Biology 105 – Human Biology
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Spring 2014
55244 4 Units
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RIDDELL
Team Name:
Lab Assignment #: Lab #
Lab Title: Gene Frequency
Date: 2014-05-09
Purpose / Objective(s):

In a lab setting, perform a gene frequency test and analysis utilizing
different colored beads for different genetic types for 6 generations
Hypothesis (ese):

Theoretically, with random testing, and removal of specific genes (DNA
code) we will be able to see what beads/genes are exterminated and
which will survive and which will thrive in a new setting several
generations later
 Gene testing will show which alleles are strong and will survive. An allele
is an alternate form of a gene (one member of a pair) that’s located on a
chromosome. These DNA codings determine distinct traits that can be
passed on from parent to offspring. This was discovered by Gregor Mendel,
a monk famous for his pea experiments, and is called Mendel’s law of
segregation. (http://biology.about.com/od/geneticsglossary/g/alleles.htm )
 One gene = 1 pair, meaning 1 from Mom and 1 from Dad, so we will test
genetic dominant and recessive genes in our gene pool. Organisms have
two alleles for each trait. When the alleles of a pair are heterozygous, one
is dominant and one is recessive. The dominant allele is expressed and
excessive allele is masked. In our example, we will use RR to be
homozygous dominant, Rw to be heterozygous, and ww to be homozygous
recessive. (http://biology.about.com/od/geneticsglossary/g/alleles.htm )
Page 1 of 24
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Biology 105 – Human Biology


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Theoretically, we will probably see recessive traits pop up in our gene pool generations.
Recessive traits, like short pea plants in Mendel’s peas, are only expressed when two
recessive alleles meet up. This is also an example how organisms of the same
phenotype can have different genotypes. (http://www.newscientist.com/article/dn9964introduction-genetics.html#.U3FJ3F7ug1c )
Spring 2014
55244 4 Units
UVC1 St. Helena
F 9:00 AM – 3:50 PM
RIDDELL
GENE FREQUENCY:
the frequency of occurrence or proportions
of different alleles of a particular gene in a
given population (also called allele
frequency)
Also, we should see genetic adaption also show up. A species may become adapted to
its environment in response to environmental pressures. A trait may be favored due to
enhanced survival or reproduction when faced with a particular aspect of the
environment. When an environment changes, or when individuals move to a new environment, natural selection may result in adaption to the new
conditions. Sometimes, this results in a new species.)
Materials / Subjects / Specimens:
1. Colored beads were provided by the teacher to use as genes
2. Plastic cups were provided for shaking the beads and counting
3. Humans/students were used to count the beads and enter the data
Genotype
Homozygous Dominant
Heterozygous
Homozygous Recessive
Beads
Red
Red & White
White
Symbol
RR
Rw
ww
G
Count
50
50
50
Gene Frequency Methods / Tools / Instrumentation / Procedures:
Case#1: -33%
Genotype: the entire set
of genes in an organism;
a set of alleles that
determines the expression
of a particular
characteristic or trait
1.
First, our team counted out 50 red beads and 50 white beads from
the lab’s bag o’beads. This was quite difficult for our team, as the @#$%
beads kept falling on the floor.
2.
We mixed 50 red beads and 50 white beads into a cup.
3.
We distributed randomly picked pairs on the table and counted
them. Well, most of them, some of them fell on the floor. Again.
4.
We determined genotype and phenotype and recorded data. Well,
we had to count and re-count a few times to make sure they all added up correctly. And add back in the ones that
fell on the floor.
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Biology 105 – Human Biology
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55244 4 Units
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RIDDELL
5. We then took out beads each generation, and elected to remove white beads, so -33% homologous white pairs were removed from the
population, so -3 for G2, -3 for G3, -3 for G4, -1 for G5, and -2 for G6.
6. We calculated the frequency of each genotype and allele, and recorded the frequencies on our data
table.
Case #2:-100%
7. For the next table, we counted out exactly 50 red and 50 white beads.
And recounted when we knocked over the little plastic cups. Twice. And
put the beads into their cups.
8. We mixed up the 50 red and 50 white beads in a cup.
9. We distributed randomly picked pairs on the table and counted them.
Nancy was fabulous at counting. Christina fired herself for counting
incorrectly. Cathy busily stayed out of the counting by recording the
time-consuming data.
10.
We determined genotype and phenotype and recorded our data.
11.
We then took out beads for each generation, and elected to remove white beads, so -100% homologous
white pairs were removed from the population, so -12 for G2, -3 for G3, -3 for G4, -3 for G5, and -1 for G6.
12. We calculated the frequency of each genotype and allele, and recorded the frequencies on our data table.
Phenotype: the
expression of a
particular trait, like
skin color, height,
behavior, according
to the individual’s
genetic makeup and
environment
Mutation: a permanent,
heritable change in the
nucleotide sequence in a gene or
chromosome; the process in
which such a change occurs in a
gene or chromosome
Case #3:
13.
For the third table, we counted out 40 white beads, 40 red
beads and 20 black beads.
14.
We mixed together the 40 white beads, 40 red beads, and
20 black beads in a cup.
15.
We distributed randomly picked pairs on the table and
counted them.
16. Sets of pairs included with new rules:
a. RR Dominant
b. RW Neutral, all live
c. RB super dominant, add 5 black and 5 red
d. ww Homozygous recessive: rule, all white goes away
e. Bw Heterozygous
f. BB Homozygous Mutation, so add 4 more black beads
17. We then took out beads and added beads for each generation up until the 6 th generation and recorded the data.
Page 3 of 24
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Biology 105 – Human Biology
CASE /
Scenario
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Selection Pressure
0
BASE
Case 0 Base Test
1
-33% Recessive
Case 1 with forced 33% reduction in
homozygous recessive (white beads)
2
- 100% Recessive
Case 2 with forced 100% reduction in
homozygous recessive (white beads)
3
+100% Recessive
Case 3 with forced increase 100%
Page 4 of 24
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Biology 105 – Human Biology
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55244 4 Units
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RIDDELL
Results: Tables





