Intelligent Systems:
Using Biological Genetics in Robots
Grade Level:
Duration:
10/11
2 Days (60 minutes per period)
Subject:
Day 1
Materials Needed
Computer OR Calculator
Deck of cards (1 deck per 2 students)
Analyze Learners
Biology
Prepared By:
Nick Hanlon
Overview & Purpose (STEMcinnati theme)
Education Standards Addressed
The purpose of the lesson is to educate the student in the biological sense of
genetic variation and the sources of genetic variation such as mutation and gene
shuffling (cross-over).
(Science) Heredity Standard:
6. Explain that a unit of hereditary information is called a
gene, and genes may occur in different forms called
alleles (e.g., gene for pea plant height has two alleles,
tall and short).
7. Describe that spontaneous changes in DNA are
mutations, which are a source of genetic variation.
When mutations occur in sex cells, they may be passed
on to future generations; mutations that occur in body
cells may affect the functioning of that cell or the
organism in which that cell is found.
The first day uses a deck of playing cards to illustrate the effect of mutation and
gene shuffling when an environmental factor is either included or not.
Overview:
A: Path planning of robots and vehicles, solving complex mathematical problems
C: Aerospace, Biomedical, Environmental Engineering (see description of each
field at the end of the lesson plan)
S: Artificial Intelligence (Advanced Robots)
(Science) Evolutionary Theory Standard
20. Recognize that a change in gene frequency (genetic
composition) in a population over time is a foundation of
biological evolution.
21. Explain that natural selection provides the following
mechanism for evolution; undirected variation in
inherited characteristics exist within every species.
These characteristics may give individuals an advantage
or disadvantage compared to others in surviving and
reproducing. The advantaged offspring are more likely
to survive and reproduce. Therefore, the proportion of
individuals that have advantageous characteristics will
increase. When an environment changes, the survival
value of some inherited characteristics may change.
24. Analyze how natural selection and other evolutionary
mechanisms (e.g. genetic drift, immigration, emigration,
mutation) and their consequences provide a scientific
explanation for the diversity and unity of past life forms,
as depicted in the fossil record, and present life forms.
(Math) Patterns, Functions and Algebra Standard
8. Use technology to analyze change; e.g., use computer
applications or graphing calculators to display and
interpret rate of change.
(Technology) Nature of Technology Standard
2. Articulate how inventions and innovations are results of
specific goal-directed research
3. Define examples of how technological progress is
integral to the advancement of science, mathematics, and
other fields of study.
(Technology) Technology and Society Interaction
1. Explain how, with the aid of technology, various aspects
of the environment can be monitored to provide information
for decision-making.
(Technology) Technology for Productivity Applications
3. Identify / recognize state-of-the-art technology tools for
solving problems and managing personal / professional
information.
Select Goals and Objectives
Teacher Guide
Student Guide
Assessment
Goals and
Objectives
(Specify skills/information that will
be learned.)
Goals:
1. Students should understand relative
frequency.
2. Students should understand how random
mutations can change relative gene
frequencies.
3. Students should understand how
environmental factors can influence gene
frequency when mutations produce
favorable reproductive conditions or viceversa.
Objectives:
1. Students will be able to calculate the gene
frequency based on card population
simulations.
2. Students will be able to calculate changes
in gene frequencies in subsequent
generations.
3. Students will be able to predict changes in
gene frequency based on favorable
environmental factors.
Select Instructional
Strategies –
Information
(Catch, give and/or demonstrate
necessary information,
misconceptions, etc…)
Catch (5-10 mins)
Mars Rover – Introduce the concept of Intelligent
Systems based on the Mars rover project. How
intelligent systems are used in today’s robots.
Inquiry Lesson (40-50 mins)
Topics are covered during the card activity
 Genetic Variation
 Gene Pool
 Relative Frequency
 Sources of Genetic Variation
(Mutation/Gene Shuffling aka Cross-over)
Students are managing the
cards on their table, counting
alleles (suits) to calculate the
relative frequency for the
entire gene pool (classroom).
Students will perform the
mutation and cross-over
when instructed.
Wrap-up (5-10 mins)
Have an open discussion with the class to make
the connection between the card activity and
biological systems involving genetics and
evolution. The connection is explained in Appendix
A under the description of the activity.
Misconceptions:
1. Gene Shuffling (cross-over) alone affects
the relative frequency of a gene pool.
2. Mutation changes relative frequency
(Although true, it is not significant. There
needs to be an environmental factor for a
mutation to significantly change the
relative frequency of an allele)
Other Resources
Utilize Technology
Laptop/Calculator: used to compute relative
frequencies of the alleles (suits of the cards)
Require Learner
The description of the activity is lengthy to fit within
this required learner participation box. The
description indicates the mutation, crossover, and
environmental factors that show favorable and
unfavorable traits.
See Appendix A, titled ‘Genetic Cards Algorithm’,
for the description and steps of the activity.
Student Guide is included in
the ‘Genetic Cards Algorithm’
Pre-assessment given prior to the day of the
lesson.
