Multicellular Eucaryotes Fungi
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The Evolution of Cooperation a White Paper Prepared for the John Templeton Foundation
The evolution of cooperation A white paper prepared for the John Templeton foundation Contents Introduction - Darwin’s theory of design - The puzzle of cooperation - This review Cooperation across the tree of life - What is cooperation? - Explanations for Cooperation - The success of inclusive fitness - The debate over inclusive fitness - Alternative ways to measure cooperation - Cooperation between species - The social amoeba: the perfect test case for cooperation Cooperation in Humans - What’s special about humans? - Explanations for cooperation in humans - Cooperative games - Inter-personal and cross-cultural differences in cooperation - Psychological systems designed for cooperation - The origins of cooperation in humans - The How: The mechanism of cooperation Conclusion - The puzzle of cooperation revisited - Open questions in cooperation research 1 Introduction You probably take cooperation for granted. You’d be excused for doing so – cooperation is all around us. Children team up to complete a project on time. Neighbours help each other mend fences. Colleagues share ideas and resources. The very fabric of our society is cooperative. We divide up tasks, with farmers producing food, policemen upholding laws, teachers teaching, so that we may all share the benefits of a functioning society without any one person having to master all domains. What’s more, cooperation is logical, at least to you and me. Two hands are better than one, as the saying goes. If you want something another person has, it makes sense that you might share something of your own. Division of labour efficient. If you have a reputation as a cooperative person, others will likely help you down the line. Cooperation is a straightforward way to achieve more than you ever could on your own. -
The Hidden Kingdom
INTRODUCTION Fungi—The Hidden Kingdom OBJECTIVE • To provide students with basic knowledge about fungi Activity 0.1 BACKGROUND INFORMATION The following text provides an introduction to the fungi. It is written with the intention of sparking curiosity about this GRADES fascinating biological kingdom. 4-6 with a K-3 adaptation TEACHER INSTRUCTIONS TYPE OF ACTIVITY 1. With your class, brainstorm everything you know about fungi. Teacher read/comprehension 2. For younger students, hand out the question sheet before you begin the teacher read and have them follow along and MATERIALS answer the questions as you read. • copies of page 11 3. For older students, inform them that they will be given a • pencils brainteaser quiz (that is not for evaluation) after you finish reading the text. VOCABULARY 4. The class can work on the questions with partners or in groups bioremediation and then go over the answers as a class. Discuss any chitin particularly interesting facts and encourage further fungi independent research. habitat hyphae K-3 ADAPTATION kingdom 1. To introduce younger students to fungi, you can make a KWL lichens chart either as a class or individually. A KWL chart is divided moulds into three parts. The first tells what a student KNOWS (K) mushrooms about a subject before it is studied in class. The second part mycelium tells what the student WANTS (W) to know about that subject. mycorrhizas The third part tells what the child LEARNED (L) after studying nematodes that subject. parasitic fungi 2. Share some of the fascinating fungal facts presented in the photosynthesis “Fungi—The Hidden Kingdom” text with your students. -
Fungal Evolution: Major Ecological Adaptations and Evolutionary Transitions
Biol. Rev. (2019), pp. 000–000. 1 doi: 10.1111/brv.12510 Fungal evolution: major ecological adaptations and evolutionary transitions Miguel A. Naranjo-Ortiz1 and Toni Gabaldon´ 1,2,3∗ 1Department of Genomics and Bioinformatics, Centre for Genomic Regulation (CRG), The Barcelona Institute of Science and Technology, Dr. Aiguader 88, Barcelona 08003, Spain 2 Department of Experimental and Health Sciences, Universitat Pompeu Fabra (UPF), 08003 Barcelona, Spain 3ICREA, Pg. Lluís Companys 23, 08010 Barcelona, Spain ABSTRACT Fungi are a highly diverse group of heterotrophic eukaryotes characterized by the absence of phagotrophy and the presence of a chitinous cell wall. While unicellular fungi are far from rare, part of the evolutionary success of the group resides in their ability to grow indefinitely as a cylindrical multinucleated cell (hypha). Armed with these morphological traits and