Kingsbury 1

Anna Kingsbury
Vigna
BIO 205

- 10

April 9, 2015
Wisconsin Fast Plants Experimental Report
Introduction:

Life Cycle
The general life cycle of
Wisconsin Fast Plants is
around 40 days. Within 1-2
days of planting, the seeds
will germinate and the seed
coat will crack. By day 3,
the stem begins to push
through the soil and small
leaves may begin to form.
During days 4-8, the stem
and leaves continue to
develop out of the shoot
meristem, while the roots
continue growing
downward into the soil. By
day 9 the plant usually begins to put its energy into reproduction and begins
flower and bud growth from the shoot meristem through day 13. Usually by
day 14 in the Fast Plants life cycle, flowers begin to bloom. Between days 1417, pollination occurs between plants, and during days 18-20 the fertilized
eggs inside the pistils of the plats develop into new seeds while the seed pod
forms around them from the pistil itself. Through days 21-40, the flower
petals of the plants will wilt and fall off and in general the plant will dry out
and die. The new seeds will remain in the pods waiting to be harvested to
germinate into new plants, and can be planted after they have dried out
completely.

Fast Plants are an ideal model organism for genetics studies because their life
cycle is so short. We are able to view and collect many generations worth of
data and observations in a very short amount of time. This short life cycle
makes it easy to collect quick data in order to show inheritance through
multiple generations.

Mutations and Phenotypes

There are two main types of phenotypic variations in these types of plants
one variation in the stem color and one in the leaf color. Stems are generally

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either a purple color or a green color. The pigment for a purple stem is called
anthocyanin is coded for in the anthocyaninless gene which regulates
whether or not this pigment will be expressed. The expression of
anthocyanin, leading to a purple stem color, is dominant in Fast Plants, and
therefore the homozygous dominant and heterozygous plants appear purple
in color. In the homozygous recessive form, the expression of this gene is
totally suppressed and therefore the plant stems are a bright green color in
the absence of the pigment that would make them purple. The variation in
leaf color is determined by the yellow-green gene in Fast Plants, in which
green leaves are the dominant phenotype. In homozygous dominant and
heterozygous genotypes, the leaves are a green color, and in the
homozygous recessive forms, leaves would appear to be a yellow or pale
green color. Another possible mutation in the Fast Plants is called the rosette
mutation. This is a recessive mutation that results in a short rosette plant
caused by a gibberellin production deficiency.

Growth and Care

Fast Plants are specifically bread to be low maintenance plants. They need to
be kept in a self-watering system with a constantly full water reservoir, and
under a constant source of fluorescent light. Its a good idea to move the
lights as the plants grow to keep the light source about 5-10 cm from the top
of the plants. Optimal temperature for the fast plants is between 65-78 F, and
they should be planted in peat potting mix usually included with most kits
rather than heavy soil. In order to pollinate plants, pollen needs to be
manually transferred about 2 weeks into the life cycle for around 2-3 days. 20
days or so after pollination, stop watering the plants so they will dry out. After
the plants have dried out, the seeds can then be harvested.

Methods:

Experimental Objective
The main objective of this experiment was to produce a few generations of
Fast Plants in order to follow certain traits (mainly stem and leaf color) from
parent to offspring. We then looked at the resulting numbers of offspring with
each type of phenotypes and compared this to expected ratios in order to
conclude the genotypes of the parent plants.

Experimental Procedure
o Thursday, January 29th - We planted the Fast Plants. Each table group
had 6 pods of potting mix and 3 seeds to put in each pod to ensure
that each pod had at least one plant sprout. The pods were then set on
a self-watering system which included a tub full water, with some
water wicking material going from the water in the tub and up onto the
top of the tub on which the pods were sitting. Filling this tub with water
ensured that the pods were always watered. The self-watering tubs
were then placed under direct and constant florescent lighting.

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o

o
o

Thursday, February 12th - This was two weeks later when the plants
had grown enough to observe traits such as stem and leaf color,
amount of leaves, height, and number of buds.
Each respective time we consulted the Fast Plants, we recorded
these types of traits for each plant and made sure the plants
had enough water in their tubs.
Tuesday, February 17th - the Fast Plants had bloomed flowers and we
began the pollination process by manually transferring pollen from
flower to flower between plants. We did this again on February 19 th with
the flowers that were not yet dying out.
February 26th- most of the flowers on the plants were dying out, and
seed pods had formed. We therefore stopped watering the plants on
this day so that they could dry out.
Thursday, March 12th - the plants had all fully dried out, the flowers had
all wilted and dropped off, and only the seed pods were left.
Thursday, March 26th - we harvested the seeds in the dried out pods by
cracking open all the pods and taking out the seeds. We then placed
the seeds in petri dishes on water wicking paper. These petri dishes
were then placed vertically in tubs of water so that the bottoms of
them were always in contact with the water and could therefore water
the seedlings.
Tuesday, March 31st - the seeds we had placed in the petri dishes had
sprouted and were developed enough that we could distinguish their
traits. We then counted which seedlings had purple/green stems and
which had yellow/green leaves. We recorded this data as well as the
class data, and then compared the ratios we observed to what would
be expected for a parent generation that was heterozygous for each of
these traits and did a chi square analysis for both the dihybrid and a
monohybrid traits.

