2013 Hermitage Plant Science Competition · The DAFF Hermitage Research Facility Schools Plant Science Competition is an annual competition open to all primary and secondary school

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Plant ScienceCompetition

‘Food,Farming &

Fungi’

2013 DAFF Hermitage Schools Plant Science Competition

‘Food, Farming and Fungi’

Fungi are a kingdom of organisms which participate in all stages of the agriculture value chain. From paddock to plate

and back into the paddock, fungi play an essential role. Many thanks to the following sponsors who are supporting the competition in 2013

Professor & Mrs

Joe Baker

- Department of Agriculture, Fisheries and Forestry - Education Queensland

3 2013 DAFF Plant Science Competition: information & instructions

2013 competition

The DAFF Hermitage Research Facility Schools Plant Science Competition is an annual competition open to all primary and secondary school students. The aim is to stimulate an interest in science and agriculture in young people and to promote science as a rewarding and exciting career choice. In this year’s competition we will ask students to investigate the fascinating world of fungi and how this kingdom of organisms interacts with every stage of the agricultural value chain. Visit the competition website for further information and downloads: http://www.daff.qld.gov.au/26_4235.htm

Curriculum linkages

Engaging in these activities support the ACARA Science across the three strands (Science Inquiry, Science Understanding, Science as a Human Endeavour). The focus on fungus in cropping and food production supports the development of understanding of scientific concepts, processes and practices through hands-on experiments and activities inside and outside the classroom. Activities comprise of (1) a Mouldy bread experiment; (2) a yeast experiment; (3) creating a lichen catalogue, and (4) playing a soil game. The mouldy bread and yeast experiments support the development of scientific inquiry skills including the ability to make predictions, ask questions, use materials, tools and equipment to measure and record observations, and use evidence to explain scientific findings. In the lichen catalogue activity, students learn how to document a species in its habitat in a method similar to the work of an ecologist or an environmental scientist and incorporating the conventions of scientific nomenclature for labelling their specimens and the location in which it was found. In the soil game activity, students role play various components in the soil ecosystem, learning not only more about the role of fungi, but also the role of other organisms and elements in this system.

Curricula elements relevant to the competition’s experiments and activities:

Prep Living things have basic needs, including food and water

Grade 1 Living things have a variety of external features (ACSSU017)

Grade 2 Living things grow, change and have offspring similar to themselves (ACSSU030)

Grade 3

Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Grade 4

- Living things have life cycles (ACSSU072) - Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)

Grade 5 Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

Grade 6 The growth and survival of living things are affected by the physical conditions of their environment (ACSSU094)

Grade 7

- There are differences within and between groups of organisms; classification helps organise this diversity (ACSSU111) - Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions (ACSSU112)

Grade 8 Cells are the basic units of living things and have specialised structures and functions (ACSSU149)

Grade 9

- Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175) - Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)

Grade 10

- The transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184) - The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)


Competition requirements

Your tasks All year levels (P-12) are asked to complete each of the following four activities and present your results and research in a scientific report. A scientific journal is also required. All year levels: 1. mouldy bread experiment 2. yeast making experiment 3. create a lichen catalogue 4. play a soil game You are also required to complete the activities below, as relevant to your year level: Years P-6: Make a mushroom (art competition) Years 7-9: Design a poster showing a mind map of

fungi’s relationship to food and agriculture Years 10-12: Create an informative poster about a fungal

plant disease Extra activity for a new award! In 2013, we welcome new sponsors, The

Crawford Fund, who will be providing sponsorship for a new award in the schools plant science competition. Details on the activity to be completed, the year levels it is relevant to and the award, will be circulated in January 2013.

Science journal Please keep a science journal with notes, observations, raw data, thoughts, ideas, diagrams, sketches and any other information regarding the required activities.

Scientific report Students must compile all information, experiment/activity observations, results and research into a scientific report with the following headings: Abstract Introduction Materials & Methods Results Discussion Conclusion References

Reports can be presented as: Word processed/hand written

documents (stapled, bound or presented in display folder).

