Module 8 Populations, Individuals and Gene Pools

Transcription

1 Module 8 Populations, Individuals and Gene Pools Student Name: 1

2 Lesson 1 Lesson 2 Lesson 3 Lesson 4 Total Marks Total Possible Marks Your Mark Teacher Comments: 2

3 (23 marks) Lesson 1: The Gene Pool and Frequency Calculation This Module 8: Lesson 1 is worth 23 marks. The value of each question is stated in the left margin. Determining Frequencies The following illustrates the gene pool of the same population of 10 field mice sampled 5 years apart. B symbolizes the dominant black allele, b symbolizes the recessive white (albino) allele Record your answers to the following calculations in the table below. 1. a. Calculate the phenotype frequencies for 2000 and Example: Frequency of black phenotype = # black mice total mice b. Calculate the genotype frequencies for 2000 and Example: f(bb genotype) = # mice with BB genotype total mice c. Calculate the allele frequencies for 2000 and Example: f(b) allele = # B alleles Total # alleles (=20) (7 marks) Phenotype Frequencies f(black) f(white) Genotype Frequencies f(bb) f(bb) f(bb) Allele Frequencies f(b) f(b)

4 2. Using the information from the table, answer the following questions: (2 marks) a. Did the phenotype frequencies change over time? In what way? (2 marks) b. Did the genotype frequencies change over time? In what way? (2 marks) c. Did the allele frequencies change over time? In what way? (1 mark) d. Think of a possible reason why this change might have occurred. A population is in Hardy Weinberg Equilibrium if the allele frequencies are not changing over time. Refer to the calculations on the table above. (2 marks) a. Is this population in Hardy Weinberg Equilibrium? What evidence do you have to support your decision? (1 mark) b. Review the 5 conditions for Hardy Weinberg Equilibrium. From what you know about this population, what is one reason it could not be in HWE? In a population of 80 rabbits, 20 are homozygous dominant, 40 are heterozygotes, and 20 are albino homozygous recessive. (5 marks) a. Provide the frequencies of each genotype and the frequencies of each allele in the gene pool. Use proper notation: (eg. F(AA)) (1 mark) b. Why do the frequencies add up to 1? 4

5 (12 marks) Lesson 2: Causes of Change in the Gene Pool This Module 8: Lesson 2 is worth 12 marks. The value of each question is stated in the left margin. 1. Read again the example of HIV mutation on p , and refer to figure 19.8 on p (2 marks) a. Did the mutation that produces the allele responsible for the absence of the CCR5 receptor arise as a result of high HIV infection rates in humans in other words did human beings adapt to HIV by producing this allele? Explain your answer. (2 marks) b. Assume that anti-hiv drugs are NOT available. Would globally widespread HIV increase the frequency of the resistance allele or decrease it? Explain your answer. (2 marks) c. If anti-hiv drugs were WIDELY available and effect, would globally widespread HIV increase the frequency of the resistance allele? Explain your answer. (2 marks) d. What conclusion can you draw about the use of anti-hiv drugs in terms of the evolution of resistance in the human population? Explain your answer. (4 marks) 2. Even though anti-hiv drugs may be preventing evolution towards resistance, justify NOT using anti- HIV drugs. Your response should consider scientific and ethical perspectives. 5

6 (29 marks) Lesson 3: Hardy-Weinberg Calculations (2 marks) 1. This Module 8: Lesson 3 is worth 29 marks. The value of each question is stated in the left margin. Part 1 Complete questions 1, 2, 3 and 8 on p. 688 of the textbook. (2 marks) 2. (2 marks) 3. (4 marks) 8. Part 2 Place all of your work from the Hardy-Weinberg Goldfish Lab below. (On the Biology 30 site: Module 8 > Lesson 3 > Page 4) **you only need to complete the "partners" section of the lab, and you can do it on your own (you don't need to work with a partner)** (5 marks) **You only need to complete the analysis questions listed below, not all of the questions from the lab** CHART Generation Gold Brown q 2 q p p 2 2pq

7 Analysis: (3 marks) 1. Prepare a graph of your data Plot both the q and p for your data (2 marks) 2. What happens to the genotypic frequencies from generation 1 to generation 5? (1 mark) 3. What process is occurring when there is a change in genotypic frequencies over a long period of time? 7

8 (2 marks) 4. What would happen if it were more advantageous to be heterozygous (Ff)? Would there still be homozygous fish? Explain. (2 marks) 5. What happens to the recessive genes over successive generations and why? (2 marks) 6. Why doesn't the recessive gene disappear from the population? (2 marks) 7. Explain what would happen if selective pressure changed and the recessive gene was selected for. 8

9 Lesson 4: Human Activity, Biotechnology, and Gene Pools This Module 8: Lesson 4 is worth 10 marks. (10 marks) Research the rise in antibiotic-resistant populations of bacteria and write a unified response evaluating the use of antibiotics. You will be marked holistically in the manner of a unified response of not more than one page. Place your response below. Marks will be awarded for knowledge, clarity, comprehension, and an understanding of the conflicting nature of different perspectives (e.g. societal, economic, scientific, and technological). Consider the following when writing your discussion response: What effect does the increasing frequency of antibiotic resistance alleles in bacteria have on our potential ability to fight infectious disease in the future? What could be done to ensure that we have effective antibiotics for future use? Where do antibiotics come from, and is it possible to create new ones to replace the ineffective ones? If antibiotics were no longer effective, how would this affect the gene pool of the human species? There is space on the next page for your answer. Marking Rubric for Lesson 4 (multiplied by 2) Score Evaluate the use of antibiotics 5 Excellent 4 Proficient 3 Satisfactory 2 Limited Clearly indicates knowledge of mechanisms of resistance Shows excellent ability to synthesize research Shows clear appreciation of different perspectives Clearly addresses advantages and disadvantages of antibiotic use Writes in a clear, comprehensible manner Indicates knowledge of mechanisms of resistance Shows strong ability to synthesize research Indicates understanding of different perspectives Addresses most advantages and disadvantages Writing is proficient Indicates some knowledge of mechanisms of resistance Ability to synthesize research is not strong Addresses some of the different perspectives Some advantages and disadvantages addressed Writing is mediocre Unclear on mechanisms of resistance Poor ability to synthesize research Does not address different perspectives Some reference to advantages and disadvantages Writing is poor 1 Poor addresses only one of the bullets at a 2 or 3 level 9

10 This is the end of the module. Please check your work, make sure your name is on the cover and submit the completed module to your instructor for marking. 10