N/A
Participation
Activity
(Describe the independent activity to
reinforce this lesson)
Evaluate (Assessment)
(Steps to check for student
understanding) – See Objectives
above
(e.g. Web, books, etc.)
Miller, Kenneth R. and
Levine, Joseph S.
Biology. New Jersey:
Prentice Hall, 2006. pp.
393-399. ISBN 0-13166255-4
Additional Notes
Day 2
Materials Needed
Laptop
MatLab software and algorithm
(If MatLab is not available, then supplemental activity is shown in Appendix D)
Analyze Learners
Overview & Purpose (STEMcinnati theme)
Education Standards Addressed
The purpose of the lesson is to educate the student in the biological sense of
genetic variation and the sources of genetic variation such as mutation and gene
shuffling (cross-over).
(Science) Heredity Standard:
6. Explain that a unit of hereditary information is called a
gene, and genes may occur in different forms called
alleles (e.g., gene for pea plant height has two alleles,
tall and short).
7. Describe that spontaneous changes in DNA are
mutations, which are a source of genetic variation.
When mutations occur in sex cells, they may be passed
on to future generations; mutations that occur in body
cells may affect the functioning of that cell or the
organism in which that cell is found.
The second day seeks to illustrate the use of genetics in an engineering
application. Finally, students are to make the connection between the biological
sense of genetic variation with the engineering application.
Overview:
A: Path planning of robots and vehicles, solving complex mathematical problems
C: Aerospace, Biomedical, Environmental Engineering (see description of each
field at the end of the lesson plan)
S: Artificial Intelligence (Advanced Robots)
(Science) Evolutionary Theory Standard
20. Recognize that a change in gene frequency (genetic
composition) in a population over time is a foundation of
biological evolution.
21. Explain that natural selection provides the following
mechanism for evolution; undirected variation in
inherited characteristics exist within every species.
These characteristics may give individuals an advantage
or disadvantage compared to others in surviving and
reproducing. The advantaged offspring are more likely
to survive and reproduce. Therefore, the proportion of
individuals that have advantageous characteristics will
increase. When an environment changes, the survival
value of some inherited characteristics may change.
24. Analyze how natural selection and other evolutionary
mechanisms (e.g. genetic drift, immigration, emigration,
mutation) and their consequences provide a scientific
explanation for the diversity and unity of past life forms,
as depicted in the fossil record, and present life forms.
Select Goals and Objectives
Teacher Guide
Student Guide
Assessment
Goals and
Objectives
(Specify skills/information that
will be learned.)
Goals:
1. Students should understand relative frequency.
2. Students should understand how random
mutations can change relative gene frequencies.
3. Students should understand how environmental
factors can influence gene frequency when
mutations produce favorable reproductive
conditions or vice-versa.
Objectives:
1. Students will be able to calculate the gene
frequency based on card population simulations.
2. Students will be able to calculate changes in gene
frequencies in subsequent generations.
3. Students will be able to predict changes in gene
frequency based on favorable environmental
factors.
Formative:
Include formative
assessment here
Summative:
Include summative
assessment here
Select Instructional
Strategies –
Information
(Catch, give and/or demonstrate
necessary information,
misconceptions, etc…)
Catch (10 mins)
This catch was created by Michael Starr in the lesson titled
‘Computer Evolution’. See http://www.eng.uc.edu/STEP for
more information on Starr’s lesson. The catch illustrates
the idea of evolution as shown in the previous day’s lesson.
In addition, it shows one computer application of computerbased genetics.
Students used a laptop to
play the online BugHunt
game.
Website Address:
http://ccl.northwestern.edu/netlogo/models/BugHuntSpeeds
This is a natural/artificial selection model that shows the
result of two competing forces on natural selection of the
speed of prey. Which force dominates depends on the
behavior of predators.
Inquiry Lesson (30 mins)
 MatLab instruction (10 mins): includes how to get
to the correct directory, execute the command,
change the parameters of the code, and collect the
results
 Data collection (20 mins)
Students are grouped into
pairs. Each group of
students has 1 laptop and
will collect data by
executing the MatLab
code.
NOTE
The lesson is based on my research at the University of
Cincinnati; the project was entitled ‘Genetic Algorithms for
Path Planning in a Room with Obstacles’.
Wrap-up (10 mins)
This is similar to the first day’s wrap-up however,
connection the engineering activity to biological sense of
genetics and evolution. See Appendix B for summary of
the engineering connection to genetics and evolution.
Post-Assessment (10 mins)
Students are given the post-assessment for the lesson.
Utilize Technology
Laptop
MatLab software application (see Appendix D for
alternative option available if MatLab software is not
available for this option)
Other Resources
(e.g. Web, books, etc.)
Require Learner
Participation
Activity
(Describe the independent
activity to reinforce this lesson)
The use of genetics is introduced from an engineering
perspective by having a robot plan a route through a room
with obstacles. Multiple robots are sent into the room and
are given a fitness value (cost) based on their route. Then
mutation and cross-over are performed on the robots to
create the next generation. The ultimate goal is for the
robots to evolve to find a route through the room with
obstacles.
