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FlinnPREP™ Inquiry Labs for AP® Biology: Artificial Selection

By: The Flinn Staff

Artificial Selection Advanced Inquiry Lab Kit for AP* Biology
Artificial Selection Advanced Inquiry Lab Kit for AP* Biology
Artificial Selection Advanced Inquiry Lab Kit for AP* Biology
Artificial Selection Advanced Inquiry Lab Kit for AP* Biology
In the Artificial Selection Inquiry Lab Solution for AP® Biology, students explore evolution by observing artificial selection using Wisconsin Fast Plants®, while observing, measuring and characterizing natural variation.

Includes access to exclusive FlinnPREP™ digital content to combine the benefits of classroom, laboratory and digital learning. Each blended learning lab solution includes prelab videos about concepts, techniques and procedures, summary videos that relate the experiment to the AP® exam, and standards-based, tested inquiry labs with real sample data. FlinnPREP™ Inquiry Lab Solutions are adaptable to you and how you teach with multiple ways to access and run your AP® labs.

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Big Idea 1, Investigation 1, Science Practices 1, 2, 5, 7

Can we make intentional changes to an organism that will cause it to evolve? Natural selection is a driving force of evolution—a massive concept that can be difficult to study real-time in a classroom. In this Flinn Inquiry Lab Kit, students easily explore evolution by observing artificial selection using Wisconsin Fast Plants® (Brassica).

The Inquiry Lab Kit begins with a Baseline Activity that allows students the opportunity to observe, measure and characterize the natural variation of traits in a population of Fast Plants. After selecting a trait, students limit the plants that will reproduce and then plant the second selected generation. Analysis of this selected population is used as a starting point for the Opportunities for Inquiry portion of the lab when students are tasked to develop a testable hypothesis and design an experiment that they can plan, discuss, evaluate, execute and finally justify to their peers. Students are provided guiding questions like, “Would altering the environmental conditions affect the rate of survival for plants with a certain characteristic?” and “Could another plant be manipulated through artificial selection to enhance or eliminate a specific trait?” to help inspire the inquiry experiment.

Includes detailed teacher notes, reproducible student handouts and enough materials for eight groups of students to complete the Baseline Activity and to prepare for the inquiry activity.

Wisconsin Fast Plants seeds and a greenhouse with grow lights are required and available separately. A refill kit for the Artificial Selection Advanced Inquiry Laboratory Kit is also available. See the refill kit at FB2085.

Correlation to Next Generation Science Standards (NGSS)

Science & Engineering Practices

Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking

Disciplinary Core Ideas

HS-LS1.A: Structure and Function
HS-LS1.B: Growth and Development of Organisms
HS-LS3.A: Inheritance of Traits
HS-LS3.B: Variation of Traits
HS-LS4.B: Natural Selection
HS-LS4.C: Adaptation

Crosscutting Concepts

Patterns
Cause and effect
Systems and system models
Structure and function
Stability and change

Performance Expectations

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.