201_2019_02_Lab03_EvoForce

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1 ANT 201, Fall 2019, Lab03: Evolutionary Force Dr. Benjamin Z. Freed, Eastern Kentucky University Dept. Anthropology, Sociology, & Social Work DUE DATE: Monday-Wednesday, 9/9-11/19. PURPOSE: to introduce four evolutionary forces and relevant terms. LAB OUTCOMES: The successful student will correctly be able to: 1) define, describe, and recognize examples of each of four evolutionary forces: mutation, gene flow, genetic drift, and natural selection. 2) describe how the genetic makeup of a population can be altered over time by seemingly minor evolutionary forces. 3) describe how changes in the structure and frequency of the genetic code can lead to significant changes in species, including humans. 4) describe how cultural processes affect the pace of human evolution. 5) describe and recognize examples of how the pace, direction, and forces of evolution process of evolution affect species and speciation. 6) describe and recognize examples of co-evolution and convergent evolution. POINTS: 45 points Day Part Points Self/Group Online (Before Day1) PreQ03 5 Self Day 1 Parts 1-3 Genetic Drift, Natural Selection, and GeneFlow/Mutation 15 Group Day 2 Part 4 Finches and Speciation 5 Group Day 2 Part 5 Video Questions 8 Self Day 2 Individual Quiz 12 Self DIRECTIONS :  Complete PreQ03. Review Modules 05 and 06.  Complete the five in-class sections.  You will have an in-class individual quiz about the first five lab parts. REFERENCES: Day1: Lab accessed 12/21/14,derived from: JW Froehlich&MR London. 1996. AnthroNotes.18(2). http://anthropology.si.edu/outreach/Teaching_Activities/edpopula.html DAY 2: Accessed 7/9/18, derived from: https://www.hhmi.org/biointeractive/sorting-finch-species MATERIALS: nine jars of 100 beans each; a larger jar; a coffee filter with holes; a rubber band; a pair of tweezers; a playing card; a bag of 20 beans . Each jar contains two different colors of beans. Each bean represents an allele for a gene controlling a single trait. On each jar top, you will see how many of each bean appears in that jar. You will also see the gene frequencies as well for each condition.

2 Part 1: Genetic Drift In this section, you monitor the effects of genetic drift in different-sized populations. You will be examining what role the size of the population has on the effects of genetic drift. 1. Select the jar that is marked with 50 beans of one color (we’ll call it A) and 50 beans of another color (we’ll call it B). A refers to the first bean color marked on the label; B refers to the second bean color marked on the label. On your Genetic Drift Data Sheet, enter your group number, and circle the color of the A bean and the color of the B bean: Be (Black- eye peas), Pi (Pinto), R (Red), and W (White). 2. Using the tweezers (without looking at the beans), one student gets 5 beans from the 50A/50B container and places the beans in the student’s empty container. 3. Count the number of A beans in the container; Count the number of B beans in the container. Enter these counts into Generation 1 in the Natural Selection. 4. Beside the count of A beans, calculate (two decimal places) and enter A’s gene frequency (“p”) into Generation 1 in the Natural Selection Data Sheet. A frequency= number of A beans/total number of beans selected (in this section, the total number of beans selected is five) 5. Repeat Step 4, only this time calculate the frequency (“q”) for the B beans. 6. Return all of the beans to the 50A/50B jar. 7. Find the container that has the same A gene frequency (p) that you calculated in Step 4, and draw 5 beans from that container. Again, count the number of A beans and B beans, find their gene frequencies, record your findings, return the beans to their container, and find the next container. 8. Repeat this until 8 generations (trials) are completed, OR until the gene frequency reaches fixation (all A or all B beans). 9. A second team member repeats the procedure, starting again with the 50A/50B container, and records all of the trials. 10. A third team member repeats the procedure, starting again with the 50A/50B container, and records all of the trials. HOWEVER, instead of drawing 5 beans each time, the team member draws 10 beans. The A gene frequency will now be calculated by dividing the A count by 10. 11. The fourth team member repeats Step 10. QUESTIONS TO CONSIDER : In genetic drift, what affects gene frequencies: gene exchange between populations, environment, random processes, and/or population size?

