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THE FARMER AND THE FLY: PART II Using the information from your explanation in Part I, the agricultural research facility has set up a new program for controlling the fly population in the chicken houses. The facility has purchased two additional insecticides, Formula B and C. These insecticides are equally strong as Formula A, but have different chemical formulas. The facility has set up the following program for using the three insecticides. Program: Year one: Use Formula A only Year two: Use Formula B only (no A or C) Year three: Use Formula C only (no B or A) Use your knowledge of variation, evolution and natural selection to answer the following questions. 1. At the end of year one, to which insecticide will the living flies be resistant? Explain your answer.

THE FARMER AND THE FLY: PART II Using the information from your explanation in Part I, the agricultural research facility has set up a new program for controlling the fly population in the chicken houses. The facility has purchased two additional insecticides, Formula B and C. These insecticides are equally strong as Formula A, but have different chemical formulas. The facility has set up the following program for using the three insecticides. Program: Year one: Use Formula A only Year two: Use Formula B only (no A or C) Year three: Use Formula C only (no B or A) Use your knowledge of variation, evolution and natural selection to answer the following questions. 1. At the end of year one, to which insecticide will the living flies be resistant? Explain your answer.

Human Anatomy & Physiology (11th Edition)
Human Anatomy & Physiology (11th Edition)
11th Edition
ISBN:9780134580999
Author:Elaine N. Marieb, Katja N. Hoehn
Publisher:Elaine N. Marieb, Katja N. Hoehn
Chapter1: The Human Body: An Orientation
Section: Chapter Questions
Problem 1RQ: The correct sequence of levels forming the structural hierarchy is A. (a) organ, organ system,...
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### The Farmer and the Fly: Part II Using the information from your explanation in Part I, the agricultural research facility has set up a new program for controlling the fly population in the chicken houses. The facility has purchased two additional insecticides, Formula B and C. These insecticides are equally strong as Formula A, but have different chemical formulas. The facility has set up the following program for using the three insecticides. **Program:** - **Year one:** Use Formula A only - **Year two:** Use Formula B only (no A or C) - **Year three:** Use Formula C only (no B or A) --- ### Questions: Use your knowledge of variation, evolution, and natural selection to answer the following questions. 1. **At the end of year one, to which insecticide will the living flies be resistant? Explain your answer.** 2. **What will happen in year two after the first spraying of insecticide B? (Select all that apply.)** - a. All of the flies will become resilient to Formula B and will survive. - b. Many flies that were not affected by Formula A will be killed by Formula B. - c. Some flies will probably still live because they are not affected by either Formula A or B. 3. **Why is it a good strategy for the facility to use Formula C insecticide during year three instead of using Formula A again?** - a. Flies resilient to A and B might not be resistant to C. - b. Formula C is stronger than A and B. - c. Formula A is too old to be effective. 4. **As year four begins the facility has directed the farmers to go back to using Formula A. They find that Formula A is as effective as it was the first year it was used during year one. What happened to the flies that caused this to occur?** 5. **How would you design an investigation to support or reject your proposed explanation for why Formula A insecticide worked during year four?** By understanding and analyzing the pattern of insecticide usage and the principles of variation, evolution, and natural selection, students can deduce the best practices for controlling the fly population over time while minimizing resistance development. This exercise encourages critical thinking and application of scientific concepts to real-world scenarios. --- This educational material encourages learners to think deeply about the impacts of varied insecticide use and introduces the concept of insect resistance management.
Transcribed Image Text:### The Farmer and the Fly: Part II Using the information from your explanation in Part I, the agricultural research facility has set up a new program for controlling the fly population in the chicken houses. The facility has purchased two additional insecticides, Formula B and C. These insecticides are equally strong as Formula A, but have different chemical formulas. The facility has set up the following program for using the three insecticides. **Program:** - **Year one:** Use Formula A only - **Year two:** Use Formula B only (no A or C) - **Year three:** Use Formula C only (no B or A) --- ### Questions: Use your knowledge of variation, evolution, and natural selection to answer the following questions. 1. **At the end of year one, to which insecticide will the living flies be resistant? Explain your answer.** 2. **What will happen in year two after the first spraying of insecticide B? (Select all that apply.)** - a. All of the flies will become resilient to Formula B and will survive. - b. Many flies that were not affected by Formula A will be killed by Formula B. - c. Some flies will probably still live because they are not affected by either Formula A or B. 3. **Why is it a good strategy for the facility to use Formula C insecticide during year three instead of using Formula A again?** - a. Flies resilient to A and B might not be resistant to C. - b. Formula C is stronger than A and B. - c. Formula A is too old to be effective. 4. **As year four begins the facility has directed the farmers to go back to using Formula A. They find that Formula A is as effective as it was the first year it was used during year one. What happened to the flies that caused this to occur?** 5. **How would you design an investigation to support or reject your proposed explanation for why Formula A insecticide worked during year four?** By understanding and analyzing the pattern of insecticide usage and the principles of variation, evolution, and natural selection, students can deduce the best practices for controlling the fly population over time while minimizing resistance development. This exercise encourages critical thinking and application of scientific concepts to real-world scenarios. --- This educational material encourages learners to think deeply about the impacts of varied insecticide use and introduces the concept of insect resistance management.
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