Electronic files (compatible with Microsoft systems e.g. Word, PowerPoint, Publisher, Pdf). A hard copy is also required.

Posters (cut and pasted (or written) on cardboard backing) scientific headings to be included.

Video/DVDs (please ensure sound quality is clear) a hard copy of the information used in the presentation is also required.

Any combination of the above. *The science journal must be included/attached with the scientific report.

Entry classifications Students can enter under one of the following categories: 1. Whole class 2. Small team (no more than 3 students per

group) 3. Individual For judging purposes, students are grouped into the following year categories: Years P-2 Years 3-6 Years 7-9 Years 10-12

You will need Free experiment kits provided by DAFF: 15 x zip lock bags 6 x large rubber balloons 10 x 10cm clear scoring grid cards for soil game You will need to supply: science journal 15 x pieces of bread spray bottle marker pen chopping board 6 x packets of active dry yeast sugar 6 x 1 litre (or less) empty water bottle sewing tape measure digital camera thermometer


Important dates

Start date Beginning of Term 1 2013

Closing date 24 May 2013 Visits by DAFF staff upon school’s request

Winners notified week of 17 - 21 June 2013

(via email)

Awards day end of July or early August 2013 (date to be advised)

Useful resources

We have included weblinks with the appropriate experiments. Links provided here are of a more general, or introductory, nature.

Websites Fungi 4 Schools www.fungi4schools.org This excellent resource is provided by the British Mycological Society and is a one stop shop for resources on all things fungal, especially in relation to Education.

DVDs Kingdom of Plants with David Attenborough. There is a useful section in the latter part of episode 2 “Solving the Secrets” on mycorhiza.

Books Moore, D (2001) Slayers, Saviors, Servants, and Sex: An Exposé of Kingdom Fungi. New York: Springer-Verlag. David Moore is a true advocate for education about fungi. Several chapters of this book are available through the fungi4schools website. It is written in an accessible, chatty style.

Puffball fungi had religious

importance in the culture of North American Indians. A tribe

known as Blackfoot believed that puffballs were stars that

fell to earth during a supernatural event.

Red squirrels gather and store dried fungi in trees and

eat them in the winter season.

There are more than 60 species of fungi which exhibit

the phenomenon of bioluminescence. Light is

emitted from the bodies of such fungi. They glow in the dark.

If provided with the right conditions, some mushrooms

can stay dormant for centuries.

The use of mushrooms in food and medicines is well-

known. However, these fungi are also used in the absorption

and digestion of industrial waste, pesticides and oils.

http://www.buzzle.com/articles/fungi-facts.html

Photography by Ken Laws, DAFF Hermitage Research Facility


Introduction

Why study fungi? “Without fungi we would not have food” We are all surrounded by fungi, but most of us don’t realise how important these organisms really are. Without fungi we would not have food. This is not because we directly eat so many fungi, but because fungi are vital at every single step in our food production.

This begins in the paddock where we grow our crops: fungi help plants access nutrients from the soil in exchange for carbohydrates. On the other hand, the majority of the plant diseases which threaten our crops are fungal and much effort goes into breeding

plant varieties that are resistant to these attacks. Fungal infestations, such as moulds on grain, can seriously affect food quality. Today, we have quite

efficient methods to clean the harvested grain from the moulds, but in the past, some of these grain moulds, particularly ergot on rye, caused mass poisoning of people. Some claim that the hallucinations and skin sensations caused by ergotism were actually responsible for some of

the witch hunts and revolutions that occurred in the past (Johnson, 1999).

Fungi also play an important role in the processing of food. Many products that we consume e.g. bread, cheese, coffee, chocolate, fizzy drinks, beer and wine are dependent on

fungi at some point during their production. The importance of fungi for our food doesn’t stop there either. We usually place our food stuffs in a

refrigerator to prevent (or at least slow) the growth of moulds on them. And finally, once you have eaten, it is almost certain that fungi will play a part in decomposing your excrements.