Results:

Observations and Notes

These observations were made of the parent generation of
plants for their full life cycle. Each of our 6 plants were
numbered to more easily keep track of traits on each respective
plant.
o January 29
We planted the Fast Plants in the procedure descried above
o February 12
General Observations: All of the plants had purple stems and
green leaves.
Plant 1: purple pigment in the stem going halfway up, dry spots
occurring on higher leaves, 5 green leaves total, cluster of buds
at the top of the plant, stems were hairy.
Plant 2: purple pigment at the very bottom of the stem, shortest
plant, less buds on the top of the plant, 6 dark green leaves.

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Plant 3: tallest plant, 8 green leaves, purple stem, and dry spots
occurring on the highest leaves.
Plant 4: purple stem, 5 green leaves, had the biggest leaves,
moderate sized cluster of buds forming at the top of the plant.
Plant 5: purple stem, 5 dark green leaves, had a cluster of buds
at the top of the plant, and had another small plant growing in
the same pod that also had a purple stem.
Plant 6: second shortest plant, 4 green leaves, purple pigment
most of the way up the stem, very small cluster of buds.
February 17
General Observations: Flowers bloomed on the majority of our
plants! All of the flowers were yellow, and all of the stems still
showed a purple color and leaves still a dark green color. We
began pollination on this day.
Plant 1: 6 flowers, 8 buds, 6 leaves, top leaves were drying out.
Plant 2: 2 flowers beginning to bloom, 15 buds, 7 leaves, and a
little plant had appeared in the same pod, with the same
phenotypic characteristics.
Plant 3: 6 flowers, 9 buds, 7 leaves, this was one of the tallest
plants.
Plant 4: 7 flowers, 10 buds, 7 leaves, one of the tallest plants.
Plant 5: 6 flowers, 10 buds, 7 leaves, this plant had the largest
leaves, and the little plant in the same pod had grown a bit.
Plant 6: no flowers, 8 buds, 5 leaves, this was the shortest plant
and had tipped over.
February 19
General Observations: We had the tallest plants in the class at
this point. Some of the leaves and a few flowers on each of the
plants had begun to wilt and dry out. This was our second day of
pollination.
Plant 1: bottom leaves are dying, 2 of the flowers are dying, 12
flowers total.
Plant 2: 7 flowers, 2 leaves are wilting, small plant on this same
pod had died.
Plant 3: 2 bottom flowers are wilting, 12 flowers total.
Plant 4: 13 flowers, 5 of them are drying out and dying.
Plant 5: 12 flowers, 4 of them are dying, the little plant on this
pod is getting taller but has no flowers.
Plant 6: 2 flowers, still the shortest plant.
February 26
General Observations: By now, pods had formed on all of the
plants, and almost all of the flowers and leaves had begun to dry
out and die. We stopped watering the plants on this day.
Plant 1: flowers dead, leaves are dying, 3 pods.
Plant 2: 4 pods, 6-7 flowers that are dying, leaves are drying up.
Plant 3: bottom leaves are dying, 7 pods, all flowers are dead.

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Plant 4: bottom leaves are dead, all flowers are dried up and
dead, 7 pods.
Plant 5: small plant is taller but has no pods, 2 flowers are still
living, bottom leaves and flowers are dead, 5 pods.
Plant 6: bottom leaves are wilting, top flowers are dried up, 7
flowers still open, 2 pods.
March 12
General Observations: All of the plants were completely dried
out and brown at this point. We therefore only counted the
number of pods on each plant.
Plant 1: 4 pods.
Plant 2: 4 pods.
Plant 3: 6 pods.
Plant 4: 8 pods.
Plant 5: 7 pods.
Plant 6: 5 pods.
March 26
General Observations: As all the plants were already dead and
pods were no longer forming, we did not take observations on
individual plants on this day. We harvested the seeds by
breaking open the pods, and then planted the new seeds in petri
dishes as described above in the Methods section.
March 31
General Observations: By this day we had little sprouts of our
second generation offspring growing in the petri dishes. We
sorted them based on stem and leaf color, and below is the class
data for these offsprings observed phenotypes.

Purpl
e
Stem
s
1097
Purpl
e&
Dark
863

Class Data for Offspring Phenotypes

Gree Dark
n
Leav
Stem es
s
424
984
Purpl Gree
e&
n&
Light Dark
234
121
Total Plants:

Light
Leav
es
537
Gree
n&
Light
303
1521

Monohybrid

Dihybrid

Hypotheses for Parent Genotypes

o When considering the numbers observed for the monohybrid trait for
purple/green stems, there appears to be a 3:1 ratio. This would mean
that both parents would be heterozygous for stem color.
o When considering the numbers observed for the dihybrid traits for both
purple/green stems and light/dark leaves, it appears that there is

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almost a 9:3:3:1 ratio. This ratio would mean that both of the parents
would need to be heterozygous for both traits in order for the offspring
to produce these numbers.