Table #1 summarizes: Genotypes and Generations 1-6 Data in Percentages
Table #2 summarizes: Base Case Table
Table #3 summarizes: -33% Table
Table #4 summarizes: : -100% Table
Table #5 summarizes: +100% M Table
Results: Graphs











Figure #1 shows: Graph of Base Generations 1-6 for RR, Rw, ww
Figure #2 shows: Graph of Base 6 Generations and Projections Through 12th
Generation
Figure #3 shows: Graph of -33% Generations 1-6 for RR, Rw, ww
Figure #4 shows: Graph of -33% Generations & Projections Through 12th Generation
Figure #5 shows: Graph of -100% Generations 1-6 for RR, Rw, ww
Figure #6 shows: Graph of -100% Generations & Projections Through 12th Generation
Figure #7 shows: Graph of +100%M Generations 1-6 for RR, Rw, ww
Figure #8 shows: Graph of +100%M 6 Generations & Projections Through 12th Generation
Figure #9 shows: Graph of Homozygous Dominant RR over 6 Generations with 3 Cases
Figure #10 shows: Graph of 6 Generations of Heterozygous Rw Over 3 Cases
Figure #11 shows: Graph of Recessive ww Over 6 Generations with 3 Cases
Page 5 of 24
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Biology 105 – Human Biology
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Analysis: Tables

Figure #1 shows genotypes and generations 1-6 data in percentages. It was interesting to note that in the base table, RR and Rw started out at 24
and 54 but ended up the same after 6 generations at 45. For the -100% table, the ww was 0 by the 6th generation, as we were removing white
pairs as per the rules. For the +100% Mutant table, ww was down to zero by the 4 th generation, and BB went from 4% in G1 to 34%.

