Lab 8 Population GeneticsBIO101LStudent Name Click here to.docx

Lab 8 Population GeneticsBIO101L
Student Name: Click here to enter text.
Access Code (located on the lid of your lab kit):
Pre-Lab Questions
Assumptions:
· There are approximately 3,000,000,000 base pairs in the
mammalian genome (genes constitute only a portion of this
total).
· There are approximately 10,000 genes in the mammalian
genome.
· A single gene averages 10,000 base pairs in size.
· Only 1 out of 3 mutations that occur in a gene result in a
change to the protein structure.
In the mammalian genome:
1. How many total base-pairs are in all the mammalian genes?
Click here to enter text.
2. What proportion (%) of the total genome does this represent?
3. What is the probability that a random mutation will occur in
any given gene?
4. What is the probability that a random mutation will change
the structure of a protein?
Note: In the following experiments on gene pool, gene
frequency, and genetic diversity; assume there are four alleles
for color and that they are all homologous.

Experiment 1: Genetic Variation
Post-Lab Questions
1.
Beaker #1 Population Composition
# of Individuals
% of Population
Red Beads
Blue Beads
Total
Red Beads
Blue Beads
Total
50
100
2.
# of Individuals
% of Population
Yellow Beads
Green Beads
Total
Yellow Beads
Green Beads
Total

20
100
3. What can you say about the genetic variation between these
populations?
Experiment 2: Genetic Drift
# of Individuals
% of Population
Yellow Beads
Green Beads
Total
Yellow Beads
Green Beads
Total
10
100
Beaker #1 Survivors
Trial
# of Survivors
% of Population
Red Beads

Blue Beads
Total
Red Beads
Blue Beads
Total
1
25
100
2
25
100
3
25
100
4
25

100
5
25
100
Beaker #2 Survivors
Trial
# of Survivors
% of Population
Yellow Beads
Green Beads
Total
Yellow Beads
Green Beads
Total
1
10
100
2
10

100
3
10
100
4
10
100
5
10
100
Beaker #3 Survivors
Trial
# of Survivors
% of Population
Yellow Beads

Green Beads
Total
Yellow Beads
Green Beads
Total
1
5
100
2
5
100
3
5
100
4
5

100
5
5
100
Post-Lab Questions
1. What observations can you make regarding the gene pool and
gene frequency of the surviving individuals?
2. Do the results vary between the populations represented by
beakers #1, #2 and #3? Why or why not?
3. What observations can you make about the genetic variation
between the parent and surviving populations?
Experiment 3: Stochastic Events
Post-Lab Questions
Beaker #1 Founders
Trial
# of Founders
% of Population
Red Beads
Blue Beads
Total

Red Beads
Blue Beads
Total
1
10
100
2
10
100
3
10
100
4
10
100
5

10
100
Beaker #2 Founders
Trial
# of Founders
% of Population
Yellow Beads
Green Beads
Total
Yellow Beads
Green Beads
Total
1
5
100
2
5

100
3
5
100
4
5
100
5
5
100
Beaker #3 Founders
Trial
# of Founders
% of Population
Yellow Beads
Green Beads
Total

Yellow Beads
Green Beads
Total
1
2
100
2
2
100
3
2
100
4
2
100
5

2
100
1. What observations can you make regarding the gene pool and
gene frequency of the founding individuals?
2. Do these results vary between the populations founded by
beakers #1, #2 and #3? Why or why not?
3. What observations can you make about the genetic variation
between the parent and founding populations?
4. Suppose you have a population of 300 butterflies. If the
population experiences a net growth of 12% in the following
year, how many butterflies do you have?
5. Now suppose you have 300 eggs, but only 70% of those eggs
progress to become a caterpillar, and only 80% of the caterpillar
progress to become an adult butterfly. How many butterflies do
you have?
6. Suppose you have a population of 150 butterflies, but a
wildfire devastates the population and only 24 butterflies
survive. What percent does the colony decrease by?

