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What we did Grew Fast Plants from seed and recorded observations to determine how “fast” they are. Analyzed our observations and measurements from growing Fast Plants. We used Paul’s data and our own observations to try to figure out why the Teacher’s and students’ plants are so different. We described individual plants and populations of plants Looked really closely at Fast Plant Flowers Pollinated our Fast Plants We did a simulation about disease resistant How we know it What we know • We have data from the class Fast plants emerge from experiment. their seeds and grow more We calculated the mean for the quickly than most plants. number of days to emergence in our class. We read in the article how many days to emergence Paul reports that Fast Plants take. We know that plants like those in Paul’s experiment that don’t receive any fertilizer look similar to the teacher’s plants. The teacher might have forgotten to add fertilizer. All individual plants are different, and populations of plants have traits that can be measured and observed. Scientists use different kinds of descriptions for individuals than they use for populations. Individuals can be described by specifics about their traits. Populations are best described by the means for their traits. Fast Plants produce seeds that grow into the next generation of plants. Flowers that are pollinated develop into seedpods that contain seeds. Reproductive success in Fast Plants means that a plant produced flowers that produced seeds and grew into offspring. Traits are passed from parent to offspring. We compared all of Paul’s experimental observations and graphs to our class’s observations, and our evidence aligns. The teacher said that because we didn’t keep a science notebook on the first day, there is no record that fertilizer was added for sure. We have observations for both individual plants and a population of plants that are in the same quad or on the same water reservoir. We can calculate the mean for how many plants in our class have a particular trait. Paul’s data that we looked at earlier described both individual plants and populations. We see our Fast Plants are flowering, and their flowers contain pollen. We dissected flowers and compared the structures we saw to pictures that named them, and we talked about how flowers develop into seeds. Our Fast Plants grew from seeds. Plants with disease resistance had offspring with disease resistance. and susceptible plants. We created histograms. We read about Lumper potatoes. Individuals with certain traits are more likely to survive and have offspring and pass on that trait. Variation in a population increases the chances of the population surviving. Clipped leaves from two Fast Plants that we grew from seed and recorded observations to determine if they would pass that trait to their offspring. Analyzed our observations and measurements from the leafless investigation. Leaflessness is an acquired trait, and acquired physical traits cannot be passed to the next generation. Plants with disease resistance were more likely to survive and reproduce when the disease vector was introduced into the environment. Farmers grew the same potato variety. All these potatoes were susceptible to fungus and disease nearly led to extinction of this type of potato. We have data from the class experiment. We learned from a discussion our teacher led about adaptations.