SKHS Science Dept
Biology Common Assessment Lab
Name:_____________________
Date:__________
PTC Genetics Lab – Biology A
Pre-Lab : Directions: Read the following information and answer the questions.
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The Hardy-Weinberg formulas (described below) allow scientists to determine whether evolution
has occurred (evolution = change in the allele frequency of a population over time).
Using the formulas, the allele frequencies (measure of the relative frequency of an allele in a
population) can be calculated at a particular time for a particular population.
Later on, allele frequencies can be calculated again and compared to the first calculations.
Any change in the allele frequencies indicates EVOLUTION!
Allele frequencies - Usually allele frequency is expressed as a proportion or a percentage. In
population genetics, allele frequencies show the genetic diversity of a species population. Four
evolutionary forces affect the frequency of an allele within a population—natural selection, genetic
drift, mutation, and migration.
Individuals feel the effects of evolution, but it is the population as a whole that actually evolves.
Godfrey Hardy (1877–1947), an English mathematician, and Wilhelm Weinberg (1862–1937), a German
physician, developed a definition of evolution independently in 1908. They used mathematical
modeling of probability to predict that gene pool frequencies are inherently stable but that continual
evolution must be expected in all populations. Hardy and Weinberg concluded that evolution would
not occur in a population if all of the following conditions were met:
1. Mutation is not occurring.
2. Natural selection is not occurring.
3. The population is infinitely large.
4. All members of the population breed.
5. All mating is totally random.
6. Everyone produces the same number of offspring.
7. There is no migration in or out of the population.
In other words, if no mechanisms of evolution are acting on a population, evolution will not
occur—the gene pool frequencies will remain unchanged. However, since it is highly unlikely that any of
these seven conditions, let alone all of them, will occur in the real world, evolution is the inevitable result.
Hardy and Weinberg developed a simple equation, now called the Hardy-Weinberg equilibrium
equation or the Hardy-Weinberg principle or law (Equation 1).
p² + 2pq + q² = 1
where:
p is the frequency of the dominant allele (A) for a trait
q is the frequency of the recessive allele (a) for a trait
Equation 1
In the case where there are only two alleles for a trait (e.g., A and a), the frequency of p plus the
frequency of q equals 100%, which is stated mathematically as Equation 2.
p+q=1
SLE: A1 GSEs: LS3-6, LS3-7, LS3-8
Equation 2
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SKHS Science Dept
Biology Common Assessment Lab
Name:_____________________
Date:__________
PTC Genetics Lab – Biology A
The only observable genotype is that of a homozygous recessive (aa) organism because its
phenotype is different from that seen in a homozygous dominant (AA) or a heterozygous (Aa) organism
(which look the same)! Assuming that a population is in Hardy-Weinberg equilibrium, the number of
dominant alleles and the number of recessive alleles in a population can be calculated by counting
the number of homozygous recessive organisms (aa = q2) and doing some math.
One way to test the Hardy-Weinberg Equilibrium Model is to use a simple, easy-to-test, human
trait. Using the class as a sample population, the allele frequency of a gene controlling the ability to
taste phenyl thiocarbamide (PTC) will be determined in this lab. A bitter-taste reaction to PTC (called
“tasters”) is evidence for the presence of the dominant allele in either the homozygous (AA) or
heterozygous (Aa) genotype. The inability to taste the chemical (called “non-tasters”) depends on the
presence of homozygous recessive alleles (aa). In order to estimate the frequency of the PTC-tasting
allele in the population, the number of non-tasters, who are homozygous recessive (aa), must be
counted. This is q². After determining q², p² can be calculated and finally the frequency of dominant
alleles and the number of recessive alleles can be determined.
Directions – Answer the following questions using the information above either typed or on lined paper in
your best handwriting. Grammar and spelling count!
1. What is allele frequency?
2. What is a gene pool?
3. What does it mean (in terms of evolution) if allele frequencies change? If allele frequencies
remain unchanged?
