Mikayla Eshleman

Wisconsin Fast Plants Experimental Report

April 19, 2016
Introduction:

Describe the basic WFP Life Cycle and include a visual that
supports this (cite reference)
o The Wisconsin fast pant grows to full adult stage in 28 days
on average. In days 1-2 germination occurs where the seed
is takes water and crakes the seed coat. In day 3 the stem
or hypocotyl goes through soil with the seed leaves or
cotyledons. Day 4 the stem becomes longer and starts
reaching towards light while the roots grow downwards and
place seedling strongly within the soil. During days 5-8
leaves and stem grow from the top of the plant called
shoot meristem. The root hairs also grow and absorb the
water and nutrients for plant. Days 9-13 the plant starts
reproduction and begins flower development coming from
shoot meristem. Days 18-20 the fertilized eggs inside
plants pistils grow and develop into new seeds. Pistil
swells and becomes seed pod or fruit which has several
seeds inside. Day 21-40 the flower petals fall off and seed
pods wait until they are germinated and become new
plant.

o
Describe why WFP is an ideal model organism for genetics
studies?

Mikayla Eshleman

o The Wisconsin fast plant is the ideal organism for genetics

because they grow so fast, and in class time is always
something to be worried about. You are able to go through
a whole generation. They are also easy mess wise, and
dont require much and what they do most can be bought
at super market.
What are the various mutations and phenotypes that can be
used in WFP experiments (cite reference)?
o Wisconsin fast plants common phenotypes are purple
stems which is produced by anthocyanin or ANL vs. anl
(non-purple stems). The pant also produces different leave
colors. The yellow-green (ygr) gene determines whether
the leaves will be yellow green which is ygr homozygous
recessive or green which is dominate.
General description of how to grow and care for WFP (cite
reference).
o Wisconsin fast pants need a water wick which allows them
to acquire water all times of the day, as well as sun light
full time. The sun light is provided by the UV lights. For
ample growth the plants should be placed in a room with a
constant temperature of 65-78 degrees F and be provided
fertilizer. A general timeline of growth and when to care for
your plants go as followed: Before planting make nutrient
solution, make growing system which includes the water
wick and potting soil mixture, then plant the seeds. After
seeds are planted place under light in a monitored
temperature. Four days later trim the plants so only the
two strongest are left to prevent crowding. Tend to plants
to make sure water level is high and light is working until
days 15-17 where pollination occurs. On day 18 cut off any
new flowers or buds. Continue to tend to plants until day
37 when you stop watering the plants, a week later cut off
seed pods. Next you will harvest the seeds.

Methods:

Outline the overall experimental objective and design.

o Objective of this experiment is to see the generation of
Wisconsin fast plants and to observe their phenotypes to
understand the genotypes. Start by growing parent plants,
fertilize the plants and grow new seeds. Once seeds are
fertilized dry out the parent plants until seeds are fully
developed. Once seeds are ready in stoma release and
grow new generation of plants.

Mikayla Eshleman

Describe the exact procedure you followed and on which days

you did what.
o February 4th- Planted Wisconsin fast plant seeds. Three
seeds in each pod as well as fertilization seeds, eight pods
were planted. The plants were placed on a water wick and
placed under light all day and night.
o February 9th (Day 5 after planted)- All eight pods produced
two and some three stems around one inch tall. The stems
include two leaves on the top, some small put still present.
We pinched off the smallest and weakest stem so each pod
only had two stems.
o February 16th (Day 12 after planted)- The stems have
grown two to three inches. Added spindles to help plant
stems grow upright and tall. The leaves started to get
larger as well and buds started to form on top of plant.
o February 18th (Day 14 after planted)- Stems have gotten a
little taller and started to see budding of flowers.
o February 25th (Day 21 after planted)- The plant is now 8-10
inches tall. They have produced yellow flowers, some of
the leaves have died. Pollinated today with a que-tip, the
que-tip acting as a bee moving the pollen from the sperm
to another plants eggs. Pollinated all the plants.
o March 1st (Day 26 after planted)- The plant is now about a
foot tall and leaves and flower petals are starting to fall off.
Pollinated again today.
o March 15th (Day 40 after planted)- Began to dry plants out,
dumped out water of water wick container. The stoma pod
as grown around a 1.5 to 2 inches where the seeds are
being grown. All the flowers are mostly gone.
o March 31st We removed the seeds from the stoma pods,
then stuck the seeds on a wet paper in a petri dish and
placed back in a tub filled half with water.
o April 5th and April 7th- Sorted the new budding plants based
of their phenotypes of green purple, yellow purple, green
non-purple, or yellow non-purple.

Results:

Include observations/notes made during the experiment

o Listed above with the dates and the notes I made on each
day, including what we did and what changed with in the
plants.
Include a data Table of class data for F1 Offspring phenotypes
From the data, generate two hypotheses for the Parent
Genotypes

Mikayla Eshleman

Evaluate both hypotheses using chi-square Analysis

o Above is attached on the back in Chi square analysis.

