Identify a rooted stem cutting as asexual propagation
Separate a vegetative piece, rooting and a new independent plant.
Section B15.1 · Asexual reproduction
Mapped to the named 0654 section using teaching from the corresponding single-science course. A 0654-specific review of every Core and Supplement objective is still in progress. Written practice is self-checked; it does not demonstrate supervised laboratory competence or award an official Cambridge grade.
Before you begin
- Recall cells, DNA, inherited characteristics and the distinction between growth of an organism and production of offspring.
Work on paper. Try each question before revealing help, and explain why your method works.
Quick readiness check
What supplies the new plant’s genetic information in the cutting model?
What you will learn
- Follow a cutting-to-plant sequence
- Distinguish cloning from selecting a new genotype
Identify a rooted stem cutting as asexual propagation
| Feature | Meaning |
|---|---|
| Source | Vegetative tissue from one donor |
| Sequence | Stem piece, root formation, independent growth |
| Genetic role | Multiply the selected genotype |
| Limits | Rooting and disease-free status need separate evidence |
Follow a cutting-to-plant sequence
A stem cutting is a piece taken from a parent plant that can develop roots and shoots under suitable conditions. When it becomes an independent plant, it is an artificial or human-assisted example of vegetative asexual propagation. Its genetic information is copied from one parent in the ordinary no-mutation model, rather than mixed by gamete fusion.
The diagram begins with a vegetative stem section containing a viable growing region, then shows root formation and subsequent plant growth. Not every loose leaf or damaged stem piece will establish. Success depends on plant type, tissue condition and growing conditions. The written exercise supplies successful rooting rather than promising a universal cutting method.
Distinguish cloning from selecting a new genotype
Taking cuttings from a chosen plant reproduces its genotype; it does not by itself combine two parents’ alleles or create a newly selected genotype. Choosing the donor plant and multiplying its existing genotype are separate decisions. A grower may first choose a plant with useful inherited traits and then propagate it by cuttings to preserve that combination.
A cutting may still carry disease from a donor, and genetically similar cuttings may share susceptibility. Asexual origin is not a guarantee of disease-free material or identical final yield. This lesson identifies the propagation mechanism; the later crop lessons discuss the tradeoffs. No unsupervised cutting tools or microbial culture are needed for the supplied sequence task.
Sources for this lesson
Pause and explain
Does taking a cutting automatically combine two donor genotypes?
Worked example
A grower roots a stem piece from one chosen plant. What reproductive mechanism and genetic relationship are supplied?
Show the worked solution
- The new plant comes from one vegetative parent.
- The no-mutation copying model preserves the chosen genotype.
Answer Asexual propagation by a stem cutting; the rooted plant is genetically identical to the donor in the stated model.
Try a topic test
Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.
Test this topic →From guided practice to a new situation
Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.
Identify the reproductive method in a supplied rooted stem-piece sequence.
Give me a hint
The material is vegetative tissue, not a fertilised seed.
Compare my reasoning
- The stem piece comes from one parent.
- It roots and grows into a plant.
Artificial vegetative asexual propagation by a stem cutting.
Look for these in your work
- Name stem cutting
- State asexual vegetative origin
Explain why choosing a donor and taking cuttings are separate operations.
Give me a hint
One selects a genotype; the other multiplies it.
Compare my reasoning
- The grower chooses the donor with desired traits.
- Cuttings preserve and multiply that donor genotype in the model.
Choosing selects the donor genotype; taking cuttings multiplies that existing genotype rather than automatically creating a new one.
Look for these in your work
- Separate selection from propagation
- Retain genotype-copying relationship
A rooted cutting from an infected donor is genetically identical to it. Does genetic identity prove that the cutting is disease-free?
Give me a hint
Pathogen status and genotype are different facts.
Compare my reasoning
- Infection can be carried in propagated material.
- A clone label does not establish pathogen freedom.
No. Genetic identity does not establish disease-free status; infected donor material can carry infection into propagated plants.
Look for these in your work
- Separate genotype and infection
- Reject disease-free guarantee
Common mistakes
- Treating propagation as automatic creation of a new genotype.
- Assuming every tissue piece roots successfully.
What can you explain now?
Does taking a cutting automatically combine two donor genotypes?
Compare with the explanation
No; it copies the selected donor genotype in the model
Selecting and multiplying are different steps.
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Make it stick
Identify a stem cutting and distinguish selecting a donor genotype from multiplying it.
If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.