with an extremely high metabolical diversity, fungi have conquered numerous ecological niches and have shaped a whole world of interactions with other living organisms. Herein we survey the main evolutionary and ecological processes that have guided fungal diversity. We will first review the ecology and evolution of the zoosporic lineages and the process of terrestrialization, as one of the major evolutionary transitions in this kingdom. Several plausible scenarios have been proposed for fungal terrestralization and we here propose a new scenario, which considers icy environments as a transitory niche between water and emerged land. We then focus on exploring the main ecological relationships of Fungi with other organisms (other fungi, protozoans, animals and plants), as well as the origin of adaptations to certain specialized ecological niches within the group (lichens, black fungi and yeasts). -
Field Guide to Common Macrofungi in Eastern Forests and Their Ecosystem Functions
United States Department of Field Guide to Agriculture Common Macrofungi Forest Service in Eastern Forests Northern Research Station and Their Ecosystem General Technical Report NRS-79 Functions Michael E. Ostry Neil A. Anderson Joseph G. O’Brien Cover Photos Front: Morel, Morchella esculenta. Photo by Neil A. Anderson, University of Minnesota. Back: Bear’s Head Tooth, Hericium coralloides. Photo by Michael E. Ostry, U.S. Forest Service. The Authors MICHAEL E. OSTRY, research plant pathologist, U.S. Forest Service, Northern Research Station, St. Paul, MN NEIL A. ANDERSON, professor emeritus, University of Minnesota, Department of Plant Pathology, St. Paul, MN JOSEPH G. O’BRIEN, plant pathologist, U.S. Forest Service, Forest Health Protection, St. Paul, MN Manuscript received for publication 23 April 2010 Published by: For additional copies: U.S. FOREST SERVICE U.S. Forest Service 11 CAMPUS BLVD SUITE 200 Publications Distribution NEWTOWN SQUARE PA 19073 359 Main Road Delaware, OH 43015-8640 April 2011 Fax: (740)368-0152 Visit our homepage at: http://www.nrs.fs.fed.us/ CONTENTS Introduction: About this Guide 1 Mushroom Basics 2 Aspen-Birch Ecosystem Mycorrhizal On the ground associated with tree roots Fly Agaric Amanita muscaria 8 Destroying Angel Amanita virosa, A. verna, A. bisporigera 9 The Omnipresent Laccaria Laccaria bicolor 10 Aspen Bolete Leccinum aurantiacum, L. insigne 11 Birch Bolete Leccinum scabrum 12 Saprophytic Litter and Wood Decay On wood Oyster Mushroom Pleurotus populinus (P. ostreatus) 13 Artist’s Conk Ganoderma applanatum -
How the Evolution of Multicellularity Set the Stage for Cancer’
www.nature.com/bjc CORRESPONDENCE Comment on ‘How the evolution of multicellularity set the stage for cancer’ British Journal of Cancer (2018) 119:133–134; https://doi.org/ multicellular and multicellular evolutionary origins rather than 10.1038/s41416-018-0091-0 pure unicellular evolutionary origin. Ceaseless proliferation is the most characteristic feature of cancer. But, this behaviour is rarely adopted by unicellular organisms in nature. In addition to cell communication, cell-to- We read the paper “How the evolution of multicellularity set the substrate and cell-to-cell adhesions, earlier unicellular organisms stage for cancer” with interest, which was published in a recent (prokaryotes and protists) acquired a variety of anti-proliferative issue of the British Journal of Cancer.1 In this paper, the authors capabilities (cell cycle negative regulation, programmed cell underlined that disruption of gene regulatory networks, which death, contact-dependent inhibition, toxin-antitoxin, etc.) through maintain the multicellular state, induces cancer. The atavistic the pseudo-multicellular mode of life and responses to selective model of cancer is undoubtedly effective in integrating many pressure.6,7 Indeed, exponential growth may lead to species parameters in a performing heuristic framework. It hypothesises extinction due to starvation or destruction of the protective that cancer results from a transition from multicellularity to biofilm. Earlier prokaryotes inevitably faced this problem and unicellularity, through an active constrained process. In this natural evolution proposed different solutions to circumvent schema, dysregulation of a set of fundamental points of them, which were thereafter fixed by heredity. vulnerability, which govern multicellularity maintenance, is Trigos et al.1 underlined that many hallmarks of the malignant sufficient to model carcinogenesis. -
Unit 3 Cells Lesson 6 - Cell Theory What Do Living Things Have in Common?
