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:
12344)
Can you describe the life cycle of an organism?
How does this life cycle work in a population?
How would you track one trait through a population’s life cycle?
Can you describe an idealized life cycle that would work the best for keeping track of a genetic trait in a population?
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: http://www.radford.edu/~rsheehy/Gen_flash/popgen/
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)
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Difference between
Genotype
Phenotype
Allele
Step-by-step method to calculate frequencies above when given numbers of people with each genotype
Design and perform sample problem of above
Explain hardy-Weinberg Assumptions of evolutionary equilibrium
What happens to ratios across generations if population is in equilibrium
Describe
Explain
Step-by-step method to calculate phenotype, genotype, and allele frequency based on given numbers of people with each phenotype
Sample problem of the above
Design
Perform
Use an example to explain difference between (Both example and explanation required)
Convergent evolution
Divergent evolution
Mosaic evolution
Identify data necessary to determine whether something is an example of convergent or divergent evolution
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Use an example to explain difference between (Both example and explanation required)
Punctuated equilibrium
Gradualism
Genetic Drift
General description
Founder effect explanation with example (both required)
Bottleneck effect explanation with example (both required)
Gene Flow
General description with example (both required)
Main factors affecting effect
Mutations
Somatic
Germ-line
Chromosomal
Gene
Silent
Misssense
Nonsense
Neutral
Beneficial
Deleterious
Short-term effects on population
Long-term effects on population
Factors influencing effect
Explain Non-Random Mating with a biological example (both required)
Selection
General description
Biological example of artificial selection
Biological example of natural selection
Examples of selective pressure
Use an example to explain difference between these types of frequency dependent selection (Both example and explanation required)
Negative
Positive
Explain selection type and give an example of each
Directional
Stabilizing
Disruptive
Oscillating
Give human population evolution examples showing each of the mechanisms
Genetic drift
Gene flow
Mutations
Non-Random mating
Selection
Fitness
What it means for evolution
Explain physical and behavioral adaptations
Data collected to determine fitness
Contrast Relative vs. Darwinian fitness
Variation
Discuss how biodiversity exists at many levels (mention at least 3)
Contrast silent vs. neutral variation
Contrast continuous variation / polymorphism with discontinuous/discrete/dichotomous variation
Explain the relationship between cline and biological variation
Explain how each of the two main sources of biological variation cause biodiversity
Explain how genes and the environment interact to cause variation within a population
Explain how diploidy preserves variation
Choose 3 types of advanced genetics relationships and explain how they help preserve variation
Explain how heterozygotic advantage (balanced polymorphism helps create variation)
Coloration & Mimicry
Explain with example aposematic coloration (both required)
Explain with example cryptic coloration (both required)
Explain with example Batesian mimicry (both required)
Explain with example Mullerian mimicry (both required)
Sexual selection
Contrast primary vs. secondary sexual equipment
Explain sexual dimorphism with an example (both required)
Give 3 proximate mechanisms for development of sexual dimorphism
Explain with examples the evolutionary causes of sexual dimorphism (intersexual vs. intrasexual selection)
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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?
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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
Generations
Data
Category
1 2 3 4
AA 0 1 0 0
Aa 10 5 7 4 Count
aa
0 4 3 6
 Selection Against aa
Generations
Data
Category
1 2 3 4
AA 0 3 5 6
Aa 10 7 5 4 Count
aa
0 0 0 0
 Heterozygotic Advantage
Generations
Data
Category
1 2 3 4
AA 0 4 1 2
Aa 10 6 9 8 Count
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:
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Hypothesize as to what type of micro evolutionary mechanism generated the following result in the data and justify your choice:
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Using a biological examples, explain how environmental changes can lead to disruptive, directional, or stabilizing selection.
Explain the connection between genetic and phenotypic variation
Describe with example/evidence how differences in the way organisms act or look depends on genetic variation
Explain how the environment can change phenotypic variation both through evolution across generations and differential changes in gene expression across organisms
of one generation
Explain the importance of variation for fitness and the evolutionary process
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.