Figure #2 shows the base case in table format. Interestingly, Rw stayed constant
for all 6 generations at 25. RR just flipped back and forth between 12 & 13. Like
Mendel’s peas, showing up in several generations, the pea inherits traits from
each parent, and can show up as a yellow or green pea in future generations.
Each of the F1 generation plants (see picture) inherited a Y allele from one
parent and a G allele from another. When the F1 plants breed, each has an
equal chance of passing on either Y or G alleles to each offspring
http://anthro.palomar.edu/mendel/mendel_1.htm

Figure #3 shows the -33% table. RR went from 12 t0 16, back to 12, and then ended up at 17. For example, a pea
plant's inheritance of the ability to produce purple flowers instead of white ones does not make it more likely that it will
also inherit the ability to produce yellow pea seeds in contrast to green ones. Likewise, the Principle of Independent
Assortment explains why the human inheritance of a particular eye color does not increase or decrease the likelihood of
having 6 fingers on each hand. Today, we know this is due to the fact that the genes for independently assorted traits are
located on different chromosomes. http://anthro.palomar.edu/mendel/mendel_1.htm

Segregation of alleles in
the production of sex
cells
Figure #4 shows the -100% table. RR started at 12 and went up to 23. ww started at 12 and ended up at 1 by G6.

Figure #5 shows the +100% table. ww started at 8 and ended up at zero by G4. BB started at 2 and ended up at
23 by G6. According to the Principle of Segregation, for any particular trait, the pair of alleles of each parent separate
and only one allele passes from each parent on to an offspring. Which allele in a parent's pair of alleles is inherited is a
matter of chance. We now know that this segregation of alleles occurs during the process of sex cell formation (i.e.,
meiosis) http://anthro.palomar.edu/mendel/mendel_1.htm
Analysis: Graphs

Figure #1 shows a graph of base generations 1-6 for RR, Rw, ww. Red stays constant here on the graph at 50% and Rw and ww just keep flipping
back and forth with each other.
Page 6 of 24
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Biology 105 – Human Biology
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
Figure #2 shows a graph of base 6 generations and projections through 12th generation. Red stays at a constant 50% projection through 12
generations, and ww is at 13 and Rw is at 12 for 12 projected generations.

Figure #3 shows a graph of -33% generations 1-6 for RR, Rw, ww. Rw declines from 27 to 17 over 6 generations. RR varies from 12 to 17 over 6
generations. ww starts at 11 and drops down to 6.

Figure #4 shows a graph of -33% generations & projections through 12th generation. RR starts at about 25% and then projects to over 70% by the
12th generation. Rw starts about 55% and ends at about 40% over 12 generations. ww starts about 20& and ends up at a negative 12% over 12
generations.

Figure #5 shows a graph of -100% generations 1-6 for RR, Rw, ww. RR starts about at about 12 and ends up about 23 for the 6th generation. Rw
starts about 26 and ends up about 5 for the 6th generation. ww starts about 12 and ends up at 0 for the 6th generation.

Figure #6 shows a graph of -100% generations & projections through 12th generation. RR starts about 25% and goes off the chart over 100%. Rw
starts at about 47% and goes negative by 8th generation and ends up about negative 35% by 12th generation. Ww starts about 25% and ends up
negative by 7th generation and ends up negative 20% by the 12th generation. Basically, this means that RR is the dominant gene, and stays in the
gene pool, whereas Tw and ww are eliminated from the gene pool, similar to a moth’s white color in the 1800’s Industrial Revolution in England,
and the black moth becoming the dominant species to survive and regenerate.

Figure #7 shows a graph of +100%M (Mutation) generations 1-6 for RR, Rw, ww. RB, wB, BB. A mutation is a permanent, heritable change in the
nucleotide sequence in a gene or chromosome; the process in which such a change occurs in a gene or chromosome. Rw started about 18 and
went down to 4. RR started about 6 and ended up about 12. ww started about 8 and ended up at 0 (eliminated from gene pool). RB started about
10 and ended about 70, the highest of the group, so was the strongest gene in this test. wB started about and ended up about 7 and ended up
about 6, so about the same, just a slight dip down over 6 generations. BB started about 2 and ended up about 48, the second highest gene, so
many offspring will have this trait.