Unit 3 Cells Lesson 6 - Cell Theory What do living things have in common? Explore and question spontaneous generation, an early belief on the properties of life. Observing Phenomena In the 1600s, this was a recipe for creating mice: Place a dirty shirt in an open container of wheat for 21 days and the wheat will transform into mice. 1) Discuss what you think of this recipe. People may have believed that it worked because they did not notice the mice that were living in and reproducing in the wheat containers and maybe hiding beneath the dirty shirts. Observing Phenomena Another belief of spontaneous generation was that fish formed from the mud of dry river beds. 2) What do you think about the recipe for making fish from the mud of a dried up river bed? Observing Phenomena People believed that these recipes would work because they believed in “spontaneous generation.” 3) Why do you think it is called spontaneous generation? Because a living thing spontaneously came into existence from a mixture of nonliving things. What beliefs about natural phenomena did you have as a young child? For example, some young children might think that clouds are fluffy like cotton balls or the moon is made of cheese. As you have gotten older, how have these beliefs changed as you acquired more knowledge? 4) Discuss why they might have believed these and what has changed people's understanding of living things today. Investigation 1: Categorizing Substances In your notebook, write a list of what you think all living things have in common. -
Perithecial Ascomycetes from the 400 Million Year Old Rhynie Chert: an Example of Ancestral Polymorphism
Mycologia, 97(1), 2005, pp. 269±285. q 2005 by The Mycological Society of America, Lawrence, KS 66044-8897 Perithecial ascomycetes from the 400 million year old Rhynie chert: an example of ancestral polymorphism Editor's note: Unfortunately, the plates for this article published in the December 2004 issue of Mycologia 96(6):1403±1419 were misprinted. This contribution includes the description of a new genus and a new species. The name of a new taxon of fossil plants must be accompanied by an illustration or ®gure showing the essential characters (ICBN, Art. 38.1). This requirement was not met in the previous printing, and as a result we are publishing the entire paper again to correct the error. We apologize to the authors. T.N. Taylor1 terpreted as the anamorph of the fungus. Conidioge- Department of Ecology and Evolutionary Biology, and nesis is thallic, basipetal and probably of the holoar- Natural History Museum and Biodiversity Research thric-type; arthrospores are cube-shaped. Some peri- Center, University of Kansas, Lawrence, Kansas thecia contain mycoparasites in the form of hyphae 66045 and thick-walled spores of various sizes. The structure H. Hass and morphology of the fossil fungus is compared H. Kerp with modern ascomycetes that produce perithecial as- Forschungsstelle fuÈr PalaÈobotanik, Westfalische cocarps, and characters that de®ne the fungus are Wilhelms-UniversitaÈt MuÈnster, Germany considered in the context of ascomycete phylogeny. M. Krings Key words: anamorph, arthrospores, ascomycete, Bayerische Staatssammlung fuÈr PalaÈontologie und ascospores, conidia, fossil fungi, Lower Devonian, my- Geologie, Richard-Wagner-Straûe 10, 80333 MuÈnchen, coparasite, perithecium, Rhynie chert, teleomorph Germany R.T. -
Protists/Fungi Station Lab Information