Apart from its role in food production, fungi can also directly affect our health. Often that can be in a negative way, as pathogens that cause disease eg,

athletes foot, ringworm or more seriously fungal meningitis; but fungi have also been used to produce medicines for us, most famously antibiotics. Fungi are also used as anti-rejection medicines in organ transplant surgery. We wouldn’t have plants if we didn’t have fungi. It is thought that plants first emerged on the non-submerged part of the planet, because fungi had first colonised the soil allowing for the land plants to follow. Initially during the Carboniferous (coal forming) Period there was no mechanism to decompose the lignin rich cell walls of plants. Plants fell and died but did not decay and these deep layers of undecayed plants became coal reserves. Then a fungi (a white rot) developed the ability to process lignin and the coal forming period ended. Similar to lichen, which are a partnership between fungi and algae, fungi also play a part in the breakup of rock to create soil. Our relationship with fungi is tipped to grow even stronger in future. Fungal diseases are implicated

in the global disappearance of frogs and the disappearance of large populations of bats in America. The impact on agriculture of disappearing bats is in the millions of dollars,

based on their role in pollination and insect eating. The majority of the world’s wheat crops are susceptible to a relatively new strain of fungal stem rust UG99 (so named because it was

discovered in Uganda in 1999). In Australia the recent detection of Myrtle Rust was a biosecurity concern with the potential to change the face

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of our landscape as we know it. Climate change may well create environments which favour fungi and therefore increase the threat they pose. On a more positive note, the ability of fungi to break down lignin could be very useful to the biofuels industry that is looking for ways to use other plant parts rather than valuable grain for the production of biofuels. The supply of crop fertilisers, especially phosphorus, is expected to decrease in coming years and fertilisers have already become much more expensive. Mycorrhiza, the beneficial partnerships between fungi in the soil and plants, may provide us with ways to improve nutrient supply to crop plants without the application of synthetic fertilisers. Others claim that fungi are the solution to a growing demand for high-protein food without the health issues and high production costs of real meat. Quorn is a product that resembles meat in

taste, texture and protein content, but that is better for the environment and your health (so the producers claim) and it is based on a fungus.

We think that the huge scope of fungi’s interaction with people and with the environment more broadly, makes a focused study on fungi in agriculture and food production both interesting and worthwhile. And if we haven’t convinced you, the British Mycological Society’s powerpoint presentation ‘Fungus – a day in your life’ provides a colourful and informative overview of the topic: http://www.fungi4schools.org/Documentation/POSTERS/comic/A_Day_in_your_Life02.pdf Or try this 10 minute video from Cornell University http://cornellcast.video.cornell.edu/20120912/537/0_ffoxu9rm_0_quhu5iqd_1.mp4. Playback may be enhanced if you download the file first.

References

Johnson, C. (1991). 5.1 Poisons of the past / Ergotism. Retrieved November 20, 2012, from http://www.uic.edu/classes/osci/osci590/5_1Poisons%20of%20the%20Past%20Ergotism.htm

Glossary

When you encounter a new field of study you will often encounter new words. Look up the meaning of the words listed below, or others in this document that you have not encountered before. Bioluminescence Carbohydrates Dormant Ergot Lignin Mycorrhiza Pathogens Phenomenon Susceptible Synthetic Food security


Experiment: mouldy bread (all year levels)

Moulds are saprophytes, that is, organisms that feed on dead things. In the case of bread moulds they feed on your bread.

Aim: To show that yeast produces carbon dioxide via the breakdown of sugars. Experiment duration: approximately 3 weeks Mould or mold? Australian English favours the British word ‘mould’, however in America it is spelt ‘mold’. The variant spellings cover the whole range of variant meaning, eg. fungus, or a shape which gives form to something, e.g. a jelly mould. (http://grammarist.com/spelling/mold-mould/ accessed 6 Sept 2012). If you are googling, it may be worth using both words.