Figure #8 shows a graph of +100%M 6 generations & projections through 12th generation. This takes the data from Figure 7 and then projects it
over 12 generations. In this projection, there are 6 different genes, and only two survive past 12 generations, the RB and the BB, and the rest end
up dying out. So, this could be like giraffes with short necks and short legs dying out, and giraffes with long necks and long spindly legs surviving,
thriving be eating leaves off tall trees, and reproducing, and their offspring having the same traits.

Figure #9 shows a graph of homozygous dominant RR over 6 generations with 3 cases. Green shows the -100% negative going from about 12 to
almost doubling at about 23, so a very strong gene in the pool. The blue line or base RR starts about 13 and ends up about 12. Still alive, but not
increasing at a high rate. The red line, or -33% negative, starts at about 16, dips down to about 12, and ends back up about 17. Is this the one that
would be wiped out possibly in an earthquake or global explosion like the theory on the dinosaurs?
Page 7 of 24
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Biology 105 – Human Biology
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
Figure #10 shows a graph of homozygous dominant RR over 6 generations with 3 cases. All three start out the same, about 50%, and drop, like
say from a bubonic plague, and either go back up or down. The blue line Rw base starts about 50%, drops to about 28%, goes up and down
slightly, and ends up about 29%. This one never gets back to the pre-emergency natural disaster, so it’s possible this gene can fade out after
other possible disasters, diseases, etc. The red line ww starts about 50%, drops to about 28%, and bounces up and down, ending up at about
45% in an upswing. This one could possible go back to 50% or higher, or drop again with another disaster. Now, the green line, ww, starts at 50%,
drops slightly to about 32, and then just keeps going up, past the original, to about 82%. This one seemed to adapt well after the natural disaster
and thrive, so they had some great gene that did well in nature, like being exposed to the bubonic plague added to their immunity and they
became immune to smallpox, chickenpox, cancer, SARS and MERS altogether.

