C-Fern Lab Report

I have been swamped with work as the end of my chemistry, biology, and anatomy courses approaches!

In lieu of a new Blog post, I am publishing my lab report for the C-Fern experiment. Enjoy! (My baby sporophytes are thriving happily in their water bottle terrarium!)

Interested in learning more about C-Ferns? Follow this link.


I. Description of Observations

a. First Period (Day 0)
On the first day of the C-Fern experiment we used pipettes to transfer spores (in solution) from their original container to prepared petri dishes with agar growing medium. Using the dropper, we placed three drops onto the agar, and then used a sterile spore spreader to distribute them across the surface. With our dish labeled and placed into the plant receptacle, we were done.

b. Second Period (Day 5-7)
By the second lab period the spores had begun to grow. We had some of different sizes and shapes, but most were similar to the “mitten hand” or heart shaped silhouette. This lab day was primarily about observation and identification of recognizable structures, such as rhizoids.

c. Third Period (Day 10-14)
The third lab period was the most exciting! On this day we used a mere five drops of sterile water to flood our gametophytes and induce sexual reproduction. At first nothing seemed to happen, but with a better-focused microscope it was possible to see improbably small dark dots whizzing around the dish. These sperm were using water to make the arduous trek from the antheridia to the archegonia. They appeared to dance about with a meandering pathway, but ultimately wound up figuring out where to go. In a few minutes the activity slowed down as most of the sperm that had been released found their way to the archegonia.

d. Fourth Period (Day 19-21)
By the fourth lab period, most of the gametophytes had eggs that had been fertilized by sperm. It was possible to add more sterile water and release a few more sperm to make their liquid voyage, but most were already safely docked in the archegonia. From this point forward we hydrated and observed the growth of the sporophyte plants. I am very proud of our baby C-ferns! I placed some of the plants I took home into a small water bottle terrarium, and am keeping them moist with deionized water. My sporophytes have continued to slowly grow in size.

II. Description of the Fern Life Cycle

We began our observation of the fern life cycle with haploid spores. These single cells germinated and became multicellular gametophytes. The gametophytes, in turn, produced male and female gametes (sex cells). With the presence of water it was possible for the male gametes, sperm, to leave the antheridia and travel to the eggs in the archegonia. There fertilization was completed, and the diploid sporophyte was born. Once mature, the sporophytes are capable of producing the haploid spores via meiosis, completing the cycle.

III. Questions regarding the experiment

a. How do sperm find and reach the egg in the archegonium?

The sperm uses chemotaxis to locate the archegonia, and it requires water so that it can swim to reach the eggs.

b. Why do gametophytes die after the sporophyte starts to grow?

The young sporophytes predate the gametophytes as a nutrient source when they are first developing.

c. What factors would influence self-fertilization of hermaphroditic (bisexual) gametophytes versus cross-fertilization from the male gametophyte in the archegonium on the hermaphroditic gametophyte?

Cross-fertilization is encouraged by the separation of antheridia and archegonia on the hermaphroditic gamete. Self fertilization might be more likely to occur in the absence of male only gametophytes, or if individual hermaphroditic gametophytes were isolated.

d. What are the genetic consequences of sporophytes produced from self-fertilization or hermaphroditic (bisexual) gametophytes versus cross-fertilization from the male gametophyte in the archegonium on the hermaphroditic gametophyte?

Subsequent generations of self-fertilized plants would lack genetic variation, leading to potentially damaging mutations. The descendants of cross-fertilized gametophytes would have a richer genetic library from which to select traits for long-term survival.

Body/ Organ/ Environment Donation

 I was chatting with a fellow dance teacher this evening, and laid out my developing plans for the disposal of my body after my death. (Yes, sometimes these things come up in conversation!)

Here's the plan: 1) whole body donation if possible, preferably to an academic setting; 2) organ donation (if whole body donation is not possible); 3) cremated remains from organ donation (or if organ donation is not possible) added into artificial coral reef structures. Oh, I almost forgot: a fun party with a video/ slideshow picture tribute. I'd like to know that my loved ones will celebrate my life!

I just downloaded forms from Science Care, an accredited company for whole body donation. There is a clause in there that specifies my remains would not be put on public display. That reminded me of the Bodies Exhibition. Hmmm. . . now there are some truly expert dissections, and what a way for a performer to keep an audience!

I've been an organ donor since getting my first drivers license. You can find some more information on becoming a donor at OrganDonor.gov or at Donate Life America's website (look for their flags flying across the country during their "Flags Across America initiative" this month).

I have also requested information from Eternal Reefs. (I chose the treeless download option, rather than having them mail me copies of the documents.) They have a "Pearls are for Pets" pet cremation program, too!

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Update 4/12/09: I asked the Eternal Reefs Company about options concerning organ and whole body donations, here is their reply:

"Thank you for your interest in Eternal Reefs.

We frequently have Eternal Reefs for people who have either donated organs
or their bodies. In the case of those who donate their bodies, I believe
that all of the medical schools have the bodies cremated when they are done
using them and will offer to return the remains to the family or to scatter
the remains on the families behalf. If there are schools that do something
different I am unaware of them. You could instruct your family and the
school you are donating to that this is what you would like to have done
with your remains.

We also cast Eternal Reefs without any remains at all if the family has done
something else already, or if the person had been buried but liked the idea
of having a living memorial that would benefit future generations.

Please let me know if you have any other questions."

You Know You're A Science Nerd If. . .

It's been mainly more of the same this week. Had an Anatomy Test Tuesday. Burning CD's for my ballet and tap students as they bring them in for me. Quiz in Anatomy lab tomorrow. Chem test coming up next week on carbohydrates, lipids, and proteins. But I am going to take much of this weekend off to relax and actually spend some time with my beloved!

You know you are a science nerd when you are walking through downtown streets wearing your Starfleet Academy t-shirt and carrying a petri dish in your hand which contains baby ferns that you germinated in a biology lab.

You also know you are a science nerd when you start admiring your KitchenAid mixer for its resemblance to a microscope! (You even carry them in a similar manner. Please tell me you see it, too!)