4. Is it possible for a population to be in equilibrium (i.e. allele frequencies remain unchanged)?
Explain your answer. (Refer to the 7 conditions listed for equilibrium)
5. Why do scientists use the Hardy-Weinberg equation?
6. Which variable from the Hardy-Weinberg equation represents the recessive allele?
7. What portion of the equation represents the homozygous recessive genotype?
8. Which variable from the Hardy-Weinberg equation represents the dominant allele?
9. What portion of the equation represents the homozygous dominant genotype?
10. What portion of the equation represents the heterozygous genotype?
11. Why are the variables representing homozygous genotypes in the equation squared?
12. Why is the variable representing heterozygous genotypes in the equation not squared?
13. What trait will be investigated in this lab?
a. What are the possible phenotypes for this trait?
b. Which phenotype is recessive?
SLE: A1 GSEs: LS3-6, LS3-7, LS3-8
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SKHS Science Dept
Biology Common Assessment Lab
Name:_____________________
Date:__________
PTC Genetics Lab – Biology A
This assignment is a formal lab; the science department rubric is used for evaluation.
Purpose
Different alleles produce variation in inherited characteristics such as hair color or blood type.
The purpose of this lab is to use the class as a sample population to determine the allele
frequency of a gene controlling the ability to taste phenyl thiocarbamide (PTC). In addition,
the relationship between tasting PTC and two other chemicals will be investigated.
Think About It:
Chemically-activated receptors (taste receptor
proteins) exist on the taste buds in the epithelia
of your tongue. Each receptor is activated by
specific chemicals.
Materials (* one per person)
Phenyl thiocarbamide (PTC) taste test
paper*
Control taste test paper*
Sodium benzoate taste test paper*
Thiourea taste test paper*
Calculator
What happens if you lack a gene for that taste
protein? Will you have that taste receptor?
Part 1
Procedure
1. Record the number of students in the class.
2. Have each student place a piece of control taste test paper on his or her tongue and
note the taste of the control paper.
3. Have each student place a piece of PTC taste test paper on his or her tongue. If he or
she senses a bitter taste (it will be obvious), then he or she is a taster of PTC. If the test
paper tastes like the control paper, then he or she is a non-taster.
4. Record the number of non-tasters and tasters in the class.
Data
Total Number of Students: ______________
Did you taste PTC?
_____ yes
_____ no
Class Data
Number of Tasters
Number of Non-tasters
PTC Taste Test
Part 2
Procedure
1. Repeat steps 2-4 of Part 1 using thiourea and sodium benzoate taste test papers.
Data
Did you taste thiourea? _____ yes
_____ no
Did you taste sodium benzoate? _____ yes
_____ no
SLE: A1 GSEs: LS3-6, LS3-7, LS3-8
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SKHS Science Dept
Biology Common Assessment Lab
Name:_____________________
Date:__________
PTC Genetics Lab – Biology A
Class Data
Number of Tasters
Number of Non-tasters
Thiourea Taste Test
Sodium Benzoate Taste Test
Calculation of Allele Frequencies: SHOW ALL OF YOUR MATHWORK INCLUDING FORMULAS!
q2 = __________
q = _______
p = _______
p2 = __________
2pq = ______
Analysis Questions
1. What is the frequency of the recessive allele in the population? Explain
2. What is the frequency of the dominant allele in the population? Explain
3. What is the frequency of the:
a. Homozygous dominant genotype?
b. Homozygous recessive genotype?
c. Heterozygous genotype?
4. Explain the genetics behind the ability to taste certain chemicals. (Hint: What do genes
code for? What is the gene coding for in this case?)
a. Why could some people taste one chemical, while others could not?
b. Why could some people taste one chemical yet they could not taste a different
chemical?
5. How does the class data for sodium benzoate and thiourea compare to the class data
for PTC?
a. Do you think there is a relationship between the ability to taste one chemical and
the ability to taste a different chemical? Why or why not?
6. The ability to taste PTC is present in about 70% of the overall human population. How
does your class data compare to this?
7. Create a hypothesis to test whether or not there is a relationship between the tendency
to like calorie dense foods, obesity, and the genes controlling taste receptors.
SLE: A1 GSEs: LS3-6, LS3-7, LS3-8
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