Experiment 4: Natural Selection
1. Record the remaining colors from the “Red Habitat.”
Blue –
Red -
2. Record the remaining colors from the “Blue Habitat.”
Blue –
Red -
Post-Lab Questions
3. How did the distribution of phenotypes change over time?
4. Is there a selective advantage or disadvantage for the red
and/or blue phenotypes?
5. What phenotypic results would you predict if starting with
the following population sizes?
A. 1000:
B. 100:
C. 10:
6. Assume that you live in a country with 85 million people that
consistently experiences an annual growth rate of 4.2%. If this
population continues to grow at the same rate for the next 5
years, how many people will live in the country (round to the
nearest whole number)?
Experiment 5: Sickle Cell Anemia Inheritance Patterns
Generation 1
Generation 2
Generation 3

Generation 4
#
Genotype
#
Genotype
#
Genotype
#
Genotype
1
1
1
1
2
2
2
2
3

3
3
3
4
4
4
4
5
5
5
5
6
6

6
6
7
7
7
7
8
8
8
8
9
9
9

9
10
10
10
10
Generation 5
Generation 6
Generation 7
#
Genotype
#
Genotype
#
Genotype
1
1
1

2
2
2
3
3
3
4
4
4
5
5
5
6

6
6
7
7
7
8
8
8
9
9
9
10
10
10

Starting Population
After 7 Generations
# of S alleles (red beads) in population
25
# of s alleles (blue beads) in population
25
Total Alleles
50
% of S allele in population
50
% of s allele in population
50
Post-Lab Questions
1. What is the remaining ratio of alleles?
2. Have any been selected against?
3. Given enough generations, would you expect one of these
alleles to completely disappear from the population? Why or
why not?
4. Would this be different if you started with a larger
population? Smaller?

5. After hundreds or even thousands of generations both alleles
are still common in those of African ancestry. How would you
explain this?
6. The worldwide distribution of sickle gene matches very
closely to the worldwide distribution of malaria (Figure 7).
What is the significance of this?
Figure 7: Distribution of Malaria (top) and Sickle Cell trait
(bottom).
Lab 7 Mendelian GeneticsBIO101L
Pre-Lab Questions
1. In a species of mice, brown fur color is dominant to white fur
color. When a brown mouse is crossed with a white mouse all of
their offspring have brown fur. Why did none of the offspring
have white fur?
2. Can a person’s genotype be determined by their phenotype?
Why or why not?

3. Are incomplete dominant and co-dominant patterns of
inheritance found in human traits? If yes, give examples of
each.
4. Consider the following genotype: Yy Ss Hh. We have now
added the gene for height: Tall (H) or Short (h).
a. How many different gamete combinations can be produced?
b. Many traits (phenotypes), like eye color, are controlled by
multiple genes. If eye color were controlled by the number of
genes indicated below, how many possible genotype
combinations would there be in the following scenarios?
5 Eye Color Genes:
10 Eye Color Genes:
20 Eye Color Genes:
Experiment 1: Punnett Square Crosses
Procedure:
Part 1: Punnett Squares
1. Set up and complete Punnett squares for each of the
following crosses: (remember Y = yellow, and y = blue). Please
use the following example of a Bb and Bb cross as a guide for
filling in your Punnett Squares:
Bb/BbBbBBBBbbBbbb
Cross #1:
YY/Yy

Cross #2:
YY/yy
a. What are the resulting phenotypes?
Cross #1:
Cross #2:
b. Are there any blue kernels? How can you tell?
2. Set up and complete a Punnett squares for a cross of two of
the F1 from Cross #2 (above).
a. What are the genotypes of the F2 generation?
b. What are their phenotypes?
c. Are there more or less blue kernels than in the F1 generation?

3. Identify the four possible gametes produced by the following
individuals:
Individual
YY Ss
Yy Ss
Gamete #1
Gamete #2
Gamete #3
Gamete #4
a. List the genotypes of the F1 generation that result from a
cross of these two individuals.
b. What are the phenotypes of the F1 generation? What is the
ratio of those phenotypes?
Part 2: Monohybrid Cross
Table 1: Parent Genotypes: Monohybrid Crosses
Generation
Genotype of Individual #1
P
P1

P2
P3
P4
Table 2: Generations Data Produced by Monohybrid Crosses
Parents
Possible Offspring Genotypes
Possible Offspring Phenotypes
P
P1
P2
P3
P4
Post-Lab Questions
1. How much genotypic variation do you find in the randomly
picked parents of your crosses?
Homozygous Dominant:

