BIOLOGY: ESSENTIALS >LL< W/ CONNECT
BIOLOGY: ESSENTIALS >LL< W/ CONNECT
3rd Edition
ISBN: 9781260635379
Author: Hoefnagels
Publisher: MCG
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Chapter 16, Problem 6WIO
Summary Introduction

To determine:

The similarities and differences between the spores of ferns and the seeds of higher plants.

Introduction:

Ferns are seedless vascular plants, which are reproduced by the production of several types of spores. They do not make fruits, and live in a dark and moist climate. Ferns are examples of pteridophytes.

Summary Introduction

To determine:

The proportion of fern spores that would be likely to survive long enough for the reproduction.

Introduction:

Ferns belong to the category of seedless vascular plants and are able to undergo the process of reproduction by the production of several types of spores. They are unable to make fruits, and live in dark and moist climate of colder regions. Ferns are examples of pteridophytes.

Summary Introduction

To determine:

The factors that decide whether a spore will produce a new fern plant.

Introduction:

The members of ferns are reproduced by various types of spores and possess vascular system. They do not make fruits, and live in a dark and moist climate. Ferns are examples of pteridophytes.

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Question #3: In the KeyGene paper, the authors state that it would be useful if pollen from an apomict would transmit apomixis-inducing genes to the female in the cross (assuming the pollen is viable). Assuming there was just one gene conferring gametophytic obligate apomixis, and that the two parents are inbreds, what would be the consequences of such a cross if: a) The apomixis was a dominant trait? Indicate the genotypes and phenotypes (apomict or non- apomict) of the parents, F1 and F2 generations. Remember to include the expected genotypic and phenotypic ratios (or percentages) in the F1 and F2 generations, and to position the female first (left side) in the parental cross. b) The apomixis was a recessive trait? Indicate the genotypes and phenotypes (apomict or non- apomict) of the parents, F1 and F2 generations. Remember to include the expected genotypic and phenotypic ratios (or percentages) in the F1 and F2 generations, and to position the female first (left side) in the…
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