The MathWorks’ MatLab software application is used to
complete the activity (an alternative activity is supplied if
the MatLab software is not available).
The robot will start in the upper-left corner of the room and
attempt to reach the lower-right corner of the room. The
robot can move in only four directions: North, East, South,
and West (up, right, down, and left respectively). Each
route is given a fitness value (cost) to determine how well
the robot performed and its probability of reproducing
offspring in the next generation.
Given a set of parameters (map dimensions, number of
robots in gene pool, percentage of room obstacles,
mutation and cross-over probability), the code will return at
each generation the relative frequencies of the robots
movement.
The activity demonstrates that an environment factor
(reaching the goal) causes an equal distribution of
directions to change. The South- and East-direction
relative frequencies increase as the North- and Westdirection relative frequencies decrease. This illustrates the
robots desire to solve the problem of finding the path from
beginning to end.
See Appendix C for an example of the problem and results.
In groups of 2, the
students will use laptop
computers to execute the
MatLab code. The
students will adjust the
mutation and cross-over
probability and record the
results of the algorithm.
The students are to then
assess the relationship
between the probability
rate of mutation and
cross-over and the rate of
change in relative
frequency of the genes.
Evaluate (Assessment)
(Steps to check for student
understanding) – See Objectives
above
Important Attachments:
1. Pre-Post Assessment
2. Worksheets
3. PowerPoint
4. Reflection after lesson
Post-assessment
N/A
Additional Notes
Aerospace engineers design, develop, and test aircraft, spacecraft, and missiles and supervise the manufacture of these products. Those
who work with aircraft are called aeronautical engineers, and those working specifically with spacecraft are astronautical engineers. Aerospace
engineers develop new technologies for use in aviation, defense systems, and space exploration, often specializing in areas such as structural
design, guidance, navigation and control, instrumentation and communication, or production methods. They also may specialize in a
particular type of aerospace product, such as commercial aircraft, military fighter jets, helicopters, spacecraft, or missiles and rockets, and
may become experts in aerodynamics, thermodynamics, celestial mechanics, propulsion, acoustics, or guidance and control systems.
Biomedical engineers develop devices and procedures that solve medical and health-related problems by combining their knowledge of
biology and medicine with engineering principles and practices. Many do research, along with life scientists, chemists, and medical scientists,
to develop and evaluate systems and products such as artificial organs, prostheses (artificial devices that replace missing body parts),
instrumentation, medical information systems, and health management and care delivery systems. Biomedical engineers may also design
devices used in various medical procedures, imaging systems such as magnetic resonance imaging (MRI), and devices for automating insulin
injections or controlling body functions. Most engineers in this specialty need a sound background in another engineering specialty, such as
mechanical or electronics engineering, in addition to specialized biomedical training. Some specialties within biomedical engineering include
biomaterials, biomechanics, medical imaging, rehabilitation engineering, and orthopedic engineering.
Chemical engineers apply the principles of chemistry to solve problems involving the production or use of chemicals and biochemicals. They
design equipment and processes for large-scale chemical manufacturing, plan and test methods of manufacturing products and treating
byproducts, and supervise production. Chemical engineers also work in a variety of manufacturing industries other than chemical
manufacturing, such as those producing energy, electronics, food, clothing, and paper. They also work in health care, biotechnology, and
business services. Chemical engineers apply principles of physics, mathematics, and mechanical and electrical engineering, as well as
chemistry. Some may specialize in a particular chemical process, such as oxidation or polymerization. Others specialize in a particular field,
such as nanomaterials, or in the development of specific products. They must be aware of all aspects of chemicals manufacturing and how the
manufacturing process affects the environment and the safety of workers and consumers.
Civil engineers design and supervise the construction of roads, buildings, airports, tunnels, dams, bridges, and water supply and sewage
systems. They must consider many factors in the design process, from the construction costs and expected lifetime of a project to
government regulations and potential environmental hazards such as earthquakes and hurricanes. Civil engineering, considered one of the
oldest engineering disciplines, encompasses many specialties. The major ones are structural, water resources, construction, environmental,
transportation, and geotechnical engineering. Many civil engineers hold supervisory or administrative positions, from supervisor of a
construction site to city engineer. Others may work in design, construction, research, and teaching.
Computer hardware engineers research, design, develop, test, and oversee the manufacture and installation of computer hardware.
Hardware includes computer chips, circuit boards, computer systems, and related equipment such as keyboards, modems, and printers.
(Computer software engineers—often simply called computer engineers—design and develop the software systems that control computers.
These workers are covered elsewhere in the Handbook.) The work of computer hardware engineers is very similar to that of electronics
engineers in that they may design and test circuits and other electronic components, but computer hardware engineers do that work only as it
relates to computers and computer-related equipment. The rapid advances in computer technology are largely a result of the research,
development, and design efforts of these engineers.
