Description and links to computer simulations that allow students to perform genetic crosses quickly. Students can use these simulations to test their genetic models developed from experiments done in the classroom with actual Fast Plants. These simulations were developed in 2000-2001 by Tom Whitaker and were tested successfully by hundreds of students at Madison West High School in Madison, Wisconsin as part of a new approach to genetics used by the Biology I team.

Description: This is an investigation describing the procedure for looking at a seed pod from a mature Fast Plant with a dry pod by sandwiching the pod between layers of clear tape, then exploring the sibling seeds. Questions that might be considered:- In how many ways can you describe the pod (the mother)? Are the pods from one plant more like each other than they are like the pods from other plants? What about the siblings from a single pod? - Do all the seeds in a pod have the same father? - How much variation is there within and between families of Fast Plants? - How much does the environment affect the variation in Fast Plants, e.g. the number of seeds per pod, style length, plant height, days to first flowering, etc? - Is there any relationship between the length of the seed pod and its position on the maternal plant?

This pdf includes background information and an activity for engaging students in the processes that occur during pollination, fertilization and seed development in Fast Plants. Pollination is explained and illustrated and an activity for students to pollinate Fast Plants and observe reproductive development is described.In participating in this activity students will:ĺĽ understand flowering as the sexually mature stage of plant development;ĺĽ understand where and how ovules and pollen originate (male and female gamete formation);ĺĽ explore the parts of the flower and the role that each part plays in reproduction;ĺĽ observe the reproductive tissues of plants, including pollen and stigma, under magnification;ĺĽ understand the interdependent coevolutionary relationship of bees and brassicas; andĺĽ begin the process of reproduction in their Fast Plants by performing a pollination using a beestick,ĺĽ setting the stage for future developmental events.

This pdf file gives instructions and dimensions for building a wooden or PVC stand for a fluorescent lightbank (using fluorescent shop lights). A fluorescent lightbank is most appropriate for growing large numbers of plants. The light bank uses only 4.5 X 2.5 feet of space, which will accommodate several large classroom experiments. The lightbank consists of 6 or more 4-foot fluorescent bulbs side by side. The most common bulb used is a 40-watt Cool White DeluxeĺŞ, but other 4-foot bulbs such as a 34-watt or a 40-watt Cool WhiteĺŞ are also acceptable for growing Fast Plants

Instructions for conducting an experiment using a growing system made from plastic soda bottles to find out what effect salt has on Fast Plants.

This fill-in-the-blank timeline is a planning tool for teachers to use when figuring out when to begin the steps associated with conducting a two-generation artificial selection experiment using Fast Plants. Teachers preparing for any selection experiment will find this timeline helpful, including those planning for the AP Biology Lab 1 of Big Idea 1: Evolution, Artificial Selection.

Description: In this activity students become acquainted with the anatomy and biology of seeds. They will use lenses and scales and make drawings to scale. Students will measure and calculate magnifications and they will begin to understand relationships among these. They will organize and summarize their data and, as they do so, they will be developing the understanding and skills needed to undertake more detailed investigations on the biology and reproduction of Fast Plants.Learning ObjectivesThis activity is designed to strengthen students' observational and quantitative skills. In participating in this activity students will:- learn to use magnifying lenses, microscopes and dissecting tools for detailed observation; - measure scales with rulers; - draw to scale, with accuracy and precision to understand scale and magnification; - learn features of the external anatomy of seeds that are associated with certain features of the internal anatomy of seeds; and - estimate the amount of water required to be taken up by seeds in order to initiate germination.

This is an article explaining about variation in a population in general, using height as a specific example. The article is designed to help students and teachers think about the nature of various determinants underlying biological variation.Variation in height is easily observed and measured by learners, and quantifying height observations over time is a rich context for all ages to make key mathematics and science connections."Fast Plants, rapid cycling Brassica rapa are ideally suited for getting a handle on variation."

This article is designed to help students and teachers think about the nature of various determinants underlying biological variation. Teachers facilitating any selection investigation will find this background information helpful, including those planning for the AP Biology Lab 1 of Big Idea 1: Evolution, Artificial Selection. Learners at secondary or tertiary grade levels who are preparing to investigate variation or are working on interpreting variation data can also use this resource.

Instructions from the Father of Fast Plants (written by Dr. Paul Williams) about growing Rapid-cycling Brassica rapa (RBR) sucessfully in a Four Cell System (4CS). This file is one of the mini-booklets from "Paul's Sandbox"--it is made Xerox-ready, containing two sheets that together make four copies of two mini information booklets(each booklet measures 8x12cm).The two pages describe the construction, resourcing of materials, and usage of the 4CS, an alternative growing system to the Film Can System described in the Small Booklet titled "Growing Rapid Cycling Brassica rapa sucessfully, Film Can Growing System (FCS)."

This document provides extensive background information about how Fast Plants grow and develop. The distinction between growth and development is explained. Also discussed is how genetics plus interactions with the environment produce variation during growth and development.

A 32-page booklet, containing complete instructions for activities at each life cycle stage. The booklet also includes important background information about plant physiology and how to grow Fast Plants.A Growth, Development and Reproduction kit is available. You can also conduct all the investigations explained in the booklet using seeds from a packet of Standard Wisconsin Fast Plants seeds (or seeds from Fast Plants you grow yourself) and your own potting mix and growing system.Either way, you'll need to plan for providing adequate light. Learn about all these factors in the How to Grow files on this website.

This Powerpoint presentation contains copies from the Father of Fast Plants, Dr. Paul Williams' research notebook and photos documenting some of his investigations into the inheritance of hairs on the leaves and stems of Fast Plants.

Procedures for germinating seeds using simple materials to investigate the interactions between the environment and germination.

Instructions for constructing and planting Fast Plants in the recycled "Bottle Growing System" that was designed by the Wisconsin Fast Plant Program. This is a low-cost growing system ideal for growing plants in the classroom, made from recycled soda or water bottles. These growing system are easy to build, use, and can be cleaned and reused for multiple years.

This article by Coleman, McConnaughay, and Ackerly discusses how phenotypic variation (variation in observable traits) in plants is influenced by environment, genetics, and developmental stage. The authors stress that understanding the interplay of these factors is important for investigations that involve plant comparisons.

The activities and backgroundinformation in this booklet are designed to support investigations into three primary areas of plant physiology (how plants function): Nutrition, Tropism, and Hormone Response (using gibberellin).

In this activity, students have the opportunity to witness first-hand the dynamic relationship between Brassica Butterflies and Wisconsin Fast Plants. Students are responsible for tending the butterflies and plants throughout the entire life cycles, while they explore and explain the changes that each organism goes through.

This booklet describes how mono- and dihybrid Mendelian inheritance patterns can be investigated with Wisconsin Fast Plants and three heritable traits. Investigations can be done by either growing Fast Plants in soil or germinating seeds in Petri dishes to observe the traits.

These instructions describe how to construct a plant light box from two stackable plastic file crates that are cut, lined with aluminum foil and lit with a 40/42-watt CFL bulb. This 3-page document includes a complete materials list and 12-step assembly instructions with photographs that illustrate each step. This light box works well for growing Fast Plants.