Protists/Fungi Station Lab Information 1 Protists Information Background: Perhaps the most strikingly diverse group of organisms on Earth is that of the Protists, Found almost anywhere there is water – from puddles to sediments. Protists rely on water. Somea re marine (salt water), some are freshwater, some are terrestrial (land dwellers) in moist soil and some are parasites which live in the tissues of others. The Protist kingdom is made up of a wide variety of eukaryotic cells. All protist cells have nuclei and other characteristics eukaryotic features. Some protists have more than one nucleus and are called “multinucleated”. Cellular Organization: Protists show a variety in cellular organization: single celled (unicellular), groups of single cells living together in a close and permanent association (colonies or filaments) or many cells = multicellular organization (ex. Seaweed). Obtaining food: There is a variety in how protists get their food. Like plants, many protists are autotrophs, meaning they make their own food through photosynthesis and store it as starch. It is estimated that green protist cells chemically capture and process over a billion tons of carbon in the Earth’s oceans and freshwater ponds every year. Photosynthetic or “green” protists have a multitude of membrane-enclosed bags (chloroplasts) which contain the photosynthetic green pigment called chlorophyll. Many of these organisms’ cell walls are similar to that of plant cells and are made of cellulose. Others are “heterotrophs”. Like animals, they eat other organisms or, like fungi, receiving their nourishment from absorbing nutrient molecules from their surroundings or digest living things. Some are parasitic and feed off of a living host. -
Biology of Fungi, Lecture 2: the Diversity of Fungi and Fungus-Like Organisms
Biology of Fungi, Lecture 2: The Diversity of Fungi and Fungus-Like Organisms Terms You Should Understand u ‘Fungus’ (pl., fungi) is a taxonomic term and does not refer to morphology u ‘Mold’ is a morphological term referring to a filamentous (multicellular) condition u ‘Mildew’ is a term that refers to a particular type of mold u ‘Yeast’ is a morphological term referring to a unicellular condition Special Lecture Notes on Fungal Taxonomy u Fungal taxonomy is constantly in flux u Not one taxonomic scheme will be agreed upon by all mycologists u Classical fungal taxonomy was based primarily upon morphological features u Contemporary fungal taxonomy is based upon phylogenetic relationships Fungi in a Broad Sense u Mycologists have traditionally studied a diverse number of organisms, many not true fungi, but fungal-like in their appearance, physiology, or life style u At one point, these fungal-like microbes included the Actinomycetes, due to their filamentous growth patterns, but today are known as Gram-positive bacteria u The types of organisms mycologists have traditionally studied are now divided based upon phylogenetic relationships u These relationships are: Q Kingdom Fungi - true fungi Q Kingdom Straminipila - “water molds” Q Kingdom Mycetozoa - “slime molds” u Kingdom Fungi (Mycota) Q Phylum: Chytridiomycota Q Phylum: Zygomycota Q Phylum: Glomeromycota Q Phylum: Ascomycota Q Phylum: Basidiomycota Q Form-Phylum: Deuteromycota (Fungi Imperfecti) Page 1 of 16 Biology of Fungi Lecture 2: Diversity of Fungi u Kingdom Straminiplia (Chromista) -
Cooperation and Conflict During the Unicellular–Multicellular and Prokaryotic–Eukaryotic Transitions
Font-Ch17 8/1/03 6:43 PM Page 195 CHAPTER 17 Cooperation and conflict during the unicellular–multicellular and prokaryotic–eukaryotic transitions Richard E. Michod and Aurora M. Nedelcu Individuals often associate in groups that, under group. Initially, group fitness is taken to be the aver- certain conditions, may evolve into higher-level age of the lower-level fitnesses of its members, but, individuals. It is these conditions and this process as the evolutionary transition proceeds, group fit- of individuation of groups that we wish to under- ness becomes decoupled from the fitness of lower- stand. These groups may involve members of the level components. Witness, for example, colonies of same species or different species. For example, eusocial insects or the cell groups that form organ- under certain conditions bacteria associate to form isms; in these cases, some group members have no a fruiting body, amoebae associate to form a slug- individual fitness (sterile castes, somatic cells) yet like slime mold, solitary