3 Part 2: Natural Selection This part demonstrates natural selection. In this case, a coffee filter with holes poked through it, is a selective agent (it decides which individuals with specific features succeed and pass on to the next generation). Natural selection is the only directed evolutionary process. An external or environmental factor influences the survival and reproductive success of particular genes. The coffee filter acts the same way as a change in the environment might act. Since the beans are not the same size, the screen (the external factor) will "select" the desirable beans. The coffee filter is laid in the large jar; the filter will go over the jar’s lip, and it will be fastened in place with a rubber band. 1. Select the jar that is marked with 50 beans of one color (we’ll call it A) and 50 beans of another color (we’ll call it B). A will refer to the first bean color marked on the label; B will refer to the second bean color marked on the label. On your Natural Selection Data Sheet, circle the color of the A bean and of the B bean. 2. Pour beans slowly directly from the 50/50 container until the correct population (in this case, 5) falls through. If the jar and filter are shaken to "help" the beans through, they must be shaken for every trial. If too many beans drop into the coffee can, the trial must be repeated. 3. Remove the filter and rubber band, and count the number of A beans in the container; Then count the number of B beans in the container. Enter these counts into Generation 1 in the Natural Selection Data Sheet. 4. Beside the count of A beans, calculate (two decimal places) and enter A’s gene frequency (“p”) into Generation 1 in the Natural Selection Data Sheet. A frequency= number of A beans/total number of beans selected (in this section, the total number of beans selected is five) 5. Repeat Step 4, only this time calculate the frequency (“q”) for the B beans. 6. Return the beans to the 50A/50B container. Replace the filter and rubber band onto the container you used for filtering (it should now be empty). 7. Find the container that has the same A gene frequency (p) that you calculated in Step 4, and filter 5 beans from that container. Again, count the number of A beans and B beans, calculate their gene frequencies, record your findings, return the beans to their container, and find the next container. 8. Repeat this until 8 generations (trials) are completed, OR until the gene frequency reaches fixation (all A or all B beans). 9. A second team member repeats the procedure, starting again with the 50A/50B container, and records all of the trials. 10. A third team member repeats the procedure, starting again with the 50A/50B container, and records all of the trials. HOWEVER, instead of filtering 5 beans each time, the team member filters 10 beans. The A gene frequency will now be calculated by dividing the A count by 10. 11. The fourth team member repeats Step 13. QUESTIONS TO CONSIDER : In natural selection, what affects gene frequencies: gene exchange between populations, environment, random processes, and/or population size? How do your starting and ending gene frequencies differ?

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4 Part 3: Gene Flow and Mutation This part demonstrates the effects of gene flow and mutation on gene frequencies. Gene flow is the transmission of genetic material between populations. In this exercise, groups will ex- change beans (which simulate genes) with each other. Groups may exchange with some groups, and may not exchange with other groups. Group exchanges may or may not be equal. Group population sizes (total number of beans) may differ. Mutation is an alteration in an allele. In this exercise, mutation occurs when one or more beans in certain groups is changed. The instructor will change certain alleles in unpredictable ways and times in different groups. Each sandwich bag contains 20-30 beans of four possible types: BlackEye, Pinto, Red, & White. Any other type of bean that you receive in this exercise should be counted as “Other.” 1. Count and record the number of each bean type into the Start row of the Gene Flow and Mutation Data Sheet. Also record into that row the total number of beans. 2. Calculate the frequency (percentage) for each type of bean (gene) in your group; enter the results into the START row of the Gene Flow and Mutation Data Sheet. Round to TWO decimal places. The frequency of Pinto beans is calculated by: Pinto frequency= number of Pinto beans/total number of beans selected 3. When a rotation is announced, each group will partner with another group. During this rotation, each group will take 4 beans from its partner group. Then, if an odd-numbered group and even-numbered group are partnered, the odd-numbered group will take another 4 beans from its even-numbered partner group. If two odd-numbered groups are partnered, or if two even-numbered groups are partnered, no further exchanges take place during that rotation. Rotations include the following: a. 1 st rotation: 1 exchanges with 2, 3 with 4, 5 with 6. 7 gets a set of beans from the instructor (gets the grab bag). b. 2 nd rotation: 1 exchanges with 3, 2 with 4, 5 with 7. 6 gets the grab bag. c. 3 rd rotation: 1 exchanges with 4, 2 with 6, 3 with 7. 5 gets the grab bag. d. 4 th rotation: 1 exchanges with 2, 3 with 4, 5 with 6. 7 gets the grab bag. e. 5 th rotation: 1 exchanges with 3, 2 with 4, 5 with 7. 6 gets the grab bag. f. 6 th rotation: 1 exchanges with 4, 2 with 6, 3 with 7. 5 gets the grab bag. 4. If your group doesn’t exchange with another, the instructor will provide you a set of beans. 5. The instructor may suddenly change a set of your beans, based on your playing card. This will simulate mutation. If a mutation occurs, record in NOTES each rotation number in which a mutation occurred. 6. After you exchange beans, count, calculate, and record for your group: the count of each bean type, the total number of beans, and the frequency of each bean type. Enter the results into the row of the data sheet that matches the rotation that you have just completed. 7. Repeat Steps 3-6 until all rotations have been completed. QUESTIONS TO CONSIDER : In gene flow, what affects gene frequencies: gene exchange between populations, environment, random processes, and/or population size? How do your starting and ending gene frequencies differ? QUESTIONS TO CONSIDER : Did mutation directly occur in your group? If so, how did it affect your ending gene frequencies? Did mutation occur with any of the groups with whom you exchanged? How might that have affected your ending gene frequencies?

