* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Gene Frequencies Lab
Genetic engineering wikipedia , lookup
Koinophilia wikipedia , lookup
Epigenetics of diabetes Type 2 wikipedia , lookup
Nutriepigenomics wikipedia , lookup
Pharmacogenomics wikipedia , lookup
Genome (book) wikipedia , lookup
Human genetic variation wikipedia , lookup
Vectors in gene therapy wikipedia , lookup
Polymorphism (biology) wikipedia , lookup
Gene expression profiling wikipedia , lookup
Saethre–Chotzen syndrome wikipedia , lookup
Point mutation wikipedia , lookup
Neuronal ceroid lipofuscinosis wikipedia , lookup
The Selfish Gene wikipedia , lookup
Gene expression programming wikipedia , lookup
Gene therapy wikipedia , lookup
Gene desert wikipedia , lookup
Site-specific recombinase technology wikipedia , lookup
Therapeutic gene modulation wikipedia , lookup
Gene therapy of the human retina wikipedia , lookup
Helitron (biology) wikipedia , lookup
Human leukocyte antigen wikipedia , lookup
Population genetics wikipedia , lookup
Gene nomenclature wikipedia , lookup
Artificial gene synthesis wikipedia , lookup
Designer baby wikipedia , lookup
Genetic drift wikipedia , lookup
Hardy–Weinberg principle wikipedia , lookup
Evolution and Gene Frequencies: A Game of Survival and Reproductive Success Introduction: Bengal tigers live high in the mountains of India where the temperature is very cold. The presence of fur (F) is dominant to the absence of fur (f), which is recessive. Bengal tigers that inherit two dominant alleles (FF) or one dominant and one recessive allele (Ff) have fur, while tigers that inherit two recessive alleles (ff) have no fur. Because of this, the homozygous recessive trait is lethal. In this activity, you will examine natural selection in a small population of wild Bengal tigers. Purpose: To determine the effect of random mating in a population of Bengal tigers possessing a recessive, lethal gene. Procedure: 1. Complete the Title, Purpose, Hypothesis, and Materials sections on your paper. 2. Let one color of M&M’s represent the dominant allele (F) for fur and the other color of M&M’s represent the recessive allele (f) for no fur in a Bengal tiger population. 3. Let the paper bag represent the deep dark jungles of India where random mating occurs unwitnessed by Biology students. 4. Label one Petri dish as “F” for the dominant allele. Label a second Petri dish as “f” for the recessive allele. Label the third Petri dish “RIP” for those that were not naturally selected to survive the cold environment. 5. Place the 50 dominant-colored and 50 recessive-colored alleles (M&M’s) in the dark jungle bag and shake up (mate) the tigers. DON’T LOOK! 6. Select two alleles at a time, and record in your chart next to generation #1 each tiger produced according to the combination of alleles or genotype. (You can use tally marks to keep track.) 7. For each FF or Ff tiger produced, sort the dominant and recessive alleles into Petri dishes #1 and #2. All homozygous recessive (ff) tiger cubs unfortunately get placed into Petri dish #3 or the RIP Graveyard. Continue this procedure until all alleles have been sorted. ***Once in the RIP Graveyard, these alleles are no longer able to be passed on to the next generation and become available to the sweet-toothed Homo sapiens. ENJOY!! 8. Count and record the number of “F” and “f” alleles into the chart. Total the number of “F” and “f” alleles, and record into the chart. 9. Place the alleles of the surviving tigers (which have grown, survived, and reached reproductive age) back into the dark jungle and mate them again to get the F2 generation. 10. Repeat steps 6, 7, 8, and 9 to obtain generations #2-10. Remember: all “ff” individuals become part of the RIP Graveyard, and therefore cannot reproduce. 11. Determine the gene frequency of “F” and “f” for each generation and record in the chart. Express your results in decimal form. To determine the gene frequency, take: • Number of “F” Alleles/Total Number of Alleles = Gene Frequency of “F” • Number of “f” Alleles/Total Number of Alleles = Gene Frequency of “f” (Tip: Gene Frequency of “F” + Gene Frequency of “f” = 1 for each generation.) 12. Record your group’s gene frequencies of “F” and “f” on the board. 13. Graph your data. Give a title for your graph. Label the x-axis as “Generation” and the y-axis as the “Gene Frequency” in decimals. First, plot your own data using a solid line for “F” and a dashed line for “f.” Then, plot the class data on the same graph using similar lines, but in a different color. Make a key for your lines. Evolution and Gene Frequencies: A Game of Survival and Reproductive Success Title: ________________________________________________________________________________ Purpose: _____________________________________________________________________________ _____________________________________________________________________________________ Hypothesis: I predict that ________________________________________________________________ _____________________________________________________________________________________ Materials: ● ● ● ● ● ● ● ● Results: Data Table Number of Number of Number of Generation FF Ff ff Individuals Individuals Individuals 1 2 3 4 5 6 7 8 9 10 Number of F Alleles Number of f Alleles Total Number of Alleles Gene Gene Frequency Frequency of F of f Results: Graph Conclusion: 1. Do your results support your hypothesis? Explain why or why not. 2. What happened to the number of the dominant gene from one generation to the next? What happened to its frequency? 3. What happened to the number of the recessive gene from one generation to the next? What happened to its frequency? 4. What would happen to the gene frequency of the recessive allele if it became extinct? 5. In a real tiger habitat new animals often come into the habitat (immigrate), and others leave the area (emigrate). How might immigration and emigration affect the gene frequency of “F” and “f” in this population of tigers? How might you simulate this effect if you were to repeat this activity? 6. How might you simulate the effect of genetic drift or the founder’s effect if you were to repeat this activity? 7. How do your results compare with the class data? If significantly different, why are they different? 8. Define evolution. Are the results of this game/simulation an example of evolution?