Fungi Lab

     What conditions does fungi grow? Decomposers are organisms, often a bacterium, mold, or fungus, that feed on and break down dead plant or animal matter, thus making organic nutrients available to the ecosystem.  Fungi, for example, with the help of enzymes will decompose decaying matter while feasting on the nutrients of that substance. This is why that most fungi are useful because without them, the biomass would be crowded with dead matter. The organisms of the fungal lineage include mushrooms, rusts, smuts, puffballs, truffles, morels, molds and yeasts. More than 70,000 species of fungi have been described; however, some estimates of total numbers suggest that 1.5 million species may exist. Fungal spores are all around us all the time, floating in the air and attached to everything. When they land on food for example, the spores can eventually grow into fungal fruit bodies, causing the food to decay or go moldy (mold is a type of fungi) especially in the presents of warm, dark, and moist environments.  Spices (ie garlic, allspice, and cinnamon) can be effective antifungal agents in foods and that it may have just been coincidental that adding spices for taste helped with preventing illnesses. The hypo-thesis for this lab is that fungi can be used to better understand of how environments are influenced by decomposers.

Procedure

Materials

Sliced Bread [must be “fresh” / white] (2 per group)

Sandwich Zip-Lock Bags (2 per group)

Spray Bottle(s) with Water only

Fresh Ground Cinnamon

Straw(s)

Refrigerator / Incubator / Light-Dark Area

Preparation: Part I

Notes:

* The idea is to create a lab that someone else can “replicate”.

* After having your template checked, create a “shared” document. 

* Members in your group are to use the “template” provided to develop a draft of the lab.

* Everything between the items being tested is to remain the “same”, “except” for what is being tested.

* Follow all “suggestions and guidelines” including the lab to be doubled spaced, 12 font and no pronouns.  

1. Choose and write down only one (1) of the following “Problem Questions” conditions to be tested:

§ Does being in a wet (sprayed with water) or in a dry (not sprayed with water) environment make a difference to fungal growth on bread?

§ Does being in a warm no light (incubator) or in a cool no light (refrigerator) environment make a difference to fungal growth on bread?

§ Does being in a lighted (classroom) or in a darkened (store room / closet) environment make a difference to fungal growth on bread?

§ Does being in spice (cinnamon stick powder) or in a spice free (no cinnamon powder) environment make a difference in fungal growth on bread?

§ Does being in air (blown in with a straw) or in a no air (drawn out with a straw) environment make a difference to fungal growth on bread?

2. Research creditable Background about the problem question on your own; nothing to write on “this” lab.

3. State a proper “Hypothesis” based off your problem question and research.

4. List the “Materials” (everything, prioritize, quantity, detailed, metric)

5. Provide the “Steps” (numbered, complete sentences, proper grammar, detailed, metric)

Procedure: Part II

6. If not done yet, get “approval” by having the instructor review the format of the draft. 

7. Conduct the experiment based on your initial materials and steps.  Make note of any updates or changes to the materials and steps, and then make those corrections on the created shared document when you are completed with this part.

      Note: Unless the experiment is dry vs wet, spray all bread equally with the same amount of water.

      Note: All bread is to be sealed in a sandwich bag due fungi spore contamination.  

Note: Wash hands with soap prior to touching bread.  

Results and Conclusion:  Part III

8.   Provide a “Results” paragraph(s) of the lab findings:

· Qualitative: Use descriptive and detailed explanations (complete sentences, proper grammar, and no “it”, pronouns or proper names).

                     - Nothing about hypothesis, materials, steps, feels or opinions; just the facts

· Quantitative: Use of number(s), percentage(s), fraction(s), etc. to explain your findings.

                       - Mathematical means of explaining your data.

· Illustrative: Use of a graph/table/picture to highlight one’s findings. (Optional)

                     - Must be recognized by using, ie. (See Figure) and include a description under the illustration.

9.   Write a “Conclusion” paragraph for the lab:

· Restate “your” problem question (?)

