Population Studies and Large Data Sets The rapid development and small size of gametophytes (0.5 mm to 3 mm at maturity) allows large populations to be cultured within small petri dishes (60 mm). Millions of gametophytes can be cultured in a very small space, allowing for the participation of large numbers of students. Cultures of hundreds of gametophytes per petri dish allow students to work with populations as well as individuals. This provides experience in sampling techniques and the statistical treatment of data. Both quantitative and qualitative data sets (e.g., growth rate, germination rate, population sex ratio) can be obtained during the 2 to 3 weeks of culture in order to familiarize students with data acquisition, manipulation, and presentation. The importance of sample size can be demonstrated in exercises using both class and individual data. At the same time, it is possible to manipulate individual gametophytes so that controlled matings, both self and cross, are easy to accomplish. Spores from a wide variety of stocks showing wild-type and mutant phenotypes are available. Mutant phenotypes range from striking visual types like polka dot (Fig. 4) to developmental mutants like maleless, dark germinator, and nonetiolated, to types resistant to environmental stresses from agents such as herbicides and salt. In addition to currently available stocks, additional visual and developmental mutants, including types showing altered sperm motility, are under development. Class Kits and Independent Study C-Fern is a versatile teaching tool that can be used in both hands-on investigations and independent, student-initiated research. A number of separate C-Fern kits have been developed for classroom use to highlight several types of investigations. Most kits are based on the rapid development of the gametophyte generation or include early sporophyte development so that the exercises can be completed within 2 to 4 weeks. The rapid development and simple, inexpensive culture requirements also make C-Fern an exceptionally useful organism for independent research projects. Students can use a variety of approaches to address many types of questions. The ability to work with large populations and to control experimental conditions enhances the ability to design and carry out meaningful projects.

Editor's Note: The C-Fern Manual and C-Fern Laboratory Investigations have been developed jointly by Drs. Leslie G. Hickok and Thomas R. Warne with support from the National Science Foundation and The University of Tennessee. In addition, valuable advice and outstanding technical support were provided by Stephenie Baxter. Further Resources Banks, J. A. 1997. Sex determination in the fern Ceratopteris. Trends in Plant Science 2: 175. Chasan, R. 1992. Ceratopteris: A model plant for the 90s. Plant Cell 4: 113. Hickok, L. G., T. R. Warne, and R. Fribourg. 1995. The biology of the fern Ceratopteris and its use as a model system. International Journal of Plant Science 156: 332. Raghavan, V. 1989. Developmental Biology of Fern Gametophytes. Cambridge University Press, NY. Renzaglia, K. S., T. R. Warne, and L. G. Hickok. 1995. Plant development and the fern life cycle using Ceratopteris richardii. American Biology Teacher 57: 438. Renzaglia, K. S. and T. R. Warne. 1995. Ceratopteris: An ideal model system for teaching plant biology. International Journal of Plant Science 156: 385. Web Site "The C-Fern Web Site": http://www.bio.utk.edu/cfern/

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