Electrical engineers design, develop, test, and supervise the manufacture of electrical equipment. Some of this equipment includes electric
motors; machinery controls, lighting, and wiring in buildings; automobiles; aircraft; radar and navigation systems; and power generation,
control, and transmission devices used by electric utilities. Although the terms electrical and electronics engineering often are used
interchangeably in academia and industry, electrical engineers have traditionally focused on the generation and supply of power, whereas
electronics engineers have worked on applications of electricity to control systems or signal processing. Electrical engineers specialize in areas
such as power systems engineering or electrical equipment manufacturing.
Environmental engineers develop solutions to environmental problems using the principles of biology and chemistry. They are involved in
water and air pollution control, recycling, waste disposal, and public health issues. Environmental engineers conduct hazardous-waste
management studies in which they evaluate the significance of the hazard, advise on treatment and containment, and develop regulations to
prevent mishaps. They design municipal water supply and industrial wastewater treatment systems. They conduct research on the
environmental impact of proposed construction projects, analyze scientific data, and perform quality-control checks. Environmental engineers
are concerned with local and worldwide environmental issues. They study and attempt to minimize the effects of acid rain, global warming,
automobile emissions, and ozone depletion. They may also be involved in the protection of wildlife. Many environmental engineers work as
consultants, helping their clients to comply with regulations, to prevent environmental damage, and to clean up hazardous sites.
Materials engineers are involved in the development, processing, and testing of the materials used to create a range of products, from
computer chips and aircraft wings to golf clubs and snow skis. They work with metals, ceramics, plastics, semiconductors, and composites to
create new materials that meet certain mechanical, electrical, and chemical requirements. They also are involved in selecting materials for
new applications. Materials engineers have developed the ability to create and then study materials at an atomic level, using advanced
processes to replicate the characteristics of materials and their components with computers. Most materials engineers specialize in a
particular material. For example, metallurgical engineers specialize in metals such as steel, and ceramic engineers develop ceramic materials
and the processes for making them into useful products such as glassware or fiber optic communication lines.
Mechanical engineers research, design, develop, manufacture, and test tools, engines, machines, and other mechanical devices. Mechanical
engineering is one of the broadest engineering disciplines. Engineers in this discipline work on power-producing machines such as electric
generators, internal combustion engines, and steam and gas turbines. They also work on power-using machines such as refrigeration and airconditioning equipment, machine tools, material handling systems, elevators and escalators, industrial production equipment, and robots used
in manufacturing. Mechanical engineers also design tools that other engineers need for their work. In addition, mechanical engineers work in
manufacturing or agriculture production, maintenance, or technical sales; many become administrators or managers.
Table 2: Earnings distribution by engineering specialty, May 2006
Lowest
10%
Specialty
Lowest
25%
Median
Highest
25%
Highest
10%
Aerospace engineers
59,610
71,360
87,610
106,450
124,550
Biomedical engineers
44,930
56,420
73,930
93,420
116,330
Chemical engineers
50,060
62,410
78,860
98,100
118,670
Civil engineers
44,810
54,520
68,600
86,260
104,420
Computer hardware
engineers
53,910
69,500
88,470
111,030
135,260
Electrical engineers
49,120
60,640
75,930
94,050
115,240
Environmental engineers
43,180
54,150
69,940
88,480
106,230
Materials engineers
46,120
57,850
73,990
92,210
112,140
Mechanical engineers
45,170
55,420
69,850
87,550
104,900
Table 3: Average starting salary by engineering specialty and degree , 2007
Curriculum
Bachelor's
Aerospace/aeronautical/astronautical
Master's
Ph.D.
$53,408
$62,459
Bioengineering and biomedical
51,356
59,240
$73,814
Chemical
59,361
68,561
73,667
Civil
48,509
48,280
62,275
Computer
56,201
60,000
92,500
Electrical/electronics and communications
55,292
66,309
75,982
Environmental/environmental health
47,960
Materials
56,233
Mechanical
54,128
62,798
72,763
Footnotes:
(NOTE) Source: National Association of Colleges and Employers
Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2008-09 Edition, Engineers, on the Internet
at http://www.bls.gov/oco/ocos027.htm(visited November 20, 2009).
Reflection
Day 1
- We learned that not all students are familiar with the suits of a deck of cards. It became beneficial to inform/remind students what each suit
was called. In addition, during data collection, it was very helpful to inform the students to give suit counts in the same order after each
generation: hearts-diamonds-clubs-spades.
- The first couple generations show that without mutation, there is no change in relative frequencies between the hearts and diamonds.
However, when illustrating graphically by the attached excel file, we found that students continued to provide us with incorrect counts.
During each class, there was always a change in relative frequency although we did not add or remove any suits from the gene pool.
Therefore, at least one group of students gave us the incorrect number of suits in their individual.