Introduction The materials and method which follow allow for an experimental design, of three treatments with five replicates per treatment. The task of the experimenter is to attempt to make all things equal with the exception of the difference between the treatments. So for a bread mould experiment you should keep the following things equal (assuming these are not the basis of what you would like to make your treatments from). The brand and type of bread

Baking date for the bread

Size of the piece of bread

Size of the zip lock bag

The light environment in which you keep the bread – eg. if some bread is placed in a refrigerator then non refrigerated treatments should be in a box to make the light environment equal

Designing your experiment The material list allows for 3 treatments with five replicates within each treatment. Why is replication important in scientific experiments? The design of the experiment should focus on your research question. Formulate an hypothesis first and then design the experiment. For example a common bread mould experiment in schools (lots of material on the internet) is around the effect of temperature on the growth of bread mould. The hypothesis put forward is: “Bread mould grows better in the higher temperatures.” Students then set up three temperature environments, usually room temperature, refrigerator, freezer to test their hypothesis. You may have a question about the effect of salt (or some other substance) on the growth of mould. If for example you develop multiple hypotheses, resist the temptation of developing an experiment which tests these hypotheses in combination. It is better to run multiple small experiments. In part this is


because in order to have the required replication it will create an experiment that is too big to fit in with all your other school work. Consider whether, as a class, you will want to compare results between experiments. For example one group might like to work on the effect of salt and another group on the effect of sugar. Will the groups use the same bread stock, i.e. manufacturer, bread type etc, so results can be legitimately compared across experiments? The following materials and methods are for an experiment to test the effect of temperature on mould growth, they are base on this experiment: http://www.experiment-resources.com/mold-bread-experiment.html.

Materials 15 x slices of bread from the inside of a loaf, i.e. no crust or end pieces.

15 x zip lock bags

Spray bottle

Marker pen

Chopping/cutting board

A 10cm by 10cm clear scoring grid

Additions to this depending on hypothesis tested

Optional Digital camera

Method 1. Mark your bags 1 to 15. Allocate 5 slices of bread to each ‘treatment’. In the example we are using,

the treatments are (a) ambient temperature, (b) refrigerator, and (c) freezer.

2. Lay out 15 slices of bread on a clean flat surface and spray lightly with water. We gave 3 sprays with a very fine mist from the spray bottle per slice of bread.

3. Leave your bread like this for an hour or so. This will provide opportunity for the fungal spores from the air to land on the bread.

4. Then place each slice in a numbered sandwich bag and seal the bag. You will not open the bag again!

5. Put 5 bags into the freezer, 5 bags into the refrigerator and 5 bags somewhere safe in a warm room. Because the bags in the freezer and fridge will not be getting much light it is best to cover the warm temperature bags to make sure that light is a constant. We placed them in a cupboard.

6. Decide an interval for inspecting the samples. Using the plastic scoring grid, place it on the top of your bagged slices of bread and count the number of square centimetres of mould on each slice. If the mould covers more than half a square, count it as 1cm, if less than half a square, count as 0 cm. Note: To avoid exposing yourself to mould spores, it is a wise precaution to leave the bags unopened.

7. You should repeat this process until there are significant measurable results.

8. Keep a careful note of your results for each slice of bread for the entire duration of the experiment. You can even take pictures or draw the slices if you want to be really scientific!

9. Average the results for sample types A, B and C.

10. Once you have finished, throw out all of the bags without opening them.

Make sure you record, in your science journal, your inspection dates, daily temperatures, characteristics of the bread and any mould that grows; your thoughts about the experiment and any drawings/sketches of what you observe.


Results Because each square of bread is 100 cm2, you can express your results as a percentage. For each of the bread types, A, B or C, average the amount of mould grown over the ten days and write these figures into a table. Why are the results important? The food industry spends millions of dollars every year on refrigeration and it is very important that they know what temperature they need to stop mould from growing. Mouldy food must be thrown away and this costs restaurants and manufacturers a lot of money. Minimising food waste is a key strategy in increasing food security. For companies using mould to make food or medicine they need to know at which temperature mould grows best. The faster the mould grows, the quicker they can sell their product.

Further optional experiments Now that you have finished and obtained some results, you may want to see if other variables affect the rate at which mould grows. Maybe you could keep the temperature the same for all of the samples but use different types of bread. You could try adding moisture to the slices or putting different amounts of sugar or lemon juice onto the slices. As long as you only vary one thing at a time, you can make some interesting studies about mould.