· Restate “your” hypothesis.

· Was “your” hypothesis supported or refuted?  If refuted, tell WHY; not “because”?

· What unforeseen event(s) happened?

· What improvement(s) could have been made?

· State a “springboard question” (followed by a question mark)

10.  * Review “requirements” for each section of the lab.

       * Review “rubric” prior to sharing document; tbd.

       * Peer Review: You may be asked to share your lab and results in class (tba)

Grade Boost Option

Provide a picture/illustration/graph/table neatly and professionally inserted at the end of the lab. Be sure to include a brief description below the picture/illustration/graph/table.

Fungi: Decomposer Lab Rubric

Scientific Method	Unawareness 0-1	Developing 2	Knowledgeable 3-4	Exemplary 5	Score
Problem  (No Background Required)	Did not select a problem question	Did select a problem question but not as stated/ required	Did select a problem question but not state the problem as a question (?)	Did select a problem question and stated the problem properly
Hypothesis	Not testable and is in a question form	An educated  idea without much testability	A fair  and testable  guess and/ or not in a statement form	A specific statement that can be tested; not a prediction
Procedure: Materials	No or very little materials given No quantity No metric	Not enough materials listed and little quantity of items given; poor detail	Most materials listed and with quantity of items; lacks some detail, in metric	All materials listed, quantity; prioritized, detailed, metric; not numbered
Procedure: Steps	Not sequential, most steps are missing or are confusing	Some of the steps understandable; most are confusing	Most of the steps understandable; some lack detail or are confusing	Easy-to-follow steps; logical /de-tailed; complete sentences
Results	No or very little data mentioned	Little to some data described and/or mentioned mathematically	Fair amount of qualitative as wells as quant- itative descript-tions mentioned	Very descriptive qualitatively and excellent explan-ations quantit- atively; metric
Conclusion	0-2 out of 6 requirements are properly mentioned	3-4 out of 6 requirements are properly mentioned	5 out of 6 requirements are properly mentioned	6 out of 6 requirements are properly mentioned
Grammar and Spelling	Frequent errors, and or personal pronouns	More than two errors ;and/or personal pronouns or “its”	Only one or two errors;  align-ment, personal pronouns, “its”	Grammar and spelling are correct; no per-sonal pronouns or “its”
Organized and Clean	No organization Area in lab not clean	Poorly organized and area not too clean. Did not stay on task.	Fairly organized; however, area was kept clean and neat	Well organized;   Area clean and neatly taken care of
Timeliness	Total disregard and waste of class time for lab creation	Many delays in getting lab ready, gathering items, and being on task	Some delay in doing lab and getting materials, and being on task	Doing lab, get-ting materials, and performing lab. On task
General Professionalism	Little:   Coverage,   Planning,   Thoughtful and   Communication	Poor:   Coverage,   Planning,   Thoughtful and   Communication	Fair:   Coverage,     Planning,   Thoughtful and   Communication	Great:   Coverage,   Planning,   Thoughtful and   Communication

Fungi: Decomposer Lab Template

 Note: See Lab Directions for Details on Completing the Following

Title, School Name, First/Last Name(s), Full Date

Problem

“Word for Word from Lab as Directed with a “question mark” at the End”

Background

“Normally Information about Your Topic Would be Here; However, for this Lab Just Research Problem Question

Prior to Stating Your Hypothesis / Nothing to Write” 

Hypothesis

“A Specific Statement that Can be Tested”; Note: Follow Rules (see Lecture Notes) When Creating

Procedure

Materials: (everything, prioritize, quantity, detailed, metric)

Steps: (numbered (ie. 1., 2., 3., etc…), complete sentences, proper grammar (NO “it” or pronouns (ie You, Me, I, etc…)), detailed, metric)

Results

“” Qualitative and Quantitative”, Complete Sentences, Proper Grammar, Detailed, Metric”

[Add (See Figure) if Doing Optional Illustrative Grade Boost Option]

Conclusion

“Use the 6 (six) Guidelines”