Teaching Techniques for Mycology: 17. The Phototropic response of Phycomyces blakesleeanus

Mycologist ◽  
2002 ◽  
Vol 16 (01) ◽  
Author(s):  
Maurice O. Moss ◽  
Tim Baker
2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Joseph K. E. Ortega ◽  
Revathi P. Mohan ◽  
Cindy M. Munoz ◽  
Shankar Lalitha Sridhar ◽  
Franck J. Vernerey

AbstractThe sporangiophores of Phycomyces blakesleeanus have been used as a model system to study sensory transduction, helical growth, and to establish global biophysical equations for expansive growth of walled cells. More recently, local statistical biophysical models of the cell wall are being constructed to better understand the molecular underpinnings of helical growth and its behavior during the many growth responses of the sporangiophores to sensory stimuli. Previous experimental and theoretical findings guide the development of these local models. Future development requires an investigation of explicit and implicit assumptions made in the prior research. Here, experiments are conducted to test three assumptions made in prior research, that (a) elongation rate, (b) rotation rate, and (c) helical growth steepness, R, of the sporangiophore remain constant during the phototropic response (bending toward unilateral light) and the avoidance response (bending away from solid barriers). The experimental results reveal that all three assumptions are incorrect for the phototropic response and probably incorrect for the avoidance response but the results are less conclusive. Generally, the experimental results indicate that the elongation and rotation rates increase during these responses, as does R, indicating that the helical growth steepness become flatter. The implications of these findings on prior research, the “fibril reorientation and slippage” hypothesis, global biophysical equations, and local statistical biophysical models are discussed.


Author(s):  
Mary Rose Dancel Castro ◽  
Precious D. Andres ◽  
Mark Jhon R. Prestoza
Keyword(s):  

2020 ◽  
Vol 7 (1) ◽  
pp. 27
Author(s):  
Ghazal Kazim Syed ◽  
Manzoor-ul-Mustafa Panhwar

<p>This paper presents the findings of a study based on students’ response to participating in an international project. This international project was a collaboration between Pakistan, the UK and Norway. Collaborative teaching techniques of using literature circles within each class and google circles across the three contexts (online) were used. Twelve participating students from Pakistan were interviewed to explore their reactions to the international study. Students felt that they learnt new things from the use of these innovative methods, were able to learn from foreigners and felt a sense of connectivity to their groups. It is recommended that students from Pakistan be given such exposure to overcome their hesitation. It is recommended that further research be carried out in other contexts as well to determine if the use of such teaching pedagogies can benefit other teachers of literature.</p>


1984 ◽  
Vol 43 ◽  
pp. 6-7 ◽  
Author(s):  
Ethan M. Fishman

The Socratic method was the major pedagogic tool at the first great Western university, Plato's Academy, and continues to be respected, at least in theory, by teachers at our institutions of higher learning. Yet today many of Plato's heirs in the university community seem to hold several perhaps innocent but nonetheless serious misconceptions concerning the Socratic technique. As a political scientist interested in the history of political philosophy, I have developed some thoughts on this subject in response to repeated inquiries by colleagues and students alike.One popular inaccuracy describes the Socratic method as an openended question and answer process. Actually, the Socratic approach has a singular purpose, namely the search for truth, and it is this explicit goal rather than an informal procedure of give and take which distinguishes the Socratic method from other teaching techniques.


Genetics ◽  
2001 ◽  
Vol 158 (2) ◽  
pp. 635-641
Author(s):  
Bina J Mehta ◽  
Enrique Cerdá-Olmedo

Abstract Sexual interaction between strains of opposite sex in many fungi of the order Mucorales modifies hyphal morphology and increases the carotene content. The progeny of crosses of Phycomyces blakesleeanus usually include a small proportion of anomalous segregants that show these signs of sexual stimulation without a partner. We have analyzed the genetic constitution of such segregants from crosses that involved a carF mutation for overaccumulation of β-carotene and other markers. The new strains were diploids or partial diploids heterozygous for the sex markers. Diploidy was unknown in this fungus and in the Zygomycetes. Random chromosome losses during the vegetative growth of the diploid led to heterokaryosis in the coenocytic mycelia and eventually to sectors of various tints and mating behavior. The changes in the nuclear composition of the mycelia could be followed by selecting for individual nuclei. The results impose a reinterpretation of the sexual cycle of Phycomyces. Some of the intersexual strains that carried the carF mutation contained 25 mg β-carotene per gram of dry mass and were sufficiently stable for practical use in carotene production.


Electronics ◽  
2021 ◽  
Vol 10 (6) ◽  
pp. 727
Author(s):  
Moustafa M. Nasralla ◽  
Basiem Al-Shattarat ◽  
Dhafer J. Almakhles ◽  
Abdelhakim Abdelhadi ◽  
Eman S. Abowardah

The literature on engineering education research highlights the relevance of evaluating course learning outcomes (CLOs). However, generic and reliable mechanisms for evaluating CLOs remain challenges. The purpose of this project was to accurately assess the efficacy of the learning and teaching techniques through analysing the CLOs’ performance by using an advanced analytical model (i.e., the Rasch model) in the context of engineering and business education. This model produced an association pattern between the students and the overall achieved CLO performance. The sample in this project comprised students who are enrolled in some nominated engineering and business courses over one academic year at Prince Sultan University, Saudi Arabia. This sample considered several types of assessment, such as direct assessments (e.g., quizzes, assignments, projects, and examination) and indirect assessments (e.g., surveys). The current research illustrates that the Rasch model for measurement can categorise grades according to course expectations and standards in a more accurate manner, thus differentiating students by their extent of educational knowledge. The results from this project will guide the educator to track and monitor the CLOs’ performance, which is identified in every course to estimate the students’ knowledge, skills, and competence levels, which will be collected from the predefined sample by the end of each semester. The Rasch measurement model’s proposed approach can adequately assess the learning outcomes.


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