Bread mould: useful links http://www.madsci.org/FAQs/micro/molds.html

Alexander Fleming discovered that a common type of mould,

penicillin, had anti-bacterial qualities. This discovery has

saved millions of lives over the last 80 years. Many other life-saving drugs are made from

chemicals obtained from mould.

Mould is one of nature’s cleaners. It breaks down dead

organic material and recycles the nutrients back into the soil. It is

essential in nearly every ecosystem in the world.

We use moulds for flavour in some foods such as blue cheese,

soy sauce and Quorn(TM). Read more:

http://www.experiment-resources.com/mold-bread-

experiment.html#ixzz25MvNwiIf


Experiment: yeast making (all year levels)

Yeast is used in the production of bread, fermented drinks (e.g. wine and beer), and soy sauce. In photosynthesis a plant takes carbon dioxide and water and produces sugars and oxygen. Yeasts take these sugars and produce alcohol and carbon dioxide. In bread making this carbon dioxide is captured by the gluten in the bread mix to form the ‘bubbles’ in bread and the alcohol is cooked off. In beer and wine making the alcohol is retained and the carbon dioxide is released.

Aim: To show that carbon dioxide is produced in the presence of yeasts and sugar. Experiment duration: Set up less than 1 hour, duration 1 day.

Introduction Yeast converts sugars into alcohol and carbon dioxide. In this experiment we will observe the production of carbon dioxide by yeast.

Materials 6 x sachets of active dry yeast

6 x cups very warm water (40°C– 45°C water from a hot tap is sufficient)

6 x tablespoons sugar

6 x large rubber balloons

6 x small (1 litre or smaller) empty water bottles

sewing tape measure

thermometer

Method 1. Stretch out the balloons by blowing them up repeatedly, and then lay them aside.

2. For each of 3 bottles, add a sachet of yeast and 2 table spoons of sugar to a cup of warm water, stir and tip into bottle.

3. For each of the other 3 bottles, add a sachet of yeast to a cup of warm water (don’t add sugar), stir and tip into bottle.

4. Attach the balloon to the mouth of each bottle, and set them aside. Record the time you put the balloon on the bottle neck.

5. After several minutes, you’ll notice a change in the balloons.

6. Take a number of measurements of the circumference of the balloons at the widest point over the following few hours, noting the time.

Further experiments Also, try the same experiment using hotter and colder water. Use a thermometer to measure the temperature of the water. At what temperature is the yeast most active? At what temperatures is it unable to blow up the balloon?


Results table This is a suggested format for your results.

Bottle No: 1 Bottle No: 2 Bottle No: 3 Bottle No: 4

Time Circumference (mm)




Web links with information on this topic: Here is an interesting set of three reports on one set of experiments which shows how a very simple experiment with yeast could help answer one of the big questions in science.

http://www.nature.com/news/yeast-suggests-speedy-start-for-multicellular-life-1.9810 http://www.nytimes.com/2012/01/17/science/yeast-reveals-how-fast-a-cell-can-form-a-

body.html?_r=0 http://www.newscientist.com/article/mg21028184.300-lab-yeast-make-evolutionary-leap-to-

multicellularity.html All of the journals which report on this experiment are well respected in the science community. As a class, critique the conclusions that have been drawn from the experiment on which they report.


Activity: Lichen catalogue (all year levels)

Lichens are the symbiotic relationship between algae and fungi. In this relationship algae provide the photosynthetic capacity absent for the fungi, and the fungi provide the ability to access nutrients which the algae cannot. This symbiotic relationship has allowed lichens to exist in some of the harshest parts of the globe. Lichens are easily found, and while not easily identifiable, it is possible to begin the identification process by looking at their form and colour. Lichens produce a

variety of chemicals, some of which are found nowhere else in nature. More recently chemistry has become an important part of describing lichen species. Aim: To introduce student to Lichens. In part this may be an introduction to a common but otherwise unnoticed life form. This activity will also introduce students to the basics of taxonomy (differentiation by description) and biogeography (where things live). For older grades there is opportunity to introduce concepts such as symbiosis and to show how science has changed over time in response to new knowledge and technologies, and to apply chemistry skills to the biological identification. Activity duration: Variable

Task Produce a catalogue of lichens which you can observe in your school or in nearby habitats (you will probably be surprised at how common they are).

