AS Science In Society 1.9 Teacher Notes Introduction In this activity, students simulate natural selection of the sickle cell alleles, using beans and a flipped coin. They should find that the sickle cell allele rapidly becomes more common where there is a high incidence of malarial infection giving an example of natural selection in practice. The context draws on knowledge of infectious diseases and inheritance from earlier in the course. Requirements for each group 75 red* beans, 25 white* beans, 5 pots (paper cups) Coin or heads/tails flipper. *any contrasting colour will do Class results can be pooled on the OHT provided. Science explanations Gb The mechanism which explains evolution is natural selection. There is always variation between individuals in the same species. Some individuals will have characteristics which give them a better chance of surviving in a particular environment. Those individuals that survive will reproduce and pass on their characteristics to the next generation. The genes for the advantageous characteristic will become more common. Answers to questions 1. The heterozygote AS genotype is favoured in areas where there is a high incidence of malarial infection. There would be a conflicting selective pressure in areas with no malarial infection. Carriers of the disease have no symptoms normally, but may get ‘sickling ‘ at times of high oxygen demand. 2. The A allele becomes less frequent, and the S allele more frequent. 3. The S allele only survives in areas with malaria, where it survives due to the ‘heterozygous advantage’. 4. The S allele would become more frequent because SS homozygotes would pass on their alleles as frequently as AA people pass on theirs. The S allele may become more common than the A allele in areas with malaria. In these areas the advantage in being SS or AS would not be countered by the disadvantages of sickle cell disease. Page 1 ©The Nuffield Foundation, 2008 Copies may be made for UK in schools and colleges AS Science In Society 1.9 Teacher Notes November 2008 Page 2 ©The Nuffield Foundation, 2008 Copies may be made for UK in schools and colleges AS Science In Society 1.9 Student sheets Introduction Make sure you know something about sickle cell anaemia before starting the activity. You may have read the article ‘Genetics of sickle cell anaemia’ in a previous class. This activity simulates, or models, the selective pressures that exist in nature, which can change the frequency of a particular allele in a population. Selective pressures are factors which change the probability of a particular allele being passed on to the next generation. You will know that sickle cell is a very painful, and in some cases lethal mutation. So why, if it is so deadly, is the allele still very common in the population? Surely it should have “died out”? You will need: 75 red* beans, 25 white* beans, 5 pots (paper cups) Coin or heads/tails flipper. *any contrasting colour will do The beans represent the different alleles (forms) of the gene controlling the formation of the haemoglobin molecule. RED = the sex cells carrying the A (unaffected) allele WHITE = the sex cells carrying the S (sickle cell) allele Procedure You will be simulating the breeding patterns of humans by combining at random, the gametes that carry either the A allele or the S allele. The gene pool in this simulation represents the gene pool in parts of Africa that are infested with mosquitoes transmitting malaria. You will see the effects of a high incidence of malaria on the in this population. Try to predict what will happen, you may be surprised with the result. 1. Write down what you think will happen to the frequency of the sickle cell S allele as you ‘breed’ several generations of people in malaria-infested Africa. 2. Work in pairs or small groups. Label the four containers with the following; Page 1 ©The Nuffield Foundation, 2008 Copies may be made for UK in schools and colleges AS Science In Society 1.9 Student sheets 3. Place all the red and white beans into the Gene pool container. Mix them up thoroughly. 4. Without looking, take out TWO beans from the gene pool. This is simulating the act of fertilisation to produce a new individual. 5. For every two beans chosen, your partner will flip a coin (or flipper) to determine whether the new individual is infected with malaria or not (grey box of table below). Using the table below, the flip of the coin will determine in which container to put the two beans. Essentially you are deciding whether the individual lives or dies. Genotype – genetic make up AA (red-red) Phenotype – sickle cell or not reaction to malaria No sickle cell disease Susceptible to malaria AS (red-white) No sickle cell disease Resistant to malaria SS (white-white) Sickle cell disease DIE Tails – not infected with malaria LIVE place in non-survivors LIVE place in AA LIVE place in AS DIE place in AS DIE place in non-survivors place in non-survivors Heads with malaria 6. Continue pairing up your beans in the same way until the gene pool is empty. 7. At the end record all your results carefully. Draw up a table and use a tally system to record the numbers of alleles left. 8. Now add these survivors back into the gene pool to produce the next generation; put all the beads from the survivors containers into the gene pool container. Don’t touch the beads in the nonsurvivors container. 9. Repeat the process for a second generation. Page 2 ©The Nuffield Foundation, 2008 Copies may be made for UK in schools and colleges AS Science In Society 1.9 Student sheets Class results Your small sample is not enough to see a clear pattern, so we need to put together all the group’s results. Questions You will need to discuss each of these in your group, and then be prepared to put your points over to others. 1. What are the ‘selective pressures’ that seem to change the allele frequency? 2. What was the trend for the frequency of allele A over three generations? What was the trend for S over the same time? 3. The SS trait is lethal and it is unlikely that anyone with this combination will survive to have their own children. Why has the mutant allele S not been eliminated from the population as a whole? 4. If it was possible to treat sickle cell disease effectively, what would happen to the frequencies of the A and S alleles in the population? Page 3 ©The Nuffield Foundation, 2008 Copies may be made for UK in schools and colleges