- The larger the group of students, the more structure and cooperation will be needed from the group. During the time to collect counts on
the number of suits, it started to become difficult to hear because students from the other side of the classroom started chatting amongst
each other. The teacher had to continually remind the students to keep it down so we could gather the necessary data.
- The number of generations to perform will be dependent on the number of students in the classroom. The smaller the size, the more
generations can be performed before adding a new suit or environmental impact. As the classroom size grows, the group tends to get
more unfocused. Therefore, we found it best to perform each stage for two generations before moving onto the next stage.
- The students tended to struggle with how to perform a cross-over. See the next statement to overcome this issue.
- Prior to the card activity, instruct the students of the process of collecting information: hearts-diamonds-clubs-spades (reminding them what
each suit looks like). Additionally, walk through the meaning of a gene (1 card), chromosome (5 cards), and individual (2 chromosomes or
10 cards). Instruct the students what will happen during a mutation (randomly replacing cards), how a cross-over is performed, and how to
reproduce. This helped tremendously to make things run more smoothly for subsequent classes.
Day 2
- Always exercise caution when working with technology in the classroom. The software used for the activity relied on a connection to the
internet to validate the software license. However, the servers were down during the day and could not perform the desired activity.
- In addition to technology, make sure all technology items are functioning prior to the classroom. The day before the lesson, the servers
were down again and could not install the Bug Hunt game onto the school’s laptops. The process was performed the morning of the
lesson but not enough time was given to validate the install. During the lesson, the Bug Hunt game would not load.
Appendix A
Genetic Cards Algorithm
Genetics Card Algorithm
Each step is listed as stages. You can have multiple generations in stages 3, 4, and 5. Therefore, the total number of
generations in the activity is up to the teacher. The more generations performed, the more prevalent the data will show
the favorable and unfavorable traits in the relative frequencies.
Definitions (see Appendix B for student guide):
- A gene is represented by 1 card.
- A chromosome is represented by 5 cards (5 genes)
- An individual is represented by 2 chromosomes (2 sets of 5 cards)
- The gene pool is the distribution of all genes (cards) in the classroom
Algorithm
1. Stage 1
a. Each group of 2 students receive 2 sets of 5 cards.
i. Cards are to be of Hearts or Diamonds suit only.
ii. Cards are not to be shuffled or rearranged once placed on the table.
b. Calculate the relative frequency of the Hearts and Diamonds of the gene pool.
2. Stage 2
a. Students turn the cards face down while maintaining the order of cards.
a. Perform a gene shuffle (cross-over) between the 2 sets of 5 cards.
b. Reproduce: Select a chromosome (1 set of cards) and exchange with another group of students.
c. Students turn the cards face up.
d. Calculate the relative frequency of the Hearts and Diamonds of the gene pool
3. Stage 3
a. Students turn the cards face down while maintaining the order of cards.
b. Perform a gene mutation.
i. Combine the extra Hearts and Diamonds with the additional suit of Clubs. Should have roughly
an equivalent ratio of Hearts-Diamonds-Clubs in the stack.
ii. Randomly select 1 card from each 5-card set and replace it with a card from the new deck
containing Hearts, Diamonds, and Clubs.
c. Perform a gene shuffle (cross-over) between the 2 sets of 5 cards.
d. Reproduce. Select 1 set of cards and exchange with another group of students.
e. Students turn the cards face up.
f. Calculate the relative frequency of the Hearts, Diamonds and Clubs of the gene pool.
*** Repeat Stage 3 as many times as desired
4. Stage 4 – It has been discovered that the Clubs gene is favorable during the drought season. This gene allows
individuals to acquire more nutrients from a food source.
a. Students turn the cards face down while maintaining the order of cards.
b. Perform a gene mutation.
i. Use the deck with Hearts-Diamonds-Clubs in the stack.
ii. Randomly select 1 card from each 5-card set and replace it with a card from the new deck
containing Hearts, Diamonds, and Clubs.
c. Perform a gene shuffle (cross-over) between the 2 sets of 5 cards.
d. Students turn the cards face up.
e. If a chromosome (1 set of 5 cards) has 2 or more Clubs, then it gets an exact replicate copy of the set to
create a new individual (2 sets of 5 cards). This shows a favorable trait that allows the individual to
reproduce more.
f. If a chromosome (1 set of 5 cards) has 1 or less Clubs, then combine that set with another students set of
1 or less Clubs.
g. If a chromosome remains without a pair, add a random set 5 cards to complete the individual.
h. There is a possibility of the population size changing due to the favorable Clubs trait.
i. Calculate the relative frequency of the Hearts, Diamonds and Clubs of the gene pool.
*** Repeat Stage 4 as many times as desired
5. Stage 5 – Introduce Spades mutation. The Spades gene is a recessive gene that is only expressed when
homozygous. This gene prevents the individual from reproducing, thus eliminating the individual from the gene
pool.
a. Students turn the cards face down while maintaining the order of cards.
b. Perform a gene mutation.
i. Combine the extra Hearts, Diamonds, and Clubs with the additional suit of Spades. Should have
roughly an equivalent ratio of Hearts-Diamonds-Clubs-Spades in the stack.
ii. Randomly select 1 card from each 5-card set and replace it with a card from the new deck
containing Hearts, Diamonds, Clubs, and Spades.
c. Perform a gene shuffle (cross-over) between the 2 sets of 5 cards.
d. Students turn the cards face up.
e. If an individual has a homozygous Spade gene, then that individual will die before the next generation.
