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| C O N T E N T S |
| C-Fern Home |
| Web Manual |
| Introduction C-Fern Nutrient Medium Culture Conditions Gametophyte Culture Gametophyte Observations Sporophyte Culture Spore Mutagenesis Bibliography |
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Light Stand Growth Pod DNA Extraction C-Fern T-shirt Who's Who Selection and mutants Media formulation error Image gallery |
| Web Journal |
| Educational Resources |
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National Science Standards Gametophyte development Student research questions Research in the classroom Research with C-Fern Brief description of C-Fern C-Fern manipulation Root tropism? |
| Frequently Asked Questions |
| Workshop and Exhibit Schedule |
| Educational
Materials |
| Investigations Mutant & wild type spores Manual & Culture Instructions Supplies - Domes, media |
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| Development
of C-Fern is supported by the National Science Foundation (NSF-DUE) |
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Copyright
© 1997-2000
Thomas R. Warne and Leslie G. Hickok. All rights reserved. |
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Teaching With C-Fern Classroom Research Using C-Fern Large
Data Sets, Qualitative and Quantitative Analyses
Many developmental responses or events are easily quantified by counting or measuring using simple tools, e.g., grids, rulers, counters. For example, the percentage of germinated spores can be easily determined by counting the number of spores with protruding rhizoids relative to the total number of spores in a given sample. This initial discrete developmental stage can be used descriptively as well as to quantify the effect of external influences on gametophyte development; for example, the effect that temperature, chemicals, or light have on development. By assessing and graphing germination over time, students can gain insight into description of a population response and developmental asynchrony. Careful observation of C-Fern gametophyte development over time can serve as prelude to more focused questions concerning the nature and origin of the two sexual types. Why are there two types? How do they arise? How are frequencies of the two types regulated? These and other student generated hypotheses and questions can lead to experimental approaches addressed by collecting data on the percentage of sexual types under particular or defined environmental conditions. For example, what would be the sexual phenotype of an individual spore grown in isolation? What is the sex ratio within populations grown at different densities? Using these types of simple questions and others, students can derive and carry out a series of experiments that help explain fundamental developmental processes. Because hermaphroditic gametophytes are morphologically simple, essentially two-dimensional and develop from a localized notch meristem, their growth pattern is highly predictable and easily measured. Direct and meaningful estimates of growth can be based on linear measurements of gametophytes. Linear measurements correlate well with gametophyte area and thus can be used to examine plant growth responses to any number of conditions or treatment variables. Questions for Independent Student Research Root Tropism? - Is it Real? Return to Research in the Classroom C-Fern Educational Materials are available through Carolina Biological Supply Company, P.O. Box 6010. Burlington, NC 27216-6010 at 1-800-334-5551. For Technical Support, questions about products or their use contact 1-800-227-1150. |