5 SUBMIT THIS ANT 201: EKU: Freed: Fall 2019: Lab 03 GROUP NUMBER (see sticker at station): ___________ ENTER THE NAMES OF THE GROUP MEMBERS: 1. GENETIC DRIFT Data Sheet (5 Pts) A=Be (black-eyed pea), Pi (Pinto), R (Red), W (White) (CIRCLE ONE) B=Be (black-eyed pea), Pi (Pinto), R (Red), W (White) (CIRCLE ONE) FIVE BEANS First Team Member Second Team Member Star t A coun t A frequenc y (p) B coun t B frequenc y (q) A coun t A frequenc y (p) B coun t B frequenc y (q) 1 2 3 4 5 6 7 8 TEN BEANS Third Team Member Fourth Team Member Star t A coun t A frequenc y (p) B coun t B frequenc y (q) A coun t A frequenc y (p) B coun t B frequenc y (q) 1 2 3 4 5 6 7 8

6 2. NATURAL SELECTION Data Sheet (5 Pts) A=Be (black-eyed pea), Pi (Pinto), R (Red), W (White) (CIRCLE ONE) B=Be (black-eyed pea), Pi (Pinto), R (Red), W (White) (CIRCLE ONE) SELECT FIVE BEANS First Team Member Second Team Member Star t A coun t A (p) frequenc y B coun t B (q) frequenc y A coun t A (p) frequenc y B coun t B (q) frequenc y 1 2 3 4 5 6 7 8 SELECT TEN BEANS Third Team Member Fourth Team Member Star t A coun t A (p) frequenc y B coun t B (q) frequenc y A coun t A (p) frequenc y B coun t B (q) frequenc y 1 2 3 4 5 6 7 8 3. GENE FLOW AND MUTATION Data Sheet (5 pts) COUNTS SUM FREQUENCIES (2 decimals) BE count PI coun t Red count White count Othe r count Total Bean BE freq PI freq Re d fre q Whit e freq Othe r freq Start 0 0.00 Rot 1 Rot 2 Rot 3 Rot 4

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7 BE count PI coun t Red count White count Othe r count Total Bean BE freq PI freq Re d fre q Whit e freq Othe r freq Rot 5 Rot 6 NOTES: _________________________________________________________ Day2: Part 4: CLASS ACTIVITY: Finches and Speciation (5 pts) The following activity is derived from: https://www.hhmi.org/biointeractive/sorting-finch- species Now look at the following example of finches. Watch the video, and then perform the following tasks: 1. Each group will be assigned 3-4 birds to classify by vocalization. 2. After the spectrograms are displayed, each group will re-classify their birds by spectrograms. 3. After the appearance of each bird is displayed, each group will re-classify their birds by appearance. Review each video. Do Finch video exercise. Give 5 points for all participants.

8 Lab03: Day 2: Part 5: NAME: ____________________ ANT 201, Fall 2019 (8 pts total) Watch the following videos: Anolis lizards and evolution: https://www.youtube.com/watch?v=rdZOwyDbyL0 California salamanders: https://www.youtube.com/watch?v=aDIQFQOCGaI Co-evolution: http://www.youtube.com/watch?v=R5piJCyHwtw&feature=related Briefly answer each of the following (1-3 sentences each ): (2 pts each) 1. Describe the role of isolation (interruption of gene flow) in the Caribbean Anolis lizards. How do populations become isolated? 2. Describe how the Caribbean Anolis lizards illustrate the principal of convergent evolution. 3. Describe how the California salamanders illustrate the processes of cladogenesis, natural selection, and speciation. 4. Describe co-evolution in the leafcutter ants and the fungus. How does each species benefit from the presence of the other?

9 NAME: ____________________ ANT 201: LAB03 QUIZ (12 pts) Fall 2019 Briefly answer each of the following (1-3 sentences each ): (2 pts each) 1. What is wrong with the following statement: In genetic drift, changes in gene frequencies result from environmental pressures? 2. Think about what you saw with the beans in natural selection, and briefly describe what is wrong with the following statement: In natural selection, genes change in order to help individuals survive environmental pressures. 3. How might mutation in groups have directly or indirectly affected your ending gene frequencies?

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10 4. Describe how the evolutionary forces of gene flow and natural selection led to speciation in Anolis lizard populations in the Caribbean. 5. Describe how the California salamanders illustrate the processes of cladogenesis, natural selection, and speciation. 6. Compare and contrast population vs. biological species. Describe one possible problem with use of the biological species concept in fossil populations.

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