These genes will be counted for the gene frequency but will NOT be included during the reproduction
stage for the next generation. There must be at least 2 Spades present in the individual.
f. If a chromosome (1 set of 5 cards) has 2 or more Clubs, then it gets an exact replicate copy of the set to
create a new individual (2 sets of 5 cards). This shows a favorable trait that allows the individual to
reproduce more.
g. If a chromosome (1 set of 5 cards) has 1 or less Clubs, then combine that set with another students set of
1 or less Clubs.
h. If a chromosome remains without a pair, add a random set 5 cards to complete the individual.
i. There is a possibility of the population size changing due to the favorable Clubs trait and less favorable
Spades trait.
j. Calculate the relative frequency of the Hearts, Diamonds, Clubs, and Spades of the gene pool.
*** Repeat Stage 5 as many times as desired
Summary (Connection between the cards and genetics)
The initial gene pool only has Heart- and Diamond-genes. A mutated gene is introduced: Clubs (allows the individual to
get more nutrients from food); this changes the relative frequency of the gene pool slightly. However, the environmental
factor of a drought causes an individual with the Clubs-gene to reproduce twice as much since they can get more
nutrients from the food. The environmental factor causes a change in relative frequencies due to the favorable Clubs trait.
Then a mutation is introduced again of Spades (a lethal gene that when the individual has a homozygous Spades gene,
the individual cannot reproduce no matter what other genes they have). This again, changes the relative frequencies of
the gene pool.
This illustrates two things. First, evolution does not occur in one individual. An individual receives its chromosomes from
its parents; these chromosomes are static and do not change. However, when the chromosomes are passed on, the
process of mutation and cross-over creates changes in the offspring. Thus, evolution occurs to a population of individuals
throughout generations. Second, genes can have a favorable, neutral, or unfavorable effect on individuals. In addition,
mutations can change the relative frequencies of the gene pool. However, for a significant change in the relative
frequency of the gene pool, an environmental factor must be present.
Appendix B
Card Setup
The following page shows the layout of the cards for the students. An individual is represented by 2 chromosomes shown
as chromo-1 and chromo-2. Each chromosome contains 5 genes (for this lesson). The gene pairs are represented by the
letters A through E (used for cross-over). The individual genes are number 1 through 10 (use for mutation).
This will be a guide to assistant the students as the mutation and gene shuffling (cross-over) are performed. For instance,
the teacher can state that gene 3 is going to be mutated. Or, the teacher can state that the students should cross-over
genes D and E. During the reproduction stage, the teacher can state which chromosome to switch with another student
by stating either chromo-1 or chromo-2.
Appendix C
Example of MatLab Results
Room with Obstacles
The robot attempts to move from the top-left corner of the room to the bottom-right corner without running into any of the
obstacles as indicated by a black box. The red line shows the path created by the robot by genetic algorithms. The map
displays the robot with the best route; all other robots are not displayed. Although this is not the most optimal path (lowest
fitness value), it is a viable path for the robot to solve the map. Given enough time, the robot would find the most optimal
path.
Results of Algorithm for 50 generations
The last 4 columns (the direction columns) are the relative frequencies of the gene pool, shown as percentages.
