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The Genetics of Drosophila Eye Color—Inquiry Lab Kit for AP® Biology

By: Kathy Van Hoeck, York High School, Elmhurst, IL

Item #: FB2046 

Price: $46.95

In Stock.

In the Genetics of Drosophila Eye Color Inquiry Lab Kit for AP® Biology, separate and identify pigments In the wild-type and mutant Drosophila, fruit flies.

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This item can only be shipped to schools, museums and science centers

Product Details

Big Idea 1, Science Practices 1, 3, 4, 5, 6 

Drosophila melanogaster
, fruit flies, traditionally have brick-red colored eyes. However, some mutations cause their eyes to be different colors—even white! In this Flinn Evolution Inquiry Lab Kit, students determine which pigments are present or missing in the wild-type and mutant Drosophila. Students will separate and identify the pigments by creating chromatograms using paper chromatography. 

Includes detailed teacher notes, reproducible student handouts and enough materials for eight groups of students to complete the activity. To perform the activity as written, the following strains of Drosophila are required—wild-type, white-eyed, sepia-eyed and scarlet-eyed. The brown-eyed mutant may also be used as an optional extension to the activity. Adult fruit flies are required for this activity. Please order Drosophila two to three weeks before use as mature adult Drosophila are required for the activity.


Materials Included in Kit: 
Aluminum foil, regular, full roll, 12" x 25 feet roll
Ammonium hydroxide solution, 3 M, 120 mL
Isopropyl alcohol, 70%, 100 mL
Lullafly solution, 15 mL
N-propyl alcohol, 100 mL
Chromatography sheet, 20 x 10 cm, pkg/15
Cotton balls, pkg/100
Foam tipped applicators, polypropylene shaft, 3", 8
Foil barrier bag, 4½" x 3" x 12" x 4.3 mil nylon
Pins, dissection, 10

Live Material: LM1115 Wild-type Drosophila (+), LM1117 White (w) Recessive Drosophila, LM1125 Sepia (se) Recessive Drosophila, LM1245 Scarlet (st) Recessive Drosophila, LM1244 Brown (bw) Recessive Drosophila (optional).

Additional Materials Required: 600-ml beakers, forceps, 100-mL graduated cylinder, stirring rod, UV light source.

*Advanced Placement and AP are registered trademarks of the College Board, which was not involved in the production of, and does not endorse, these products.

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
Constructing explanations and designing solutions
Obtaining, evaluation, and communicating information

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

Cause and effect
Scale, proportion, and quantity
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-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
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-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.