Figure #11 shows a graph of recessive ww Over 6 generations with 3 cases. None of these seem super strong and no one is increasing
exponentially, as all three are recessive. The ww base starts about 24%, and goes up and down a bit, and ends about 26%. The red line ww starts
about 22%, drops to about 7%, goes up to 15%, then back down to about 10%. So this gene could theoretically wipe itself out in another 6
generations. The green line ww starts about 23%, drops to about 8%, slightly goes up to 9%, then drops to 0 by the 6th generation. That one is
definitely out of the gene pool.
Page 8 of 24
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Biology 105 – Human Biology
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ATTACHMENTS
Summary / Formal / Conclusive Results / Tables, Charts, Illustrations
Table #1: Shows Genotypes and Generations 1-6 Data in Percentages
BASE
CASE
Genotype
Generation
1
2
3
4
5
6
RR
24%
34%
36%
29%
43%
45%
Rw
54%
43%
43%
63%
43%
45%
ww
22%
23%
21%
8%
15%
11%
100%
100%
100%
100%
100%
100%
RR
24%
34%
36%
29%
43%
45%
Rw
54%
43%
43%
63%
43%
45%
ww
22%
23%
21%
7%
15%
11%
100%
100%
100%
100%
100%
100%
RR
24%
42%
54%
69%
79%
82%
Rw
52%
50%
37%
22%
17%
18%
ww
24%
8%
9%
9%
3%
0%
100%
100%
100%
100%
100%
100%
-33% white
T
-100% white
T
T
Page 9 of 24
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Biology 105 – Human Biology
100% Mutant
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RR
12%
27%
34%
27%
15%
9%
Rw
36%
11%
14%
6%
3%
3%
ww
16%
11%
6%
0%
0%
0%
RB
20%
31%
63%
38%
51%
51%
wB
12%
16%
9%
6%
6%
3%
BB
4%
4%
14%
22%
26%
34%
100%
100%
140%
100%
100%
100%
T
Spring 2014
55244 4 Units
UVC1 St. Helena
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RIDDELL
Table #2: Base Case Table
Base case
RR
Rw
ww
T
Generation
Gen 1
13
25
12
50
Gen 2
12
25
13
50
Gen 3
13
25
12
50
Gen 4
12
25
13
50
Gen 5
13
25
12
50
Gen 6
Gen 2
16
20
11
47
Gen 3
16
19
9
44
Gen 4
12
26
3
41
Gen 5
17
17
6
40
Gen 6
12
25
13
50
Table #3: -33% Table
-33% white
Gen 1
RR
Rw
ww
T
12
27
11
50
17
17
4
38
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Biology 105 – Human Biology
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Table #4 : -100% Table
-100% white
Gen 1
RR
Rw
ww
T
Gen 2
16
19
3
38
Gen 3
19
13
3
35
Gen 4
22
7
3
32
Gen 5
23
5
1
29
Gen 6
12
26
12
50
Gen 2
12
5
5
14
7
2
45
Gen 3
12
5
2
22
3
5
49
Gen 4
17
4
0
24
4
14
63
Gen 5
13
3
0
45
5
23
89
Gen 6
6
18
8
10
6
2
50
23
5
0
28
Table #5: +100% M Table
+100% Mutant
Gen 1
RR
Rw
ww
RB
wB
BB
T
12
4
0
69
4
46
135
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Figure #1: Graph of Base Generations 1-6 for RR, Rw, ww
26
Base Generations 1-6 for RR, Rw, ww
24
22
20
T
o
t
18
a
l
s
RR
Rw
ww
16
14
12
10
Gen 1
Gen 2
Gen 3
Gen 4
Gen 5
Gen 6
Generation
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Figure #2: Graph of Base 6 Generations and Projections Through 12th Generation
Base 6 Generations and Projections Through 12th
Generation
60%
50%
P
e
r 40%
c
e
n 30%
t
a
g 20%
e
s
RR Base
Rw Base
ww Base
Linear (RR Base)
Linear (Rw Base)
Linear (ww Base)
10%
0%
Gen 1 Gen 2 Gen 3 Gen 4 Gen 5 Gen 6 Gen 7 Gen 8 Gen 9 Gen Gen Gen
10
11
12
Generations 1-12
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Figure #3: Graph of -33% Generations 1-6 for RR, Rw, ww
30
-33% Generations 1-6 for RR, Rw, ww
25
20
T
o
t
15
a
l
s
RR
Rw
ww
10
5
0
Gen 1
Gen 2
Gen 3
Gen 4
Gen 5
Gen 6
Generations
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Figure #4: Graph of -33% Generations & Projections Through 12th Generation
-33% 6 Generations and Projections Through 12th
Generation
80.0%
70.0%
60.0%
P
e
r
c
e
n
t
a
g
e
s
50.0%
RR-33%ww
40.0%
Rw-335 ww
30.0%
ww-33% ww
Linear (RR-33%ww)
20.0%
Linear (Rw-335 ww)
Linear (ww-33% ww)
10.0%
0.0%
-10.0%
-20.0%