Discussion:

Did your Expected phenotype ratios match your Observed

experimental data? Did the data support your hypotheses?
o No they were the closest I could figure out but not near
close to the probability chart.
What sources or error or miscalculation could account for
differences between expected and observed data?
o There was a huge miscalculation on what everyone one in
the class thought was green vs. yellow green leaves. I
figured it was because the purple stem tainted the leaves a
little too making the leaves look darker even if it was
supposed to be lighter. It was difficult to tell the
phenotypes apart which in the end made the genotypes
expected hard to separate based on the ratios observed.
How might you use WFP for experiments in lower elementary,
upper elementary and middle school classrooms?

Classroom Use:
Describe how you might use WFP in a lesson plan for two
different grade levels (choose from K-6 grades)? / What standards
would your classroom activities address (check the NGSS
standards for the grades you chose)?
o For second grade there is a NGSS stating: 2-LS2-1- Plan
and conduct an investigation to determine if plants need
sunlight and water to grow. This would be perfect fit to use
a Wisconsin fast plant because they do grow so fast, a
teacher could take a week or two and have students
observe what a plant needs to grow. The sunlight is the
same as the UV light and the water wick shows that the
plant needs water to live. You can have other Wisconsin
fast plants without either of those necessities and the
students can observe the differences.
o In third grade there is a NGSS stating: 3-LS3-1-Analyze and
interpret data to provide evidence that plants and animals
have traits inherited from parents and that variation of
these traits exists in a group of similar
organisms. Wisconsin fast plants would be perfect for this
standard because just as we did in class these students
can do and see how plants get traits from their parent
plants. Reflecting on the generations phenotypes to see
the traits that are passed down.

Mikayla Eshleman

How might you assess student learning of these activities?

o Students in third and second grade would be able to fill out
a basic lab report of the experiment they performed with
Wisconsin fast plants. Specifically, in the third grade
standard they can be assessed by how they choose the
traits that are passed. Obviously there will be error as we
had in class, but they can see what traits were passed
down such as green vs. yellow leaves and purple vs. nonpurple stems. In the second grade standard the students
can fill out an observation chart and can be assess on their
planning and follow through with the investigation on
growing the plants.

References:
C., & U. (n.d.). Fast Plants Quad Growing System. Retrieved April 18, 2016, from
http://www.fastplants.org/how_to_grow/growing_lighting/quad_growing_system.php
U. (n.d.). LIFE CYCLE. Retrieved April 18, 2016, from
http://www.fastplants.org/life_cycle/

NOW ANALYZE YOUR WFP CROSSES:

1. Class Data Table:

Caleb and Is Data:

Class Data:
Expected class
data:
Caleb and Is Data:
Class Data:

Green-Purple
432
1708
1761.75
Green
497
2222

F2 Phenotype Data
Yellow-purple
188
447
587.25
Yellow
422
900

Green-non-purple
65
514
587.25

Yellow-non-purp
234
463 (229)
195.75

Purple
620
2155

Non-purple
299
977

2. What do you think the Dihybrid Genotypes of the parents were and why?
P=Purple p=Non-purple G=Green g=Yellow

Mikayla Eshleman
I think is the Dihybrid genotype is PpGg x PpGg which gives a 9:3:3:1 ratio. The
numbers do not match up perfectly, but it happens to be the closest than another
ratio possible. The parents would both be heterozygous for both traits of being green
over yellow and purple over non-purple.

3. Calculate the Expected numbers for each phenotype resulting from this cross
(remember there will be 4 phenotypes and df=3):
PG
PPGG
PPGg
PpGG
PpGg

PG
Pg
pG
pg
9-DD

3-DR 3-RD

Pg
PPGg
PPgg
PpGg
Ppgg

pG
PpGG
PpGg
ppGg
ppGg

1-RR

4. Chi Square Analysis:

Total=3132

X2 = (observed - expected) 2 / expected

Green Purple (PG): X2 =(1708- 1761.75) 2 /1761.75

= -1.64
Yellow Purple (Pg): X2 =(447-587.25)2 /587.25
=-33.49
Green non-purple (pG): X2 =(514-587.25)2 /587.25
=-9.14
Yellow non-purple (pg): X2 =(463-195.75)2 /195.75
=364.86
Total Chi square: -1.64+-33.49+-9.14+364.86=338.87
Not on Probability Chart.

5. What do you think the Monohybrid Genotypes (for purple/green stems) of the
parents were and why?
Gg x Gg and Pp x Pp because both had around a 2:1 ratio which is impossible and
was next closest to a 3:1 ratio. This resulted in one homozygous dominate, one
homozygous recessive and two heterozygous. There was so much variability in our
data, this allows for more possibility of the babies.
6. Calculate the Expected numbers for each phenotype resulting from this cross
(remember there will be 2 phenotypes and df=1):

pg
PpGg
Ppgg
ppGg
ppgg

Mikayla Eshleman
G

GG

Gg

Gg

gg

Three Greens to one yellow green. The same for Purple vs non-purple resulting to a
3:1 ratio.
Total green and yellows:3122
Total purples and non-purples: 3132
7. Chi Square Analysis:

X2 = (observed - expected) 2 / expected

Green(G): X2 =(2222-2341.5)2 /2341.5

= 6.09
Yellow(g): X2 =(900-780.5)2 /780.5
= 18.30
Total Chi square:24.39
Purple(P): X2 =(977-783)2 /783
= 48.07
Non-purple: X2 =(2155-2349)2 /2349
= -16.02
Total Chi square: 32.05
Neither of these are on the probability chart.

Mikayla Eshleman