Department of Agriculture, Fisheries and Forestry
2013
Hermitage
Plant Science
Competition
‘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
-
Department of Agriculture, Fisheries and Forestry
Education Queensland
Professor & Mrs
Joe Baker
Curricula elements relevant to the competition’s
experiments and activities:
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.
Prep
Grade 1
Grade 2
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.
Grade 3
Visit the competition website for further
information and downloads:
http://www.daff.qld.gov.au/26_4235.htm
Grade 4
Grade 5
Curriculum linkages
Grade 6
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.
Grade 7
Activities comprise of (1) a Mouldy bread
experiment; (2) a yeast experiment; (3)
creating a lichen catalogue, and (4) playing a
soil game.
Grade 8
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.
Grade 9
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.
Grade 10
Living things have basic needs, including
food and water
Living things have a variety of external
features (ACSSU017)
Living things grow, change and have
offspring similar to themselves
(ACSSU030)
Living things can be grouped on the
basis of observable features and can be
distinguished from non-living things
(ACSSU044)
- Living things have life cycles
(ACSSU072)
- Living things, including plants and
animals, depend on each other and the
environment to survive (ACSSU073)
Living things have structural features
and adaptations that help them to
survive in their environment (ACSSU043)
The growth and survival of living things
are affected by the physical conditions of
their environment (ACSSU094)
- 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)
Cells are the basic units of living things
and have specialised structures and
functions (ACSSU149)
- 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)
- 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)
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.
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2013 DAFF Plant Science Competition: information & instructions
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.
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
*The science journal must be included/attached
with the scientific report.
You are also required to complete the activities
below, as relevant to your year level:
Entry classifications
Years P-6:

Make a mushroom (art competition)
Students can enter under one of the following
categories:
1.
Whole class
2.
Small team (no more than 3 students per
Years 7-9:

Design a poster showing a mind map of
fungi’s relationship to food and agriculture
group)
3.
Years 10-12:

Create an informative poster about a fungal
plant disease
For
the




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.
Individual
judging purposes, students are grouped into
following year categories:
Years P-2
Years 3-6
Years 7-9
Years 10-12
You will need
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
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
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2013 DAFF Plant Science Competition: information & instructions
Important dates
Start date
Beginning of Term 1 2013
Closing date
24 May 2013
Visits by DAFF
staff
upon school’s request
Winners notified
Awards day
week of 17 - 21 June 2013
(via email)
 Puffball fungi had religious
end of July or early August
2013
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.
(date to be advised)
Useful resources
We have included weblinks with the appropriate
experiments.
 Red squirrels gather and
store dried fungi in trees and
eat them in the winter season.
Links provided here are of a more general, or
introductory, nature.
 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.
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.
 If provided with the right
conditions, some mushrooms
can stay dormant for centuries.
DVDs
Kingdom of Plants with David Attenborough.
There is a useful section in the latter part of
episode 2 “Solving the Secrets” on mycorhiza.
 The use of mushrooms in
food and medicines is wellknown. However, these fungi
are also used in the absorption
and digestion of industrial
waste, pesticides and oils.
Books
Moore, D (2001) Slayers, Saviors, Servants, and
Sex: An Exposé of Kingdom Fungi. New York:
Springer-Verlag. David Moore is a true advocate
http://www.buzzle.com/article
s/fungi-facts.html
for education about fungi. Several chapters of this
book are available through the fungi4schools
website. It is written in an accessible, chatty
style.
Photography by Ken Laws, DAFF Hermitage Research Facility
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2013 DAFF Plant Science Competition: information & instructions
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.
Introduction
“Without fungi we would not have food”
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.
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
Similar to lichen, which are a partnership between
fungi and algae, fungi also play a part in the
breakup of rock to create soil.
fungal disease in bats
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).
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 nonsubmerged 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.
Myrtle Rust
blue cheese
barley grain damaged by Head Blight
Stem Rust in wheat
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.
ring worm on skin
Why study fungi?
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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2013 DAFF Plant Science Competition: information & instructions
of our landscape as we know it. Climate change
may well create environments which favour fungi
and therefore increase the threat they pose.
References
Johnson, C. (1991). 5.1 Poisons of the past /
Ergotism. Retrieved November 20, 2012, from
http://www.uic.edu/classes/osci/osci590/5_1Poiso
ns%20of%20the%20Past%20Ergotism.htm
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.
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.

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
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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.
Bioluminescence
Carbohydrates
Dormant
Ergot
Lignin
Mycorrhiza
Pathogens
Phenomenon
Susceptible
Synthetic
Food security
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/PO
STERS/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.
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2013 DAFF Plant Science Competition: information & instructions
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
8
2013 DAFF Plant Science Competition: information & instructions
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-breadexperiment.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.
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2013 DAFF Plant Science Competition: information & instructions
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 lifesaving 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.experimentresources.com/mold-breadexperiment.html#ixzz25MvNwiIf
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2013 DAFF Plant Science Competition: information & instructions
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?
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2013 DAFF Plant Science Competition: information & instructions
Results table
This is a suggested format for your results.
Bottle No: 1
Time
Bottle No: 2
Circumference
(mm)
Time
Bottle No: 3
Circumference
(mm)
Time
Circumference
(mm)
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.

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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-abody.html?_r=0
http://www.newscientist.com/article/mg21028184.300-lab-yeast-make-evolutionary-leap-tomulticellularity.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.
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2013 DAFF Plant Science Competition: information & instructions
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)
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2013 DAFF Plant Science Competition: information & instructions
Web links with information on this topic:
Arizona State University Lichen Herbarium
http://nhc.asu.edu/lherbarium/lichen_info/
The dye used in Litmus testing,
the chemical (or paper strips)
which change colour in the
presence of an acid, is derived
from Lichen.
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
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2013 DAFF Plant Science Competition: information & instructions
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.
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2013 DAFF Plant Science Competition: information & instructions
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
Significance of Fungi
Agriculture/Horticulture
Processing
Consumption
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.
-
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.
Bread
Beer & Ales
Wine
Cheese
Vegemite
Fizzy Drinks - citric acid
Chocolate
Coffee
Myco-protein
Antibiotics
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.
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2013 DAFF Plant Science Competition: information & instructions
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.
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2013 DAFF Plant Science Competition: information & instructions
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
Hermitage Research Facility
604 Yangan Road
WARWICK QLD 4370
or
Email: [email protected]
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
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2013 DAFF Plant Science Competition: information & instructions