Gen Gen Gen Gen Gen Gen Gen Gen Gen Gen Gen Gen
1
2
3
4
5
6
7
8
9
10 11 12
Generations
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Figure #5: Graph of -100% Generations 1-6 for RR, Rw, ww
30
-100% Generations 1-6 for RR, Rw, ww
25
20
T
o
t
15
a
l
s
RR
Rw
ww
10
5
0
Gen 1
Gen 2
Gen 3
Gen 4
Gen 5
Gen 6
Generations
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Figure #6: Graph of -100% Generations & Projections Through 12th Generation
100% 6 Generations and Projections Through 12th Generation
85.0%
65.0%
45.0%
P
e 25.0%
r
c
e
5.0%
n
t
a
g
-15.0%
e
s
RR-100% ww
Rw- 100% ww
ww-1005 ww
Gen 1
Gen 2
Gen 3
Gen 4
Gen 5
Gen 6
Gen 7
Gen 8
Gen 9 Gen 10 Gen 11 Gen 12
Linear (RR-100% ww)
Linear (Rw- 100% ww)
Linear (ww-1005 ww)
-35.0%
-55.0%
-75.0%
Generations
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Figure #7: Graph of +100%M Generations 1-6 for RR, Rw, ww
70
+100%M Generations 1-6 for RR, Rw, ww
60
50
T 40
o
t
a
l
30
s
Red Red RR
Red white Rw
white white ww
Red Black RB
white Black wB
Black Black BB
20
10
0
Gen 1
Gen 2
Gen 3
Gen 4
Gen 5
Gen 6
Generations
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Figure #8: Graph of +100%M 6 Generations & Projections Through 12th Generation
120.0%
+100%M 6 Generations and Projections Through 12th Generation
100.0%
80.0%
RR
P
e
r
c
e
n
t
a
g
e
s
60.0%
Rw
ww
RB
40.0%
wB
BB
Linear (RR)
20.0%
Linear (Rw)
Linear (ww)
Linear (RB)
0.0%
Gen 1
Gen 2
Gen 3
Gen 4
Gen 5
Gen 6
Gen 7
Gen 8
Gen 9
Gen 10 Gen 11 Gen 12
Linear (wB)
Linear (BB)
-20.0%
-40.0%
-60.0%
Generations
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Biology 105 – Human Biology
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Instructor:
Spring 2014
55244 4 Units
UVC1 St. Helena
F 9:00 AM – 3:50 PM
RIDDELL
Figure #9: Graph of Homozygous Dominant RR over 6 Generations with 3 Cases
Homozygous Dominant RR over 6 Generations
with 3 Cases
24
22
20
N
u
18
m
b
e 16
r
s
14
Base RR
33% Negative RR
100% Negative RR
12
10
Gen 1
Gen 2
Gen 3
Gen 4
Generations
Gen 5
Gen 6
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Biology 105 – Human Biology
Session:
Section:
Class Location:
Days / Time:
Instructor:
Spring 2014
55244 4 Units
UVC1 St. Helena
F 9:00 AM – 3:50 PM
RIDDELL
Figure #10: Graph of 6 Generations of Heterozygous Rw Over 3 Cases
6 Generations of Heterozygous Rw Over 3 Cases
90%
80%
70%
P
e
r
c
e
n
t
a
g
e
s
60%
50%
Rw Base
40%
Rw-33% ww
Rw- 100% ww
30%
20%
10%
0%
Gen 1
Gen 2
Gen 3
Gen 4
Generations
Gen 5
Gen 6
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Biology 105 – Human Biology
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Days / Time:
Instructor:
Spring 2014
55244 4 Units
UVC1 St. Helena
F 9:00 AM – 3:50 PM
RIDDELL
Figure #11: Graph of Recessive ww Over 6 Generations with 3 Cases
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Biology 105 – Human Biology
Session:
Section:
Class Location:
Days / Time:
Instructor:
Spring 2014
55244 4 Units
UVC1 St. Helena
F 9:00 AM – 3:50 PM
RIDDELL
References
Observations/Conclusions / Further Considerations:
1. There are some constraints and possibilities that exist, in nature, for what genes will adapt and survive to win the “Darwin award” and fail to thrive
and reproduce. Species have offspring, which tend to grow in number exponentially. There are forces of nature that restrict life, such as a limited
number of resources for food, shelter, different predators, diseases, natural disasters like earthquakes, tornadoes and flash floods knocking off a
substantial number of a species. Some individuals will have slightly different
adaptions, like tall, thin runners, who, during a monsoon, can outrun others of their
species and run to the top of a hill, and the intelligence to know that’s what they must