Heterozygous:
Homozygous Recessive:
2. How much genotypic variation do you find in the offspring?
Homozygous Dominant:
Heterozygous:
Homozygous Recessive:
3. How much phenotypic variation do you find in the randomly
picked parents of your crosses?
Yellow:
Blue:
4. How much phenotypic variation do you find in the offspring?
Yellow:
Blue:
5. The predicted phenotypic ratio for a heterozygous cross is 3:1
yellow:blue. Would you expect the phenotypic ratio for your
offspring to be similar? Why or why not?
6. What is the difference between genes and alleles?
7. How might protein synthesis execute differently if a mutation
occurs?
8. Organisms heterozygous for a recessive trait are often called
carriers of that trait. What does that mean?
9. In peas, green pods (G) are dominant over yellow pods (g). If
a homozygous dominant plant is crossed with a homozygous

recessive plant, what will be the phenotype of the F1
generation? If two plants from the F1 generation are crossed,
what will the phenotype of their offspring be?
Part 3: Dihybrid Cross
Table 3: Parent Genotypes: Dihybrid Crosses
Generation
P
P1
P2
P3
P4
Table 4: Generation Data Produced by Dihybrid Crosses
Parents
Possible Offspring Genotypes
Possible Offspring Phenotypes
Genotype Ratio
Phenotype Ratio
P

P1
P2
P3
P4
Post-Lab Questions
1. How similar are the observed phenotypes in each replicate?
2. How similar are they if you pool your data from each of the
five replicates?
3. Is it closer or further from your prediction?
4. Did the results from the monohybrid or dihybrid cross most
closely match your predicted ratio of phenotypes?
5. Based on these results; what would you expect if you were
looking at a cross of 5, 10, 20 independently sorted genes?
6. Why is it so expensive to produce a hybrid plant seed?

7. In certain bacteria, an oval shape (O) is dominant over round
(o) and thick cell walls (T) are dominant over thin (t). Show a
cross between a heterozygous oval, thick cell walled bacteria
with a round, thin cell walled bacteria. What are the phenotypes
of the F1 and F2 offspring?

Lab 5 MitosisBIO101L
Pre-Lab Questions
1. What are chromosomes made of?
2. Research the differences that exist between mitosis and
binary fission. Identify at least one difference, and explain why
it is significant.
3. Cancer is a disease related to uncontrolled cell division.
Investigate two known causes for these rapidly dividing cells.
Experiment 1: Observation of Mitosis in a Plant Cell
Table 1: Mitosis Predictions
Predictions
“Supporting Evidence”
Table 2: Mitosis Data
Stage
Number of Cells in Each Stage
Total Number of Cells
Calculated % of Time Spent in Each Stage
Interphase
Prophase

Metaphase
Anaphase
Telophase
Cytokinesis
Insert photos of your drawings of a dividing cell in the
appropriate area for each stage of the cell cycle (please include
your name and access code handwritten in each of the sketch
photos):
Interphase:
Prophase:
Metaphase:
Anaphase:

Telophase:
Cytokinesis:
Post-Lab Questions
1. Label the arrows in the slide image below with the
appropriate stage of the cell cycle.
Structure
Identity
A
B
C
D
E
F
2. In what stage were most of the onion root tip cells? Based on
what you know about cell cycle division, what does this imply
about the life span of a cell?
3. Were there any stages of the cell cycle that you did not
observe? How can you explain this using evidence from the cell

cycle?
4. As a cell grows, what happens to its surface area to volume
ratio? (Hint: Think of a balloon being blown up). How does this
ratio change with respect to cell division?
5. What is the function of mitosis in a cell that is about to
divide?
6. What would happen if mitosis were uncontrolled?
7. How accurate were your time prediction for each stage of the
cell cycle?
Experiment 2: Tracking Chromosomal DNA Movement through
Mitosis
Cell Cycle Division: Mitosis Beads Diagram:
Insert photos of your drawings in the appropriate area for each
stage of the cell cycle (please include your name and access
code handwritten in each of the sketch photos):
Prophase
Number of chromatids present per cell:
Metaphase
Anaphase
Telophase

Cytokinesis
Post-Lab Questions
1. How many chromatids did each of your daughter cells
contain?
2. Why is it important for each daughter cell to contain
information identical to the parent cell?
3. How often do human skin cells divide? Why might that be?
Compare this rate to how frequently human neurons divide.
What do you notice?
4. Hypothesize what would happen if the sister chromatids did
not split equally during anaphase of mitosis.
Lab 6 DNA and RNA“BIO101L”
Access Code (Located on the lid of your lab kit):
Pre-Lab Questions
1. Arrange the following molecules from least to most specific

with respect to the original nucleotide sequence: RNA, DNA,
Amino Acid, Protein
2. Identify two structural differences between DNA and RNA.
3. Suppose you are performing an experiment in which you must
use heat to denature a double helix and create two single
stranded pieces. Based on what you know about nucleotide
bonding, do you think the nucleotides will all denature at the
same time? Use scientific reasoning to explain why.
Experiment 1: Coding
Procedure:
1. With the red, blue, yellow and green beads, you will use
three color code for each of the following letters (codon). For
instance, the code for codon E is RGB, or red-green-blue.
Letter (Codon)
Code
C
RBB
E
RGB
H
BGG
I
BGY
K
YRB
L
YBG
M
GRB
O
GYR

