Question map
Consider the following statements : 1. Some mushrooms have medicinal properties. 2. Some mushrooms have psychoactive properties. 3. Some mushrooms have insecticidal properties. 4. Some mushrooms have bioluminescent properties. How many of the above statements are correct?
Explanation
The correct answer is Option 4 (All four) because mushrooms, representing a diverse group of fungi, possess a wide array of biological and chemical attributes as described in all four statements.
- Medicinal Properties: Many mushrooms, such as Reishi (Ganoderma lucidum) and Shiitake, are used in traditional and modern medicine for their immune-boosting, anti-inflammatory, and anti-cancer properties.
- Psychoactive Properties: Certain species, popularly known as "magic mushrooms" (e.g., Psilocybe cubensis), contain compounds like psilocybin that induce hallucinogenic effects.
- Insecticidal Properties: Some fungi act as natural biopesticides. For instance, Cordyceps and certain Agaricus species produce metabolites that are toxic to specific insects.
- Bioluminescent Properties: Over 100 species of mushrooms, such as Omphalotus olearius (Jack-o'-lantern mushroom), exhibit bioluminescence, emitting a greenish light through enzymatic reactions involving luciferase.
Since documented scientific evidence exists for each category, all four statements are factually correct.
PROVENANCE & STUDY PATTERN
Full viewThis is a 'General Awareness' question disguised as technical biology. While standard books define fungi, the specific properties (bioluminescence, insecticidal) come from nature documentaries (like 'Fantastic Fungi') or science columns. It tests your acceptance of nature's infinite diversity rather than rote memorization.
This question can be broken into the following sub-statements. Tap a statement sentence to jump into its detailed analysis.
- Explicitly identifies 'medicinal mushrooms' and links them to bioactive/therapeutic effects.
- Cites medicinal mushrooms as a source of antitumor and immunomodulatory compounds, directly supporting medicinal properties.
- Directly names a review on 'Medicinal mushrooms' and their therapeutic properties and medical usage.
- Gives examples of specific bioactive molecules (e.g., an antifungal peptide) from edible mushrooms, showing medicinal activity.
- References immunomodulating and anticancer agents found in macrofungi, indicating medicinal biochemical activity.
- Mentions clinical effects and medicinal properties of specific culinary-medicinal species (e.g., Agaricus blazei).
Defines fungi (which include mushrooms) as a distinct biological group and lists mushrooms as familiar examples of saprophytic fungi.
A student can treat mushrooms as a biological source similar to plants/organisms that are surveyed for useful compounds and therefore ask whether some species yield medicinal compounds.
Explicitly lists fungi (bread moulds, yeast, mushrooms) as examples, connecting mushrooms to other well-studied microbes/organisms.
Knowing mushrooms are studied alongside other fungi, a student could look for known bioactive products from fungi (analogy with antibiotics from molds) to test the claim.
Suggests practical human interaction with mushrooms (microscopic study and cultivation), implying they are of economic/biological interest.
Because mushrooms are cultivated and examined, a student could investigate those cultivated species for traditional or modern medicinal uses.
Gives a pattern that many plant parts are used as raw materials for medicines and lists many species with medicinal roles.
Using the general rule that diverse organisms (plants) provide medicines, a student could extend the search to other organism groups such as fungi (mushrooms) for analogous uses.
Provides multiple concrete examples of widely used medicinal species and their properties, illustrating the common practice of deriving medicines from non-animal organisms.
By analogy with listed medicinal plants, a student could check ethnobotanical or pharmacological sources to see if mushrooms are similarly used in traditional/local medicine.
- Directly names the topic 'Psychoactive mushrooms' and states that mushrooms with psychoactive properties have historical roles.
- Shows an explicit claim that some mushrooms possess psychoactive properties in cultural/medical contexts.
- Explicitly discusses 'mushrooms with psychoactive properties' and associated poisoning risks, treating them as a distinct group.
- Lists specific species known for neurotropic/psychoactive effects (e.g., Amanita muscaria, Psilocybe semilanceata), directly supporting the statement.
- Describes the 'bemushroomed state' (visions, mystical experiences, ego dissolution), indicating psychoactive effects produced by some fungi.
- Notes that the ability to produce such altered states 'varies from mushroom species to mushroom species', supporting that some species are psychoactive while others are not.
Identifies mushrooms as members of fungi alongside other varied organisms (bread moulds, yeast), implying fungi is a broad group with many different species and traits.
A student could use the fact that 'fungi' is diverse to infer some species might produce specialised chemical compounds (including psychoactive ones) and then look up which fungal species produce such compounds.
States there is maximum diversity of fungi in specific regions (Western Ghats, eastern and western Himalaya), showing geographic variation in fungal species.
One can use this geographic diversity clue with a map or regional mycological lists to check whether known psychoactive species occur in those biodiversity hotspots.
Encourages examining internal structure of different parts of mushrooms and learning cultivation steps, highlighting that mushrooms differ anatomically and chemically and can be intentionally grown.
