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Copyright © Rebecca Rehder Wingerden

Pearson Education, Inc., publishing as Person Benjamin Cummings College Board, AP Biology Curriculum Framework 2012-2013

AP Biology Investigative Labs: An Inquiry-Based Approach

Investigation 1: Artificial Selection

AP Biology Investigation 1: Artificial SelectionLearning Objectives • To investigate natural selection as a major mechanism of

evolution • To convert a data set from a table of numbers that reflects a

change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change

• To apply mathematical methods to data from a real population to predict what will happen to the population in the future

• To investigate how natural selection acts on phenotypic variations in populations

• To evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time due to changes in the environment

Copyright © 2012 Rebecca Rehder Wingerden


Rapid Cycling Brassica: aka Fast Plants




Text

Copyright © 2012 Rebecca Rehder Wingerden http://www.fastplants.org/life_cycle/


PreparedOrganized

Thorough

Questioning

AccurateSystematic

Observant



Complete the following before conducting this investigation:

I. Read Investigation 1: Artificial Selection and be ready to prepare growing chambers and plant seeds*.

II. Answer the following PreLab questions in Comp Book:

1. Summarize what you will be doing in this investigation.

2. What is the primary question you will be trying to answer in this investigation?

Copyright © 2012 Rebecca Rehder Wingerden Pre Lab



1 2

3 4

Numbering of quad cells.

Arrangement of materials in quad cells.

seeds

soil

fertilizer

wickquad

Plant Cultivation: First-Generation Plants* Step 1 distilled water


Table 1: Plant Growth Observations P Generation (Day 0 -Day ___ )

Day Date Observations0 __/__ descriptions of growth, picture, etc...

Continue adding rows to your data table, as needed.

Copyright © 2012 Rebecca Rehder Wingerden Data

Cotyledon - two lowermost squarish, two-lobed and rather thick leaves are not true leaves, aka “seed leaves”

Petiole - junction with the main stem to its junction with the lower most leaf vein.

1st leaf vein

1st true leaf

Petiole (with 13 trichomes)

Cotyledon

Cotyledon

Fast Plant Variation


Figure 1: (Selected Trait), P Generation (Group)

1 2

3 4

1a

1 2

3 4

1b

1.5

2.51.6

1.0

0.62.3

1.5

2.3

1.8

2.1

2.8

1.91.0

2.8

2.22.6


(Sample Data)

Table 2: (Selected Trait), P Generation (Group)

plant selected trait

1

2

3

4

5

6

7

8

9

10

etc…to 16



Statistical Analysis of P Generation (Group Data): • Mode: value that occurs most frequently in data set • Median: middle value that separates the greater and the

lesser halves of data set • Mean: sum of all data points divided by number of data points • Range: value obtained by subtracting the smallest

observation (sample minimum) from the greatest (sample maximum).

• Standard Deviation: (SD) measure of the amount of variation or dispersion from the mean (spread of data).

• Standard Error: (SEM) standard deviation of the error in the sample mean with respect to the true mean.

Statistical Analysis

PLEASE highlight your final answers and show your work for these calculations.

Data

Table 3: (Selected Trait), P Generation (Class 5th)selected trait number of individuals


Table 3: (Selected Trait), P Generation (Class 6th)selected trait number of individuals



Graph 1: Frequency Histogram of (Selected Trait), P Generation (Class)

Data

Indicate, with cross-hatching or stippling, the selected parents for F1.

10% of population will be “saved” to produce the F1 generation.

No.

of i

ndiv

idua

ls

(Selected Trait)

Hypothesis ~ Your PredictionMake a Frequency Histogram predicting the outcome of the first generation (F1), approximately 100 individuals. (This will be your hypothesis.)


No.

of i

ndiv

idua

ls

(Selected Trait)

Hypothesis

Graph 2: Frequency Histogram of (Selected Trait) for F1 Generation Prediction (aka hypothesis)

How to make a bee stick...


Day Date Observations0 __/__ descriptions of growth, picture, etc...

Continue adding rows to your data table, as needed.


Table 4: Plant Growth Observations F1 Generation (Day 0 -Day ___ )

Figure 2: (Selected Trait), F1 Generation (Group)


1 2

3 4

1a

1 2

3 4

1b

1.5

2.51.6

1.0

0.62.3

1.5

2.3

1.8

2.1

2.8

1.91.0

2.8

2.22.6

1.3

1.6

1.6

1.6

1.6

(Sample Data)

Table 5: (Selected Trait), F1 Generation (Group)

plant selected trait

1

2

3

4

5

6

7

8

9

10

etc…to 16



Statistical Analysis of F1 Generation (Group Data): • Mode: value that occurs most frequently in data set • Median: middle value that separates the greater and the

lesser halves of data set • Mean: sum of all data points divided by number of data

points • Range: value obtained by subtracting the smallest

observation (sample minimum) from the greatest (sample maximum).

• Standard Deviation: measure of the amount of variation or dispersion from the mean (spread of data).

• Standard Error: (SEM) standard deviation of the error in the sample mean with respect to the true mean.



Table 6: (Selected Trait), F1 Generation (Class 5th)

selected trait number of individuals


Table 6: (Selected Trait), F1 Generation (Class 6th)

selected trait number of individuals



Graph 3: Frequency Histogram of (Selected Trait), F1 Generation (Class)

Data

No.

of i

ndiv

idua

ls

(Selected Trait)


Statistical Analysis of P and F1 Generation (Class Data):

• Standard Deviation: (spread sheet) • Standard Error of the Mean: show your work for

this calculations using the SD calculated in class with spreadsheet.


Data

P Data (Class) mean = sample size = SD = SEM =

F1 Data (Class) mean = sample size = SD = SEM =



Graph 4: Mean (Selected Trait) for P and F1 Generations of Group and Class data

AnalysisPetiole Trichomes

Sele

cted

Tra

it

P Generation F1 Generation

Key Group Data Class Data

Copyright © 2012 Rebecca Rehder WingerdenConclusion

• Restate the purpose of this experiment (What method was used? Include the independent and dependent variables.)

• Restate your hypothesis for this experiment. • Statement that answers the following question, “Do the

results of your experiment support or refute your hypothesis?” This is your CLAIM.

• Then, list and explain, in detail, how the data that you collected led you to your statement. This is the EVIDENCE that supports your CLAIM.

• Include statistical test(s) to support your statement. • Therefore, in conclusion… remember your experimental

purpose.

Conclusion

Please type your conclusion. Comp Book and Conclusion will be DUE on the same day.

ap biology - r. · pdf filecollege board, ap biology curriculum framework 2012-2013 ap...

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