S
BRY
T
RYY
U
GBY
Start
RRR
Stop
BBB
Space
YYY
2. Using this code, align the beads corresponding to the
appropriate letter to write the following sentence (don’t forget
start, space and stop):
a) The mouse likes most cheese
b) How many beads did you use?
There are multiple ways your cells can read a sequence of DNA
and build slightly different proteins from the same strand. We
will not go through the process here, but as an illustration of
this “alternate splicing”, remove codons (beads) 52 - 66 from
your sentence above.
c) What does the sentence say now? (re-write the entire
sentence)
Mutations are simply changes in the sequence of nucleotides.
There are three ways this occurs:
1. Change a nucleotide(s)
2. Remove a nucleotide(s)
3. Add a nucleotide(s)
3. Using the sentence The mouse likes most cheese.:
a. Change the 24th bead to a different color.
What letter was affected:
Re-write the sentence (in codons):

Does the new sentence make sense? If not, write the words that
still make sense (using the code):
b. Replace the 24th bead and remove the 20th bead (remember
what was there).
What letter was affected:
Does the new sentence make sense? If not, write the part that
does make sense (using the code):
c. Replace the 20th bead and add one between bead numbers 50
and 51.
What was affected:
Does the new sentence make sense? If not, write the part that
does make sense (using the code):
d. In 3.a (above) you mutated one letter. What role do you think
the redundancy of the genetic code plays in this type of change?
e. Based on your observations, why do you suppose the
mutations we made in 3.b and 3.c are called frame shift
mutations?
f. Which mutations do you suspect have the greatest
consequence? Why?
Experiment 2: Transcription and Translation
Procedure
*Note: In this experiment Regular beads are used as nucleotides
and Pop-it beads are used as amino acids.
Use the following sentence and code for this experiment: I like
to eat apples.
Letter (Codon)
Code
A

GBY
E
GRB
I
BGG
K
BRY
L
YRB
O
YBG
P
BGY
S
BBR
T
RGB
Start
RRR
Stop
BBB
Space
YYY
1. Write the sentence using the beads, and then write the coded
sentence in the space below.
2. How many beads did you use?
3. Assign one Pop-It® bead to represent each codon. You do not
need to assign a Pop-It® bead for the start, stop and space
regions. These will be your amino acids. Then, connect the Pop-
It® beads to build the chain of amino acids that code for your
sentence (leave out the start, stop, and space regions).
a. How many different amino acids did you use?

b. How many total amino acids did you use?
Experiment 3: DNA Extraction
Post-Lab Questions
1. Insert a picture of your final DNA extraction. Make sure your
name and access code are handwritten in the background.
2. What is the texture and consistency of the DNA?
3. Why did we use a salt in the extraction solution?
4. Is the DNA soluble in the aqueous solution or alcohol?
5. What else might be in the ethanol/aqueous interface? How
could you eliminate this?
6. Which DNA bases pair with each other and how many
hydrogen bonds are shared by each pair?
7. How is information to make proteins passed on through
generations?
8. What was the purpose of the detergent and ethanol in this
experiment?

Lab 4 Energy and PhotosynthesisBIO101L
Pre-Lab Questions
1. Describe how the functional units for beta carotene,
xanthophyll, chlorophyll A, and chlorophyll B are different. Be
sure to identify the subunits that adhere to paper during
chromatography.
2. Describe a technique for measuring photosynthetic rate.
3. Many deciduous trees have leaves which turn yellow in the
fall. What do you suppose is happening in the leaves at the
cellular and molecular level?
4. Chloroplasts and mitochondria are both are unusual in that
they have double membranes and contain their own set of DNA.
Can you think of any explanations for this observation?
Experiment 1: Paper Chromatography
Table 1: Part 1: Chromatography Data
Solvent
Distance from Original Line to Solvent Font
Number of Bands
Rf Factor
Acetic Acid

Acetone
Mineral Oil
Water
Table 2: Part 3: DPIP Photosynthesis Data
Test Tube
Chloroplast
Solution
Present?
Initial Color

Final Color
Time Required to Change Color (Hours)
1
2
3

Post-Lab Questions
1. What did the different colored bands signify in each solvent
for Part 1? What pigments can you associate them with?
2. What is the osmolarity fluid used in Part 2? Why is this
important? Why is it essential to keep it cool?
3. How could you modify this experiment to show the effects of
different wavelengths of light on the photosynthetic rate?
4. Some plants (grasses) tend to contain a greater concentration
of chlorophyll than others (pines). Can you develop a
hypothesis to explain this? Would it be testable?

