structure or a key feature, then the group.
  2. (a) The black dots are sporangia → zygomycete (bread mould, Rhizopus).
  3. (b) Spores formed on basidia → club fungus (basidiomycete).
  4. (c) Unicellular, budding, baker's yeast → sac fungus (ascomycete); yeast forms ascospores in sexual reproduction.
  5. (d) Penicillium → sac fungus (ascomycete).

(a) zygomycete; (b) club fungus; (c) sac fungus; (d) sac fungus.

Why fungi matter

Decomposers. Fungi (with bacteria) break down dead wood and leaves, returning carbon and nutrients to the soil. Fungi are among the few organisms that can break down lignin, the tough material in wood. Without them, forests would be buried in dead logs.

Partners.

  • Mycorrhizae: most land plants, including sugar maples and white pines, have fungal partners on their roots. The hyphae act like extra roots, bringing water, phosphorus and nitrogen; the plant pays with sugar.
  • Lichens: a fungus living with a green alga or cyanobacterium. The fungus gives shelter and moisture; the partner makes food by photosynthesis. Lichens grow on bare rock and help start soil. In northern Canada, caribou depend on lichens as winter food.

Food and medicine. Yeast raises bread; Penicillium species ripen blue cheeses; in 1928 Alexander Fleming noticed that a Penicillium mould killed bacteria, leading to penicillin, one of the first and most important antibiotics.

Pathogens. Athlete's foot and ringworm are fungal skin infections. Dutch elm disease killed a large share of the American elms that once lined streets in Ontario and Québec. White-nose syndrome, caused by a fungus that grows on hibernating bats, has killed huge numbers of little brown bats in Ontario since it arrived around 2010.

Safety: wild mushrooms

Never eat a wild mushroom unless an expert has identified it. Some of Ontario's most poisonous mushrooms (such as the destroying angel, an Amanita) look plain and harmless, and cooking does not make them safe. Wash your hands after touching any wild fungus, and keep children and pets away from them.

Worked example

Let's analyse yeast fermentation data

A student mixes 2 g of yeast with 100 mL of warm water and different amounts of sugar in three bottles, then measures the circumference of a balloon on each bottle after 30 minutes.

  • 0 g sugar: 2 cm
  • 5 g sugar: 14 cm
  • 10 g sugar: 22 cm

Identify the variables and state a conclusion.

  1. Independent variable (what the student changed): mass of sugar.
  2. Dependent variable (what was measured): balloon circumference, which shows the volume of CO₂ produced.
  3. Controlled variables: yeast mass, water volume and temperature, bottle and balloon type, time.
  4. Pattern: more sugar gave more gas: 2 → 14 → 22 cm. The jump from 0 to 5 g (+12 cm) is bigger than from 5 to 10 g (+8 cm), so the effect may be levelling off.
  5. Explanation: yeast ferments sugar: glucose → ethanol + carbon dioxide. More sugar means more food for fermentation, so more CO₂.
  6. Limitation: one trial per bottle; repeating each condition 3 times would make the conclusion more reliable.

Within this range, more sugar increased CO₂ production by yeast. The 0 g bottle acts as a control showing yeast makes little gas without sugar.

Just for fun

Why does the mushroom always get invited to parties?

Because he's a fungi. (Say it out loud.)

Hands-on activity

Yeast balloons: does sugar feed a fungus?

You need: 3 identical small plastic bottles, 3 balloons, a packet of dry baker's yeast, sugar, warm tap water (about 40 °C, warm but not hot), measuring spoons, a measuring cup, a funnel, a string and a ruler (or a tape measure).

  1. Write a hypothesis about how the amount of sugar affects gas production.
  2. Into each bottle put 100 mL of warm water and 1 teaspoon of yeast. Add 0, 1 and 2 teaspoons of sugar. Swirl gently.
  3. Stretch a balloon over each opening. Keep the bottles side by side, out of drafts.
  4. Every 10 minutes for 40 minutes, wrap the string around the widest part of each balloon and measure it with the ruler. Record your results in a table.
  5. Draw a line graph with time on the x-axis and circumference on the y-axis, one line per bottle, with a title, axis labels and units.
  6. Write a conclusion and one way to improve the experiment.

What to look for: the 0-sugar balloon barely inflates (a little gas may come from sugars in the yeast packet); balloons with sugar inflate more and faster. Good improvements: repeat trials, measure volume of gas directly, keep temperature constant with a water bath. Pour the mixtures down the drain afterwards. Keep balloons and balloon pieces away from young children (choking hazard), and use non-latex balloons if anyone has a latex allergy.

Your turn

1

What is the difference between a hypha and a mycelium?

2

Why is a mushroom called a fruiting body?

3

How do fungi digest food?

4

Name the three main groups of fungi and their spore structures.

5

What do the fungus and the plant each gain in a mycorrhiza?

6

Explain why lichens can grow on bare rock where plants cannot.

7

Give one helpful and one harmful example of fungi.

More practice: warm-up

1

What are fungal cell walls made of?

2

How does yeast usually reproduce asexually?

3

Who discovered penicillin, and in what year?

4

What gas makes bread dough rise?

5

What two organisms make up a lichen?

More practice: on your own

1

Why does bread mould spread so quickly through a loaf even though you only see a few spots?

2

Explain why fungi are essential to the carbon cycle in a forest.

3

A forester notices that seedlings planted in sterilized soil grow poorly. Suggest a reason.

4

In the yeast example, what is the purpose of the 0 g sugar bottle?

5

Why do public health agencies warn against eating wild mushrooms?

Challenge

1

White-nose syndrome kills bats by disturbing their hibernation. Explain how the loss of bats could affect forests and farms.

2

Fungi and animals both store glycogen and both are heterotrophs. Plants make their own food and store starch. Use this and DNA evidence to explain why fungi were moved out of the plant kingdom.

3

Design an improvement to the yeast experiment that would let you measure the rate of fermentation more accurately than balloon circumference.

Check your understanding

Quiz

1.

The main body of a mushroom-forming fungus is the:

2.

Sac fungi form their sexual spores in a(n):

3.

Which statement about fungi is true?

4.

A lichen is a partnership between:

5.

In a yeast experiment, the amount of sugar is the:

6.

Which disease is caused by a fungus?

For parents and teachers

Big idea (B3.3, B2.2): fungi are absorptive heterotrophs built of hyphae with chitin walls; they are grouped by spore structures. They are key decomposers and partners (mycorrhizae, lichens) as well as sources of food, medicine and disease. The yeast activity practises a controlled experiment, data tables and graphs (A1.5, A1.6).

How to help: The balloon experiment takes under an hour. Ask your teen to name the independent, dependent and controlled variables before starting.

Common difficulties:

  • Thinking the mushroom is the whole fungus.
  • Mixing up ascus (sac, 8 spores) and basidium (club, 4 spores).
  • Calling fungi plants.

Safety: never eat wild mushrooms; wash hands after touching fungi.

Sources: Fleming's discovery of penicillin (1928); white-nose syndrome information from the Ontario Ministry of Natural Resources and the Canadian Wildlife Health Cooperative; mycorrhizae and lichen roles from standard biology texts.