Evaluation of hypotheses using Chi-Square Analysis

Monohybrid
Trait:
Purpl Green
Expected Values
e
Stem
Add possible phenotype integers
Stem
3+1=4
Observ 1097
424
Divide total counted plants by this integer
ed:
to get the expected value for 1
1521/4=380
1
Multiply this number by the integer for each Expect 3
ed
class
Ratio:
Purple expected: 380X3=1140
Green expected: 380X1=380
Chi-Square Analysis
Use equation (observed expected)2 / expected
Purple: (1097 - 1140)2 / 1140 = 1.622
Green: (424 380)2 / 380 = 5.095
Add calculated Chi-Square values to get Chi-Square of the total
1.622 + 5.095 = 6.717
Using a degree of freedom of 1 (possible phenotypes 1), we would
compare 6.717 on a probability chard and find that our results shows a
significant difference from what could be expected from two parents that
are heterozygous for purple/green stem.
o

1.
2.
3.

1.
2.
3.

Trait:

1. Add
integers

Observ
ed:

Purpl
e&
Dark
864

Purpl
e&
Light
234

Gree
n&
Dark
121

Gree
n&
Light
303

2. Divide
Expecte 9
3
3
1
plants by
d Ratio:
the
for 1
1521/16=95
3. Multiply this number by the integer for each class
Purple Dark expected: 95X9=855
Purple Light expected: 95X3=285
Green Dark expected: 95X3=285
Green Light expected: 95X1=95
Chi-Square Analysis
1. Use equation (observed expected)2 / expected
Purple Dark: (863-855)2 / 855 = .075

Dihybrid
Expected Values
possible
phenotype
9+3+3+1=16
total counted
this integer to get
expected value

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Purple Light: (234-285)2 / 285 = 9.126
Green Dark: (121-285)2 / 285 = 94.372
Green Light: (303-95)2 / 95 = 455.412
2. Add calculated Chi-Square values to get Chi-Square of the total
.075 + 9.126 + 94.372 + 455.412 = 558.985
3. Using a degree of freedom of 3 (possible phenotypes 1), we would
compare 558.985 on a probability chart and find that our results would be
nowhere near a probability that could be considered to be accurate
enough, so there is a significant error in concluding the parents would be
heterozygous for both traits.

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Discussion:

Expected Phenotypic Rations in relation to Observed Phenotypic Ratios

o Monohybrid We were told that the parent generation was
heterozygous for purple/green stem. Based on this, we should have
expected a 3:1 (purple : green) phenotypic ratio in the offspring. When
doing the chi-square analysis, however, we found a probability value of
6.717, which shows there is a significant difference from what should
be expected when crossing parents with heterozygous genotypes.
Therefore our data would not support having a heterozygous parent
generation, although we know this is the case.
o Dihybrid Again, we were told that the parent generation was
heterozygous, but for both traits. Based on this information, we should
expect a 9:3:3:1 (purple dark : purple light : green dark : green light)
phenotypic ratio in the offspring generation. However, after doing a
chi-square analysis on the observed vs expected ratios, it becomes
apparent that there is such a significant difference between the two
that our chi-square, 558.985, is not even on the probability chart.
Again, this means that our observed data would not support having a
dihybrid heterozygous parent generation although we know that this is
true.
Possible Sources of Error
o As mentioned above, the observed experimental data proved to be too
far off from the expected data to owe this difference to probability. This
was the case when following both a monohybrid trait and a dihybrid.
Since we know the genotypes of the parent generation, we know for
certain that the expected ratios are the correct ones. I would say that
this large discrepancy between observed and expected phenotypes
can be traced simply back to experimental error. Two aspects of the
experiment that may have likely caused this discrepancy would be the
fact that the offspring plants were so small and that we had a large
number of people classifying phenotypes. Since the offspring
generation were just seedlings and were therefore very small, it made
it difficult to determine stem and leaf color in each individual plant
since there was not much plant to consider. Also, since the entire class
was classifying offspring based upon phenotypes, it could be very likely
that there were inconsistent judgement calls being made. For example,
what one person considered to be a green leaf, another could consider
to be a yellow leaf. It also did not help that we did not consult
references to determine which category in which to place offspring that
seemed to be in between two phenotypes.
Fast Plants for the Classroom
o An activity using Fast Plants could be easily adapted for lower
elementary, upper elementary, and middle school classrooms. In lower
elementary schools, Fast Plants could be used to teach children about
what plants need in general to survive. It could be used in upper
elementary classrooms to exemplify the general life cycle of a plant

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including the different parts of a plant and how they work together to
make seeds for the next generation of plants. They could also be used
in middle school classrooms to introduce students to the concept of
inheritance and how traits are passed on from generation to
generation.

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Works Cited:
Investigating Mendelian Genetics with Wisconsin Fast Plants (n.d.): n. pag.
Wisconsin Fast Plants Program. University of Wisconsin. Web. 9 Apr. 2015.
<www.fastplants.org/pdf/activities/WFPgenetics-06web.pdf>.
"Wisconsin Fast Plants." Wisconsin Fast Plants Program. University of Wisconsin,
n.d. Web. 09 Apr. 2015. <http://www.fastplants.org/index.php>.