Generation
Elite
Chromosome
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
109
95
225
90
105
14
171
1
1
16
1
1
1
1
189
1
1
1
10
1
1
1
1
1
1
Fitness Value aka
Cost of Elite
Chromosome
1.00E+09
16577
6193.2
5814.4
5461.5
5370.4
3589.6
3589.6
3589.6
2875.3
2875.3
2875.3
2875.3
2875.3
2252.1
2252.1
2252.1
2252.1
1685.3
1685.3
1685.3
1685.3
1685.3
1685.3
1685.3
Left
(West)
Direction
24.96
24.66
17.04
17.56
17.92
17.81
17.77
18.07
17.87
17.97
19.09
20.03
19.62
19.55
19.01
19.64
19.7
20.11
20.16
20.4
20.25
20.64
20.51
20.87
20.57
Down
(South)
Direction
24.88
27.24
32.86
32.81
32.97
33.19
33.42
32.75
33.46
33.59
32.96
32.84
33.7
34
34.52
33.83
34.26
34.07
34.02
33.69
33.3
33.36
32.81
32.89
33.09
Right
(East)
Direction
25.43
26.05
33.49
33.59
33.83
34
34.57
35.14
35.75
34.99
34.81
34.9
34.42
33.96
34.54
34.9
34.95
34.66
34.53
35.51
36
35.77
36.29
36.13
36.48
Up
(North)
Direction
24.73
22.05
16.61
16.04
15.28
15
14.24
14.04
12.92
13.44
13.14
12.23
12.26
12.5
11.93
11.63
11.1
11.16
11.29
10.4
10.44
10.24
10.4
10.11
9.86
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
1
1
1
1
1
1
1
41
1
1
1
1
1
1
1
1
1
34
1
1
218
1
1
1
1
1685.3
1685.3
1685.3
1685.3
1685.3
1685.3
1685.3
508.78
508.78
508.78
508.78
508.78
508.78
508.78
508.78
508.78
508.78
506.78
506.78
506.78
70
70
70
70
70
20.71
20.73
20.8
20.56
20.63
20.71
20.04
20.41
20.88
21.79
21.5
21.95
21.55
21.81
22.51
22.45
21.86
21.9
21.58
20.95
20.28
18.16
17.13
17.17
17.17
33.34
33.23
33.29
33.13
33.07
33.39
34
33.5
33.07
32.44
32.73
32.2
32.49
32.25
31.4
32.03
32.51
32.85
33.11
34.13
34.5
35.46
36.07
35.69
35.75
36.21
36.13
35.95
36.18
36.37
35.68
35.7
35.91
36.29
36.28
36.17
36.32
36.38
36.46
36.72
36.19
36.38
35.91
36.01
35.69
35.16
34.68
34.12
34.44
34.42
9.74
9.91
9.96
10.13
9.93
10.23
10.26
10.17
9.76
9.49
9.6
9.53
9.58
9.49
9.37
9.33
9.25
9.34
9.3
9.23
10.06
11.71
12.68
12.7
12.65
Summary (Connection between the engineering application and genetics)
This table illustrates the evolution of the gene pool, showing the increase in relative frequency of the South- and Eastdirections. The robot is essentially moving in the South- and East-directions to solve the maze, thus reducing its fitness
value and increasing its probability of reproducing offspring in the next generation. Therefore, the environmental factor of
the solving the maze shows that the South- and East-directions are favorable traits for the robot.
The North- and West-direction relative frequencies decrease. These two movements are counter-productive and do not
help the robot find the goal of the lower-right corner of the room. These directions increase the fitness value thus
decreasing its probability of reproducing offspring in the next generation. In contrast above, the environmental factor of
solving the maze shows that the North- and West-directions are unfavorable traits for the robot.
Appendix D
Day 2 Alternative Activity
Day 2 Alternative Activity to MatLab Application
The alternative activity is very similar to the MatLab application activity, using the same logic and concept of solving a
room with obstacles, without the use of a computer. This activity involves an open space and the students will be
maneuvering around the classroom.
Split your class into multiple groups; the number of groups is dependent on classroom size (for the activity setup) and the
number of students. The groups are to compete against each other to see who can solve the maze with the fewest
number of generations OR who has the chromosome with the best fitness value at a specified ending time.
An example of a maze looks like the following diagram:
Students are to move from one corner of the maze to the opposite, diagonal corner trying to achieve the lowest fitness
cost. However, the position of the obstacles is unknown to the groups. Therefore, the grid will look like the following
diagram on the floor:
There are four possible moves: 1 (up), 2(right), 3(down), and 4(left). A chromosome is the string of moves (for example,
the chromosome 3221423142311311 would be for the students to move down, right, right, up, left, etc across the map).
The teacher or a selected student judges the groups attempt to solve the map. Each movement that lands on an open
space has a cost of 1 unit; each movement that lands on an obstacles or goes outside the map has a cost of 1000 units.
Example 1
The chromosome “2233232343322223432“ would appear as the student making the following movements. The fitness
value of this chromosome would be 5014 units.
Example 2
The chromosome “23323333332221223“ would appear as the student making the following movements. The fitness
value of this chromosome would be 17 units.
Each group is given a random 4 chromosomes and the fitness value associated each chromosome; this is considered the
first generation. The students are to then perform mutation, cross-over, and reproduction to create 4 new chromosomes
for the second generation. The students will walk the course (the course shown above without any obstacles so the
students do not know where the obstacles are located). The teacher or allocated student will record the fitness value of
the group’s chromosomes. The group will mark on their worksheet the fitness value with their chromosome and repeat
the process to create the next generation.
Side Notes:
1. It is possible for the students to go outside the course due to a mutation. The students should continue their route
as the chromosome may bring the student back into the map. Stepping outside the course costs the same as
running it an obstacle.
2. The group may reach the end before making all of the movements in the chromosome. If so, then the group
should stop and ignore any chromosome afterwards and the fitness value of the chromosome is counted only up
to where the group reaches the end.
The students should calculate the relative frequencies of the four movements at each generation and see any changes
throughout the course of the activity. The concepts of this activity are the same as the MatLab activity. The
environmental factor of getting to the end causes the relative frequency of the down- and right-movements to increase
while the up- and down-movements decrease.