cells form a colonial group, this does not detract from the fitness of the group, normally solitary wasps breed cooperatively, birds indeed it is presumed to enhance it. associate to form a colony, and mammals form soci- The essence of an evolutionary transition in indi- eties. Likewise, individuals of different species viduality is that the lower-level individuals must as associate and form symbiotic associations; about it were “relinquish” their “claim” to fitness, that is 2000 million years ago, such an association evolved to flourish and multiply, in favor of the new higher- into the first mitochondriate eukaryotic cell. -
9B Taxonomy to Genus
Fungus and Lichen Genera in the NEMF Database Taxonomic hierarchy: phyllum > class (-etes) > order (-ales) > family (-ceae) > genus. Total number of genera in the database: 526 Anamorphic fungi (see p. 4), which are disseminated by propagules not formed from cells where meiosis has occurred, are presently not grouped by class, order, etc. Most propagules can be referred to as "conidia," but some are derived from unspecialized vegetative mycelium. A significant number are correlated with fungal states that produce spores derived from cells where meiosis has, or is assumed to have, occurred. These are, where known, members of the ascomycetes or basidiomycetes. However, in many cases, they are still undescribed, unrecognized or poorly known. (Explanation paraphrased from "Dictionary of the Fungi, 9th Edition.") Principal authority for this taxonomy is the Dictionary of the Fungi and its online database, www.indexfungorum.org. For lichens, see Lecanoromycetes on p. 3. Basidiomycota Aegerita Poria Macrolepiota Grandinia Poronidulus Melanophyllum Agaricomycetes Hyphoderma Postia Amanitaceae Cantharellales Meripilaceae Pycnoporellus Amanita Cantharellaceae Abortiporus Skeletocutis Bolbitiaceae Cantharellus Antrodia Trichaptum Agrocybe Craterellus Grifola Tyromyces Bolbitius Clavulinaceae Meripilus Sistotremataceae Conocybe Clavulina Physisporinus Trechispora Hebeloma Hydnaceae Meruliaceae Sparassidaceae Panaeolina Hydnum Climacodon Sparassis Clavariaceae Polyporales Gloeoporus Steccherinaceae Clavaria Albatrellaceae Hyphodermopsis Antrodiella -
Biological Atomism and Cell Theory
Studies in History and Philosophy of Biological and Biomedical Sciences 41 (2010) 202–211 Contents lists available at ScienceDirect Studies in History and Philosophy of Biological and Biomedical Sciences journal homepage: www.elsevier.com/locate/shpsc Biological atomism and cell theory Daniel J. Nicholson ESRC Research Centre for Genomics in Society (Egenis), University of Exeter, Byrne House, St. Germans Road, Exeter EX4 4PJ, UK article info abstract Keywords: Biological atomism postulates that all life is composed of elementary and indivisible vital units. The activ- Biological atomism ity of a living organism is thus conceived as the result of the activities and interactions of its elementary Cell theory constituents, each of which individually already exhibits all the attributes proper to life. This paper sur- Organismal theory veys some of the key episodes in the history of biological atomism, and situates cell theory within this Reductionism tradition. The atomistic foundations of cell theory are subsequently dissected and discussed, together with the theory’s conceptual development and eventual consolidation. This paper then examines the major criticisms that have been waged against cell theory, and argues that these too can be interpreted through the prism of biological atomism as attempts to relocate the true biological atom away from the cell to a level of organization above or below it. Overall, biological atomism provides a useful perspective through which to examine the history and philosophy of cell theory, and it also opens up a new way of thinking about the epistemic decomposition of living organisms that significantly departs from the phys- icochemical reductionism of mechanistic biology.