Microevolution Labs

Microevolution Labs

Population Ecology Lab & Prep:

AT HOME BY HAND!!!

Preparing for the Modeling Labs:

1)Access AP Biology Investigative Labs& Read Investigation #2

2)Prepare a summary of background

3)Answer the following questions:

1-Can you describe the life cycle of an organism?

2-How does this life cycle work in a population?

3-How would you track one trait through a population’s life cycle?

4-Can you describe an idealized life cycle that would work the best for keeping trackof a genetic trait in a population?

4)Download and complete Virtual Population Genetics Lab:

1-Do Pre-Lab

2-Then use Online Lab Manuel & Worksheet to guide you on how to do the actual lab. Fill out the worksheet while you do it.

3-The actual lab is in a zip file. Download it. Then right click, and extract it. Open folder and click on START HERE. File must be opened with a browser.

In class you will do a series of labs & activities.

Population Ecology Essays

PTC Lab
Chi Square with M&M’s

Bottleneck Lab

Population Genetics with Flashcard Sex

You will then be asked to do several steps with the data, including the creation of data tables, charts, and results/conclusion paragraphs.

You will also be instructed on how to:

Create Simple Population Genetics Modeling Spreadsheets

Use Advanced Population Genetics Models

Evolution Simulation

You will then also be asked to create your own simple model and do reports on using such models.

For more information on model making:

See Investigative Lab #2 Instructions

Visit this site

Bozeman also has a video on this. Search his channel.

You can also find several websites / videos on it online if you just search. If you do not know how to do something. Google it!

Website we will be using for advanced modeling in class:

Population Ecology Essays(Introduction)

IN CLASS BY HAND

1)Next class you will have 45 minutes to do this in class. Make sure to prepare for it. You will not be allowed to use notes.

Write a general introduction for the labs that discusses at length the following topics (Use lecture guide, book, and videos as guide / Do not list things, explain & describe them)

1) / Difference between
Genotype / 1
Phenotype / 1
Allele / 1
2) / Step-by-step method to calculate frequencies above when given numbers of people with each genotype / 5
3) / Design and perform sample problem of above / 3
4) / Explain hardy-Weinberg Assumptions of evolutionary equilibrium / 5
What happens to ratios across generations if population is in equilibrium
Describe / 1
Explain / 1
5) / Step-by-step method to calculate phenotype, genotype, and allele frequency based on given numbers of people with each phenotype / 5
6) / Sample problem of the above
Design / 2
Perform / 1
7) / Use an example to explain difference between (Both example and explanation required)
Convergent evolution / 1
Divergent evolution / 1
Mosaic evolution / 1
8) / Identify data necessary to determine whether something is an example of convergent or divergent evolution / 3
9) / Use an example to explain difference between (Both example and explanation required)
Punctuated equilibrium / 1
Gradualism / 1
10) / Genetic Drift
General description / 1
Founder effect explanation with example (both required) / 1
Bottleneck effect explanation with example (both required) / 1
11) / Gene Flow
General description with example (both required) / 1
Main factors affecting effect / 1
12) / Mutations
Somatic / 1
Germ-line / 1
Chromosomal / 1
Gene / 1
Silent / 1
Misssense / 1
Nonsense / 1
Neutral / 1
Beneficial / 1
Deleterious / 1
Short-term effects on population / 1
Long-term effects on population / 1
Factors influencing effect / 3
13) / Explain Non-Random Mating with a biological example (both required) / 1
14) / Selection
General description / 1
Biological example of artificial selection / 1
Biological example of natural selection / 1
Examples of selective pressure / 5
15) / Use an example to explain difference between these types of frequency dependent selection (Both example and explanation required)
Negative / 1
Positive / 1
16) / Explain selection type and give an example of each
Directional
Stabilizing
Disruptive
Oscillating
17) / Give human population evolution examples showing each of the mechanisms
Genetic drift / 1
Gene flow / 1
Mutations / 1
Non-Random mating / 1
Selection / 1
18) / Fitness
What it means for evolution / 1
Explain physical and behavioral adaptations / 2
Data collected to determine fitness / 3
Contrast Relative vs. Darwinian fitness / 1
Variation
Discuss how biodiversity exists at many levels (mention at least 3) / 1
Contrast silent vs. neutral variation / 2
Contrast continuous variation / polymorphism with discontinuous/discrete/dichotomous variation / 2
Explain the relationship between cline and biological variation / 1
Explain how each of the two main sources of biological variation cause biodiversity / 2
Explain how genes and the environment interact to cause variation within a population / 1
Explain how diploidy preserves variation / 1
Choose 3 types of advanced genetics relationships and explain how they help preserve variation / 3
Explain how heterozygotic advantage (balanced polymorphism helps create variation)
19) / Coloration & Mimicry / 2
Explain with example aposematic coloration (both required) / 1
Explain with example cryptic coloration (both required) / 1
Explain with example Batesian mimicry (both required) / 1
Explain with example Mullerian mimicry (both required)
20) / Sexual selection
Contrast primary vs. secondary sexual equipment / 1
Explain sexual dimorphism with an example (both required) / 1
Give 3 proximate mechanisms for development of sexual dimorphism / 1
Explain with examples the evolutionary causes of sexual dimorphism (intersexual vs. intrasexual selection) / 1