Appendix E
Pre- and Post-Assessment with Key
Foundations II: Genetic Algorithms
Pre- and Post-Assessment
Read each question carefully and mark the most correct answer
1. What are the main sources of genetic variation in a population?
a. Mutation and Spontaneous Variation
b. Gene Shuffling (Cross-over) and Genetic Drift
c. Mutation and Gene Shuffling (Cross-over)
d. Mutation and Genetic Drift
2. Evolution…
a. Is a change in allele relative frequencies over time
b. Only occurs if there is natural selection
c. Only occurs if there is heritable genetic variation
d. A & C
3. Mutation…
a. Is always deleterious (harmful to oneself)
b. Occurs whenever there is cross-over
c. Only happens when organisms are stressed
d. Is the ultimate source of genetic variation
4. The process by which a species becomes better suited to its environment is known as
a. Adaption
b. Variation
c. Accommodation
d. Selection
5. Why is genetic variation important from an evolutionary standpoint?
a. If all organisms were the same, the entire population would be vulnerable to particular pathogens, like
viruses.
b. All evolutionary adaptations (e.g. the origin of forelimbs) are the result of the gradual build up of genetic
differences between organisms over geologic time.
c. Evolution (at the population level) refers to changes in the frequencies of genes in the population over
time.
d. All of the above.
6. Assume that a mouse has two alleles for fur color, brown and black. Given a gene pool of 50 alleles, what is the
relative frequency of the alleles if there are 20 brown fur alleles and 30 black fur alleles?
a. Brown: 30%; Black 70%
b. Brown: 35%; Black 65%
c. Brown: 40%; Black 60%
d. Brown: 45%; Black 55%
7. Which of the following is an example of genetic variation?
a. Two children have different eye colors.
b. One person is older than another.
c. One person has a scar, but her friend does not.
d. Todd eats meat, but his brother Rod is a vegetarian.
8. Given a population that contains genetic variation, what is the correct sequence of the following events, under the
influence of natural selection?
1) Differential reproduction occurs.
2) A new selective pressure occurs.
3) Allele frequencies within the population change.
4) Environmental change occurs.
a. 4, 1, 2, 3
b. 2, 4, 3, 1
c. 4, 2, 3, 1
d. 4, 2, 1, 3
e. 2, 4, 1, 3
9. Because of unequal fitness…
a. Natural selection tends to not change the adaptedness of the population.
b. Natural selection tends to decrease the adaptedness of the population.
c. Natural selection tends to increase the adaptedness of the population.
d. Natural selection does not care about fitness value.
e. Both B & C
Foundations II: Genetic Algorithms
Pre- and Post-Assessment Key
Read each question carefully and mark the most correct answer
1. What are the main sources of genetic variation in a population?
a. Mutation and Spontaneous Variation
b. Gene Shuffling (Cross-over) and Genetic Drift
c. Mutation and Gene Shuffling (Cross-over)
d. Mutation and Genetic Drift
2. Evolution…
a. Is a change in allele relative frequencies over time
b. Only occurs if there is natural selection
c. Only occurs if there is heritable genetic variation
d. A & C
3. Mutation…
a. Is always deleterious (harmful to oneself)
b. Occurs whenever there is cross-over
c. Only happens when organisms are stressed
d. Is the ultimate source of genetic variation
4. The process by which a species becomes better suited to its environment is known as
a. Adaption
b. Variation
c. Accommodation
d. Selection
5. Why is genetic variation important from an evolutionary standpoint?
a. If all organisms were the same, the entire population would be vulnerable to particular pathogens, like
viruses.
b. All evolutionary adaptations (e.g. the origin of forelimbs) are the result of the gradual build up of genetic
differences between organisms over geologic time.
c. Evolution (at the population level) refers to changes in the frequencies of genes in the population over
time.
d. All of the above.
6. Assume that a mouse has two alleles for fur color, brown and black. Given a gene pool of 50 alleles, what is the
relative frequency of the alleles if there are 20 brown fur alleles and 30 black fur alleles?
a. Brown: 30%; Black 70%
b. Brown: 35%; Black 65%
c. Brown: 40%; Black 60%
d. Brown: 45%; Black 55%
7. Which of the following is an example of genetic variation?
a. Two children have different eye colors.
b. One person is older than another.
c. One person has a scar, but her friend does not.
d. Todd eats meat, but his brother Rod is a vegetarian.
8. Given a population that contains genetic variation, what is the correct sequence of the following events, under the
influence of natural selection?
1) Differential reproduction occurs.
2) A new selective pressure occurs.
3) Allele frequencies within the population change.
4) Environmental change occurs.
a. 4, 1, 2, 3
b. 2, 4, 3, 1
c. 4, 2, 3, 1
d. 4, 2, 1, 3
e. 2, 4, 1, 3
9. Because of unequal fitness…
a. Natural selection tends to not change the adaptedness of the population.
b. Natural selection tends to decrease the adaptedness of the population.
c. Natural selection tends to increase the adaptedness of the population.
d. Natural selection does not care about fitness value.
e. Both B & C