Due to the COVID-19 crisis, the information below is subject to change,
in particular that concerning the teaching mode (presential, distance or in a comodal or hybrid format).
2 credits
15.0 h + 10.0 h
Q1
Teacher(s)
Declerck Stephan;
Language
French
Prerequisites
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Main themes
-Taxonomy : nomenclature and terminology ; main taxons (ascomycetes, zygomycetes, basidiomycetes and deuteromycetes)
- Life cycles of some selected species representative of main taxons
- Main groups of fungi
- In vitro culture
- Activity of decolouration by White Rot Fungi
- Introduction to identification of fungal species
- Physiology and secondary metabolites (emphasis put on mycotoxines)
- Bases of fungi sexuality
Aims
At the end of this learning unit, the student is able to : | |
| 1 | Competences Use of fungal terminology Allocation of a fungal species to a main taxon Ability to use identification procedures to the fungal species (including yeasts, molds and filamentous fungi) Mastering the different forms of fungal sexuality and of principal asexual developments Knowledge Introduction to fungal terminology and associated references allowing autonomy to the student. The main taxons and life cycles of some representative species. The double nomenclature of sexual and asexual cycles (anamorphic and teleomorphic names). The fungal sexuality (bipolar and tetra polar, tetrad analysis, homothallic, heterothallism, parasexuality). Symbioses : lichens and mycorrhizes (ecto- and endomycorrhizes). In vitro culture of endomycorrhizes. Main groups of fungi and their applications in biotechnology and environmental bioremediation. |
Content
The course is divided into seven main chapters. Chapter 1 introduces some notions of mycology and fungi. It recalls the main beneficial or harmful activities and the general characteristics of the world of fungi. Chapter 2 briefly traces the history of mycology through its main actors. Chapters 3 and 4 focus on the notions of taxonomy and systematics as well as on the positioning of fungi in the living kingdom. Chapter 5 discusses the fungal cell (composition, structure and ultrastructure, growth, anastomoses and healing mechanisms). Chapter 6 deals with sexuality (life cycles, sexual and asexual reproduction, conidiogenesis, homotalism, heterothalism, dikaryotism) of the major taxa (Ascomycetes, Zygomycetes, Basidiomycetes, Glomeromycetes and Deuteromycetes). Finally, Chapter 6 reviews the major fungal groups in the major taxa.
Teaching methods
Due to the COVID-19 crisis, the information in this section is particularly likely to change.
The teaching method consists of three components: (1) theoretical teaching through which the seven chapters are addressed, (2) practical work during which students make culture preparations between slides and observations under microscope. An identification key allows them to classify the studied fungi. (3) an excursion to the ‘bois de Lauzelle’ allowing them to discuss fungal diversity and the role of fungi in an ecological context (carbon cycle ...).
Evaluation methods
Due to the COVID-19 crisis, the information in this section is particularly likely to change.
Written exam integrating the concepts taught in the practicalcourses and the excursion.
Online resources
Moodle
Faculty or entity
BIOL