Include in your catalogue Collector’s name

Date

Place (Latitude and Longitude, use Google Maps if you do not have access to a GPS)

Substrate (eg, rock or tree) on which the lichen is growing

Any notes on the habitat which could be relevant, e.g. shading, or direction that the substrate is facing (why would this be important?)

Describe the lichen as best you can - form, colour, take a photograph (include a scale)

Consider how you will present your catalogue and the advantages and disadvantages of your presentation format; be it a set of cards, a poster, a booklet, or an electronic media form, eg powerpoint or web page.

Further optional activities Lichens have a long history of being used as dyes, especially of wool and silk. As a further activity you could consider making dye swatches from lichens. See this article if this idea appeals. http://blog.mycology.cornell.edu/2006/12/12/dyeing-with-lichens-mushrooms/ Higher grade levels may be interested in experimenting with more detailed chemical testing or thin layer chromatography (see http://nhc.asu.edu/lherbarium/lichen_info/tlc.php for suggested methodology)


Web links with information on this topic: Arizona State University Lichen Herbarium http://nhc.asu.edu/lherbarium/lichen_info/ ANBG Lichen Page http://www.anbg.gov.au/lichen/index.html The British Lichen Society. A useful overview of lichen biology. http://www.britishlichensociety.org.uk/about-lichens/what-is-a-lichen If you use the search terms “lichen” + “photography” you will find a number of sites which will help you identify what you are looking for, eg. http://www.sharnoffphotos.com/lichens/lichens_home_index.html

The dye used in Litmus testing, the chemical (or paper strips)

which change colour in the presence of an acid, is derived

from Lichen.


Activity: soil game (all year levels)?

This game uses role play to demonstrate the roles of various components, living and non-living, in the soil ecosystem. Fungi play an essential role in all agricultural soils, helping plants to access nutrients and water.

Overview This role play is based on a game initially developed by David Hardwick of Soil, Land, Food. We thank David for allowing access to this resource via a Creative Commons License. This license allows us to take and modify the game to suit our purposes. For more details on the license see http://creativecommons.org/licenses/by-sa/3.0/ Hermitage Research Facility in conjunction with Fledge Design Studio will produce a limited run of card sets for this game. These and downloadable instructions will be available by the end of January 2013. A pdf of the cards will also be available for download and in-house printing at this time. David Hardwick has also produced an instruction video which was due for completion by the end of 2012. More details will be circulated as they become available. Activity duration: Length of game play varies depending on how complex a system you are seeking to simulate. For a simple overview allow a double lesson.

Instructions

Instructions will be circulated to schools registered in the competition at the beginning of Term 1, 2013 (via email) and will also be posted on the competition website.


Further activities (per year level)

Years P – 6: Make a mushroom

Task: Use any materials you wish to make your own mushroom. You might like to find a small tree branch and wrap it in colourful, textured yarn, or use paper mache, playdough, or any other craft materials to design a weird and wonderful fungal organism! Entries for this activity may be included in a display at the Jumpers and Jazz Festival, a craft and textile festival organised by the Warwick Art Gallery and Warwick Tourism and Events. For more information see http://jumpersandjazz.com/ This activity forms the “art competition” – prizes sponsored by the Warwick Art Gallery. Students from years prep to six are eligible to receive the Joe Baker Outstanding Achievement Awards, which are awarded in each of the year categories p-2 and 3-6, and are based on your scientific report and science journal. The art competition does not make up part of the criteria for the Joe Baker Outstanding Achievement Awards.