EACH OF THE FOLLOWIGN IS ONE EMAIL TYPED WITH ATTACHED WORK WHEN APPLCIABLE

Chi Square with M&M’s

1)Collect data on M&M distribution in your packet and create a table with the data in excel or google doc spreadsheet

2)Compare your data vs. M&M’s advertised data using Chi-Square test (by hand & on spreadsheet above)

M&M Distribution:

Color / %
Blue / 24%
Brown / 13%
Green / 16%
Orange / 20%
Red / 13%
Yellow / 14%

Chi Square Test Formula:

O = Observed; E = Expected

1-For each group, calculate O-E, square it, and divide by E. (You can do this in several columns or the whole thing in one)

2-Add all the final result to get Chi square value (Remember that it can’t be in %. If your O & E were in %, multiply it by 100)

3-Calculate degrees of freedom (# groups – 1)

4-Use chart to determine if there is a statistical difference (There is one If X > Critical Value)

Chi Square Critical Values (Use 0.05 and appropriate df)

3)Create a pie chart for distribution in your data & another for M&M’s distribution

4)Create a chart that uses bar graphs to compare 2 series: Your data vs. M&M’s.

5)Describe / Explain data/results in the body of the email

Hint: You need to try to do it by hand and see if you get the same results as the spreadsheet. After all, in the test, you will have to do it without a spreadsheet.

Hint 2: Once you create one sheet, it is just a matter of changing data and titles for next parts.

Bottleneck Effect

1)Collect data on M&M distribution after a bottle neck effect and create a table with the data in an excel or google doc spreadsheet

2)Compare your distribution before (Expected) with post-bottle neck data (observed) using Chi-Square and charts as done on Chi square activity

3)Describe / explain data/results from the step above

4)What would have made the effect of the bottleneck more pronounced?

Class Data (2 emails; one for M&M Chi Square; another for Bottleneck)

1)Repeat labs above with class data below:

Color / # in Packet / # After Bottleneck
Blue / 281 / 189
Brown / 138 / 81
Green / 188 / 123
Orange / 262 / 157
Red / 162 / 105
Yellow / 160 / 112

2)Explain differences in results between doing it just with your data vs. doing with class data

PTC Paper Lab:

1)Collect class averaged data on how many people can vs. can’t taste.

84 Tasters

15 Non-tasters

2)Create spreadsheet formulas to calculate phenotype, allele, and genotype frequencies

3)Present this data in table and chart formats in excel or google doc spreadsheet (Email file or link to teacher)

4)On body of email, describe / explain data distribution using evolutionary biology principles (use terminology)

Flashcard Sex Lab

1)Collect data necessary to calculate phenotype, genotype, and allele frequencies throughout 4 generations for 3 different trials:

No selection

Data / Generations / Category
1 / 2 / 3 / 4
AA / 0 / 1 / 0 / 0 / Count
Aa / 10 / 5 / 7 / 4
aa / 0 / 4 / 3 / 6

Selection Against aa

Data / Generations / Category
1 / 2 / 3 / 4
AA / 0 / 3 / 5 / 6 / Count
Aa / 10 / 7 / 5 / 4
aa / 0 / 0 / 0 / 0

Heterozygotic Advantage

Data / Generations / Category
1 / 2 / 3 / 4
AA / 0 / 4 / 1 / 2 / Count
Aa / 10 / 6 / 9 / 8
aa / 0 / 0 / 0 / 0

2)Create excel spreadsheet with data

3)Calculate frequencies by hand and through the spreadsheet

4)Create line graphs that show progression of frequencies across generations (3 graphs, one for each type of frequenc

5)Describe / explain the results of each experiment including:

Describe differences between generations in each trial
Describe differences between trials
Explanations for deviation from Hardy-Weinberg equilibrium in each trial
Explanation for differences between trials
Give real biological situations that could cause data of each trial

Simple Simulation Lab

1)Create a excel or google spreadsheet designed to simulate one aspect of microevolution as shown to you in class (should contain simulation, data tables, and line graphs)

2)Email spreadsheet with description of how to use it to Mr. Lima

3)Explain the science of evolution behind the results in your spreadsheet (including real situation that could lead to results like the ones you got)

Advanced Simulation Lab

1)Use the advanced simulator to simulate 3 different situations in microevolution (Change one thing between trials)

2)Before running the simulation make a prediction about what the result will be.

3)Email pictures of setup and results of simulation (Control + Experimental Groups)

4)Describe results / explain them / compare them with your prediction

5)Explain the science of evolution behind each situation (including real situations that could lead to results like the ones you got)

Evolution Simulation

Explain the results of the moth evolution simulation shown in class.

Conclusion Questions:

1)Hypothesize as to what type of micro evolutionary mechanism generated the following result in the data and justify your choice:

2)Using a biological examples, explain how environmental changes can lead to disruptive, directional, or stabilizing selection.

3)Explain the connection between genetic and phenotypic variation

4)Describe with example/evidence how differences in the way organisms act or look depends on genetic variation

5)Explain how the environment can change phenotypic variation both through evolution across generations and differential changes in gene expression across organisms of one generation

6)Explain the importance of variation for fitness and the evolutionary process

7)Make predictions with examples about the effects of genetic drift, migration, non-random mating, and selection on the genetic makeup of a the current American population.