A student could extend this by investigating which structural parts contain bioactive compounds and whether cultivated species include those known to be psychoactive.
Notes mushrooms commonly grow on dead plants/trees during the rainy season, indicating habitat and seasonality influence where and when different species appear.
Using this habitat/season pattern plus local field guides, a student could target searches for atypical species (potentially psychoactive) in those contexts.
Includes mushrooms in an exercise classifying organisms by feeding habits, stressing they are non-photosynthetic heterotrophs with varied ecological roles.
Knowing mushrooms metabolically differ from plants, a student might infer they synthesize diverse secondary metabolites and then check whether some of these are psychoactive.
States fungi can live as parasites on other living bodies (hosts), implying some fungi interact antagonistically with other organisms.
A student could extend this by noting some parasitic fungi attack insects (using basic biology knowledge) and so may produce compounds that kill or disable insects.
Describes parasitic nutritive strategy used by a wide variety of organisms, highlighting that organisms evolve ways to exploit/affect other species.
One can infer that among parasitic organisms there may be species-specific agents (including fungi) that harm insects, meriting targeted tests of mushrooms against insect pests.
Encourages examining internal structure of mushrooms and learning cultivation steps, pointing to practical study and experimental access to mushrooms.
A student could cultivate candidate mushroom species and prepare extracts to bioassay for insecticidal activity in the lab or field.
Explains that pest danger is reduced by using plant protection chemicals (insecticides) as a recognised control strategy.
Using this framework, a student could consider fungal-derived compounds as alternative 'plant protection' agents and compare their efficacy to conventional insecticides.
Gives a clear definition of bioluminescence as light produced by a chemical change in living organisms.
A student can use this definition to test mushrooms: observe whether any mushrooms emit light without heat or look for reports that identify a chemical light-producing reaction in fungi.
States that mushrooms are fungi — a category of non-green living organisms that grow on dead or living organic matter.
Knowing mushrooms are living organisms, a student could apply the bioluminescence definition to ask whether any members of this biological group display light emission.
Notes mushrooms commonly grow on dead plants/trees and are observable in the field (rainy season).
A student could use this ecological detail to search or observe nocturnally in habitats (dead wood, forests) where glowing organisms might be noticed on mushroom fruiting bodies.
Suggests studying internal structure and cultivating mushrooms in a lab or school setting.
A student could extend this by cultivating or examining mushrooms under controlled conditions to check for intrinsic light emission or perform simple observational tests at night.
Lists mushrooms among examples of fungi and highlights fungi as heterotrophic organisms with varied physiologies.
A student could infer that, since fungi show diverse physiological traits, some species might possess the biochemical capability for light production and seek species-specific reports or observations.
- [THE VERDICT]: **Sitter disguised as a Bouncer**. While the specific facts seem obscure, the phrasing 'Some mushrooms...' makes it a logic-based question. Source: General Science/Nature Documentaries.
- [THE CONCEPTUAL TRIGGER]: **Kingdom Fungi & Economic Importance**. The syllabus covers 'Biodiversity' and 'Application of Science in everyday life'.
- [THE HORIZONTAL EXPANSION]: **Fungal Superstars**: 1. *Cordyceps* (Keera Jari) = Insecticidal + Medicinal (Himalayan Viagra). 2. *Psilocybe* = Psychoactive (Magic Mushrooms). 3. *Ganoderma* (Reishi) = Medicinal (Immunity). 4. *Mycena chlorophos* = Bioluminescent (Foxfire). 5. *Penicillium* = Antibiotic source (Fungi, not mushroom, but related).
- [THE STRATEGIC METACOGNITION]: **The 'Some' Heuristic**. In Biology/Environment, proving a 'Some' statement false requires knowing *every* species in existence. Since you cannot prove 'No mushroom glows,' and nature is diverse, you must assume the possibility is TRUE. Always bet on biodiversity.
Mushrooms are fungi (non-green, lacking chlorophyll) and not plants, so medicinal claims about mushrooms must be evaluated in fungal, not plant, biological context.
High-yield for UPSC biology/geography intersections: distinguishes classification, physiology and ecological roles of fungi vs plants; helps answer questions on biodiversity, resource use and medicinal sources by preventing category confusion. Useful for questions on biological classification, ecosystem services and conservation policy.
- Environment, Shankar IAS Acedemy .(ed 10th) > Chapter 9: Indian Biodiversity Diverse Landscape > 2. Fungi: > p. 156
- Science , class X (NCERT 2025 ed.) > Chapter 5: Life Processes > 5.2.2 Heterotrophic Nutrition > p. 84
Medicinal resources are recorded by specific taxa and usable parts (leaves, roots, bark, etc.), so assessing a claim about medicinal mushrooms requires comparable documentation of species and parts used.
Important for UPSC topics on traditional medicine, ethnobotany and natural resource management: teaches aspirants to look for taxon-level evidence and specific plant/organ uses when evaluating medicinal claims; links to questions on healthcare, biodiversity and sustainable use.