Years 7 – 9: Create a poster showing a ‘mind map’ of fungi in farming and food

Task: Produce a concept, or mind-map, around the topic, ‘Food, Farming and Fungi’. This should show an awareness of the various places in which fungi is important to the food and farming industries. Use of colour and appropriate pictures as well as concise text is important. Produce your project on a large sheet of cardboard, or if supplied digitally ensure it is of sufficient resolution to be printed at A0 size (set your document page size to 841 x 1189mm). This table will give you some hints on information to include in your mind map: Value Chain Component Land Agriculture/Horticulture Processing Consumption Significance of Fungi

Mycorrhizae: Mycorrhizae, fungi that live in a symbiotic relationship with plants, are utilised by 90% of plant species, many of which are of economic importance in agriculture, horticulture or silviculture (forestry).

Diseases: The majority of plant diseases are caused by fungi. Mushrooms: Mushrooms are a horticultural growth industry. Pest Control: Some fungi target insects and have use as bio-control agents.

- Bread - Beer & Ales - Wine - Cheese - Vegemite - Fizzy Drinks - citric acid - Chocolate - Coffee - Myco-protein - Antibiotics

Fungi are key components in nature recycling system. This can create problems for industries that would like to store food or for food to have a long shelf life.

Competition activities relevant to value chain components

- Soil game - Lichen catalogue Fungal disease poster Yeast experiment Bread mould

experiment

This activity, together with your scientific report and science journal, will be an important assessment piece for the Agriculture Institute of Australia’s Junior Achievement Awards.


Note: The Joe Baker Outstanding Achievement Awards are only being awarded to primary school students in 2013.

Years 10 – 12: Fungal plant disease poster

Please note, year 10 has now been included in the activity for the Paul Johnston Memorial Awards and is no longer in the category for the AIA Junior Achievement Awards

Task: Select an important fungal plant disease and produce an informative digital poster on its taxonomy, biology and epidemiology demonstrating the significance of the disease to Australian/Queensland agriculture. This poster should be suitable for an audience in the senior years of high school, or entry years of a university course. You are expected to use correct referencing standards, and appropriate scientific language. Technical requirements: Use a software package that is compatible with Microsoft (eg, PowerPoint, Word or Publisher).

If using other software, please convert your electronic file to pdf format before submitting.

Set your poster size to A0 (841mm x 1189mm). Note: a print out is not required to be submitted.

Images used should be a minimum of 300kb in size to reproduce well at A0 poster size.

Please email your electronic poster file (under 10Mb in size) to [email protected] If the poster file size is over 10Mb please submit on a CD or USB stick. Note: converting your poster to pdf will dramatically reduce the file size for ease of emailing.

Poster entries may be printed AO size and displayed at the annual Awards Day at the Hermitage Research Facility.

This activity, together with your scientific report and science journal, will be an important assessment piece for the Paul Johnston Memorial Senior Science Awards. Note: The Joe Baker Outstanding Achievement Awards are only being awarded to primary school students in 2013.

Activity for the new Crawford Fund Award

Details on this new activity and award will be circulated to schools registered in the competition at the beginning of Term 1, 2013 (via email) and will also be posted on the competition website.


Submitting your entry

You will need to complete the Competition Project Entry Submission Form and Qld Government Consent Form (which you can download from the competition website) and attach with your entry. The closing date for competition entries is 24 May 2013. Please forward your entry, by the closing date, to: Post: Schools Plant Science Competition or Email: [email protected] Hermitage Research Facility 604 Yangan Road WARWICK QLD 4370 All entries will be kept at Hermitage Research Facility for a 12 month period, unless you indicate that you want them sent back to your school. We ask that all winning ‘art competition’ entries be kept at the research facility to be placed on display. A scanned copy of artworks can be emailed back to the school if requested.

Please ensure that the Queensland Government Consent Form has been completed so that any submitted photos, student work/drawings and feedback can be used by DAFF for promotional purposes (e.g. media, websites, posters, displays, reports).

Department of Agriculture, Fisheries and Forestry Education Queensland

Professor & Mrs

Joe Baker

Documents

2013 Hermitage Plant Science Competition · The DAFF Hermitage Research Facility Schools Plant Science Competition is an annual competition open to all primary and secondary school