5. Insert a picture of the four pieces of chromatography paper
with your name clearly and access code handwritten in the
background. (Part 1)
6. Insert a picture of the final color of the solutions in their test
tubes with your name and access code handwritten in the
background. (Part 3)
Lab 3 Ecology of OrganismsBIO101L
Pre-Lab Questions
1. Would you expect endangered species to be more frequently
generalists or specialists? Explain your answer.

2. How does temperature affect water availability in an
ecosystem?
Experiment 1: Effects of pH on Radish Seed Germination
Table 1
Water
Vinegar
Baking Soda
pH
Day
Seeds Germinated
Observations
Seeds Germinated
Observations
Seeds Germinated

Observations
1
2
3
4

5
6
7

Post-Lab Questions
1. Record your hypothesis from Step 6 here:
2. Construct a line graph based on the data from Table 1 in the
space below. Place the day on the x axis, and the number of
seeds germinated on the y axis. Be sure to include a title, label
the x and y axes, and provide a legend describing which line
corresponds to each plate (e.g., blue = acetic acid, green =
sodium bicarbonate, etc…).
3. Was there any noticeable effect on the germination rate of the
radish seeds as a result of the pH? Compare and contrast the
growth rate for the control with the alkaline and acidic
solutions.

4. According to your results would you say that the radish has a
broad pH tolerance? Why or why not? Use your data to support
your answer.
5. Knowing that acid rain has a pH of 2-3 would you conclude
that crop species with a narrow soil pH range are in trouble? Is
acid rain a problem for plant species and crops?
6. Insert photo of your seeds on the 7th day with your name and
access code handwritten in the background.
Lab 2 Cell Structure and FunctionBIO101L
Access Code (located on the lid of your lab kit): Click here

to enter text.
Pre-Lab Questions
1. Identify three major similarities and differences between
prokaryotic and eukaryotic cells.
2. Where is the DNA housed in a prokaryotic cell? Where is it
housed in a eukaryotic cell?
3. Identify three structures which provide support and
protection in a eukaryotic cell.
Experiment 1: Identifying Cell Structures
Post-Lab Questions
1. Label each of the arrows in the following slide image:
Structure
Identity
A
B
C

D
2. What is the difference between the rough and smooth
endoplasmic reticulum?
3. Would an animal cell be able to survive without
mitochondria? Why or why not?
4. What could you determine about a specimen if you observed
a slide image showing the specimen with a cell wall, but no
nucleus or mitochondria?
5. Hypothesize why parts of a plant, such as the leaves, are
green, but other parts, such as the roots, are not. Use scientific
reasoning to support your hypothesis.
Experiment 2: Create a Cell
Post-Lab Questions
1. What cell structures did you place in the plant cell that you
did not place in the animal cell?

2. Is there any difference in the structure of the two cells?
3. What structures do cells have for support in organisms that
lack cell walls?
4. How are organelles in a cell like organs in a human body?
5. How does the structure of a cell suggest its function? List
three examples.
6. In the table below, list the items you used to represent the
various organelles in your ANIMAL cell. Provide a brief
rationale explaining why you selected each item.
Item
Organelle
Rationale

7. Insert picture of your ANIMAL cell with your name and
access code handwritten in the background.
8. In the table below, list the items you used to represent the
various organelles in your PLANT cell. Provide a brief rationale
explaining why you selected each item.
Item
Organelle
Rationale

9. Insert picture of your PLANT cell with your name and access
code handwritten in the background.

Lab 8 Population GeneticsBIO101LStudent Name Click here to.docx

Lab 8 Population GeneticsBIO101LStudent Name Click here to.docx

Recommended

Recommended

More Related Content

Similar to Lab 8 Population GeneticsBIO101LStudent Name Click here to.docx

Similar to Lab 8 Population GeneticsBIO101LStudent Name Click here to.docx (20)

More from croysierkathey

More from croysierkathey (20)

Recently uploaded

Recently uploaded (20)

Lab 8 Population GeneticsBIO101LStudent Name Click here to.docx