- Geography of India ,Majid Husain, (McGrawHill 9th ed.) > Chapter 5: Natural Vegetation and National Parks > 6. Medicinal Herbs and Plants > p. 26
- CONTEMPORARY INDIA-I ,Geography, Class IX . NCERT(Revised ed 2025) > Chapter 5: Natural Vegetation and Wildlife > MEDICINAL PLANTS > p. 43
- Environment and Ecology, Majid Hussain (Access publishing 3rd ed.) > Chapter 12: Major Crops and Cropping Patterns in India > List of Spices > p. 81
Understanding mushroom structure, examples and cultivation pathways is necessary to evaluate their biological properties and potential utility, including any medicinal applications.
Useful in questions on agricultural diversification, rural entrepreneurship and biotechnology: knowing mushroom biology and cultivation connects biodiversity knowledge to livelihood and industry policy questions and enables evaluation of claims about their uses.
- Science ,Class VIII . NCERT(Revised ed 2025) > Chapter 2: The Invisible Living World: Beyond Our Naked Eye > Discover, design, and debate > p. 27
- Science , class X (NCERT 2025 ed.) > Chapter 5: Life Processes > 5.2.2 Heterotrophic Nutrition > p. 84
- Environment, Shankar IAS Acedemy .(ed 10th) > Chapter 9: Indian Biodiversity Diverse Landscape > 2. Fungi: > p. 156
Mushrooms belong to the fungal kingdom, which are non-photosynthetic organisms lacking chlorophyll and often non-differentiated in form.
High-yield for ecology and biodiversity questions: understanding what fungi are helps answer questions on classification, conservation and biogeography (e.g., diversity patterns). It links to plant and microbial kingdoms and to syllabus areas on biodiversity and ecosystems.
- Environment, Shankar IAS Acedemy .(ed 10th) > Chapter 9: Indian Biodiversity Diverse Landscape > 2. Fungi: > p. 156
Mushrooms obtain nutrients heterotrophically, frequently as saprophytes that decompose dead organic matter or sometimes as parasites on hosts.
Important for questions on nutrient cycling, decomposition, waste management and ecosystem services; connects ecology with topics on soil health, agriculture and environmental management.
- Science , class X (NCERT 2025 ed.) > Chapter 5: Life Processes > 5.2.2 Heterotrophic Nutrition > p. 84
- Science ,Class VIII . NCERT(Revised ed 2025) > Chapter 12: How Nature Works in Harmony > 12.6 What Happens to Waste in Nature? > p. 200
- Environment, Shankar IAS Acedemy .(ed 10th) > Chapter 9: Indian Biodiversity Diverse Landscape > 2. Fungi: > p. 156
Mushrooms have identifiable internal structures and there are practical steps for their cultivation and study.
Useful for questions on agricultural diversification, rural entrepreneurship and allied-sector livelihoods; links biology with small-scale industry and technology adoption topics.
- Science ,Class VIII . NCERT(Revised ed 2025) > Chapter 2: The Invisible Living World: Beyond Our Naked Eye > Discover, design, and debate > p. 27
- Science ,Class VIII . NCERT(Revised ed 2025) > Chapter 12: How Nature Works in Harmony > Activity 12.5: Let us classify > p. 198
Mushrooms are fungi that grow as saprophytes or parasites and interact with other organisms, a basis for understanding biological activities such as toxic or deterring compounds.
High-yield for ecology and biodiversity questions: explains fungal ecological roles, pathways for biochemical interactions with other species, and frames questions on biological control or toxin production. Connects to topics on ecosystem functioning, species interactions, and potential uses of organisms in pest management.
- Environment, Shankar IAS Acedemy .(ed 10th) > Chapter 9: Indian Biodiversity Diverse Landscape > 2. Fungi: > p. 156
- Science , class X (NCERT 2025 ed.) > Chapter 5: Life Processes > 5.2.2 Heterotrophic Nutrition > p. 84
Yarsagumba (Cordyceps sinensis) or 'Keera Jari'. It is a fungus that parasitizes caterpillars (Insecticidal) and is highly valued in Traditional Chinese Medicine (Medicinal). It is found in the Indian Himalayas and is a frequent current affairs topic due to illegal trade.
Apply the **'Biological Plausibility' Test**. Ask: 'Is this biologically impossible?' (e.g., 'Some mushrooms perform nuclear fusion'). If not impossible, and the quantifier is 'Some', mark it Correct. Bioluminescence, toxins, and drugs are common biological traits. Therefore, [D] All four is the statistically safest bet.
Link to **Biodiversity Heritage & IPR (Mains GS3)**. Fungi with these unique properties are prime targets for **Biopiracy**. This connects to the **Nagoya Protocol** on Access and Benefit Sharing (ABS), ensuring indigenous people get royalties if pharma companies patent these mushroom compounds.