due to survive. These survivors of the species will have offspring, and will pass on
these genetic traits, like running fast and intelligence, onto their children, and
grandchildren, and so on. This is an example of Natural Selection in Darwinism.
(http://plato.stanford.edu/entries/darwinism/ )
2. When Darwin traveled on the The Beagle in the 1830’s, and went to different islands
near South America, he noticed some slight differences from one island to the next in the birds. He realized that the various species live in
different kinds of environments. He noticed that there was one type of bird on the
mainland, but on the islands, there were 4 different types of the same bird, but
with different beak sizes. He noticed that the different beak sizes on each island
correlated with different food consumed by the birds. He observed that the
finches adapted to each island and survived, and thrived, and had offspring with
these traits. They were better adapted to find and eat a specific type of food, so
were better fed, and in better shape to mate, and continue the species.
(http://anthro.palomar.edu/evolve/evolve_2.htm )
3. Recessive traits pop up in our gene pool generations. Recessive traits, like short pea plants in Mendel’s peas, are only expressed when two
recessive alleles meet up. This is also an example how organisms of the same phenotype can have different genotypes. With the seven pea traits
he discovered, one appeared dominant over the other. However, the recessive trait, like the color green pea, still exists, and is passed onto the
next generation. (http://anthro.palomar.edu/mendel/mendel_1.htm )
4. According to the Principle of Segregation, for any particular trait, the pair of alleles of each parent separate and only one allele passes from each
parent on to an offspring. Which allele in a parent's pair of alleles is inherited is a matter of chance. We now know that this segregation of alleles
occurs during the process of sex cell formation (i.e., meiosis) http://anthro.palomar.edu/mendel/mendel_1.htm
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Biology 105 – Human Biology
Session:
Section:
Class Location:
Days / Time:
Instructor:
Spring 2014
55244 4 Units
UVC1 St. Helena
F 9:00 AM – 3:50 PM
RIDDELL
Raw Data / Original Measurements:
1.
2.
3.
4.
5.
6.
Mendel’s Law http://biology.about.com/od/geneticsglossary/g/alleles.htm
Darwin Theory of Evolution http://www.livescience.com/474-controversy-evolution-works.html
Hardy-Weinberg Equation http://evolution.about.com/od/evidence/a/What-Is-The-Hardy-Weinberg-Principle.htm
Recessive genes http://www.newscientist.com/article/dn9964-introduction-genetics.html#.U3FJ3F7ug1c
Gene frequency definition http://dictionary.reference.com/browse/gene+frequency
Mendel’s peas http://anthro.palomar.edu/mendel/mendel_1.htm
Drawings / Diagrams / Illustrations:
1.
2.
3.
4.
5.
6.
7.
Mendel’s Experiments http://www.mhhe.com/cgibin/netquiz_get.pl?qfooter=/usr/web/home/mhhe/biosci/genbio/maderbiology7/student/olc/art_quizzes/0190fq.htm&afooter=/usr/web/home/mhhe/biosc
i/genbio/maderbiology7/student/olc/art_quizzes/0190fa.htm&test=/usr/web/home/mhhe/biosci/genbio/maderbiology7/student/olc/art_quizzes/0190q.txt
&answers=/usr/web/home/mhhe/biosci/genbio/maderbiology7/student/olc/art_quizzes/0190a.txt
Charles Darwin http://www.storyline-journeys.co.uk/charles-darwin.htm
Hardy Weinberg http://education-portal.com/academy/lesson/hardy-weinberg-equilibrium-ii-the-equation.html#lesson
Evolution https://smithlhhsb122.wikispaces.com/Aleks+O
Genotype definition http://www.biology-online.org/dictionary/Genotype
Phenotype definition http://www.biology-online.org/dictionary/Phenotype
Mutation definition http://www.biology-online.org/dictionary/Mutation
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