SBI 3U Lab: Factors Influencing Genetic Variation in Populations Genetic Drift, The Bottleneck Effect, The Founder Effect

& Gene Flow Part A: Observing Genetic Drift Purpose: To observe how genetic drift will affect the diversity of the organisms in small and large populations Hypothesis (your best educated guess that answers the question or solves the problem stated in the purpose) in an IFTHEN format: (2 marks) Materials: - 5 different coloured beads - 2 bowls (labeled big island and small island) Procedure: 1. Place ten (10) beads of each color into the Big Island Bowl (Total = 50 beads). 2. Place only two (2) beads of each color into the Small Island Bowl (Total = 10 beads). 3. Record your data in your data table. 4. With your eyes closed (remember that Genetic Drift is random, and not like Natural Selection), sample 25 lucky members from the Big Island (50% of the population) and 5 lucky members from the Small Island (50% of that population) to reproduce. 5. Keep the two groups of breeding beads in separate piles and empty both of the islands of all of the non-breeding beads. 6. Let each breeding bead reproduce one individual of its own kind and place those parents and their progeny (kids) back into their appropriate islands. (The big island should again have 50 beads and the small island should have 10 beads.) 7. Record the new number of each color of bead in your data table under "Year 2". 8. Continue this procedure for three (3) more years (for a total of 5 years). 9. Graph and label your initial and final population data as Pie Graphs.

Observations: (10 marks)

Island Phenotype Year 1 Initial Ratio (%) Year 2 Year 3 Year 4 Year 5 Final Ratio (%)

10 Big Island 10 10 10 10 Total 50 2 Small Island 2 2 2 2 Total 10

20 20 20 20 20 100 20 20 20 20 20 100 10 10 10 10 100 50 50 50 50 100

Pie Graphs - construct the four required pie graphs in excel and attach to your lab. Be sure to include a TITLE, and some form of LEGEND. (2 marks each = 8 marks) o Initial Big Island Population o Initial Small Island Population

o Final Big Island Population

o Final Small Island Population

Discussion Questions: 1. Did the proportion of phenotypes change more on one of the islands than on the other? Do you think your results are typical of real-life cases of genetic drift? Explain. (3 marks) 2. Did any phenotypes go extinct (or come very close to extinction) on either of the islands (if so, give a specific example)? (2 marks) 3. Do you think it was more likely for extinction of phenotypes to occur on the large or small island? Explain. Do you think that losing phenotypes will help or hurt the population? Explain. (4 marks) 4. Propose any ways that an island could get extinct phenotypes back into its gene pool? (2 marks) 5. Natural Selection and Genetic Drift can both cause populations to evolve over time, but they do it differently. Explain how they're different. (2 marks) 6. In this activity, were the island populations in year 5 more fit for the environment than the original populations in year 1? Explain. (2 marks) 7. In this simulation, what is one flaw in terms of the reproduction that occurred? (Hint: think about the phenotypes of parents and offspring and how this may not be accurate based on your understanding of inheritance patterns). (3 marks) Conclusion: 1. Did genetic drift occur differently in the small and large populations. In other words, was one population (small or large) effected to a greater degree than the other? (1 mark) 2. Was your hypothesis supported or rejected? (1 mark)

Part B: Observing Extreme Cases of Genetic Drift (The Bottleneck/Founder Effects) Purpose: To observe how extreme cases of genetic drift (such as the bottleneck or founder effects) effect the diversity of the organisms in population. Hypothesis: (your best educated guess that answers the question or solves the problem stated in the purpose) in an IFTHEN format: (2 marks) Materials: - 5 different coloured beads - 1 bottle - 1 bowl Procedure: 1. Place ten (10) beads of each color into the bottle (Total = 50 beads). 2. Shake the bottle to mix up the beads. 3. Flip the bottle upside down (it may get clogged up). Shake it until roughly 5-10 beads fall out into the bowl. 4. Count how many of each colour fell into the bowl and determine the ratio (as a percentage) of each phenotype in the new population of individuals. 5. Return all the beads to the bottle and repeat the process 4 more times. Observations: (10 marks) Original Trial 1 Population
Phenotype # of Individuals Ratio (%) # of Individuals Ratio (%)

Trial 2
# of Individuals Ratio (%)

Trial 3
# of Individuals Ratio (%)

Trial 4
# of Individuals Ratio (%)

Trial 5
# of Individuals Ratio (%)

Total Population

10 10 10 10 10 50

20 20 20 20 20 100

100

100

100

100

100

Pie Graphs - construct the two required pie graphs in excel and attach to your lab. Be sure to include a TITLE, and some form of LEGEND. (2 marks each = 4 marks) o Initial Population o Final Population of Trial ____

Discussion Questions: 1. During a bottleneck event, is it possible for the proportions of the different phenotypes (colours) to remain unchanged? Explain your answer. Did this happen in any of your bottleneck trials? (3 mark) 2. During a bottleneck event, is it possible for any phenotypes (colours) to become extinct? Explain your answer. Did this happen in any of your bottleneck trials? (3 marks) 3. In general, does the phenotypic diversity in a population tend to increase, decrease or remain unchanged during a bottleneck event? What do you think the long term effects of this could be on the population? Explain your answer. (3 marks) Extension Questions: 1. Find a real live example of a bottleneck effect in an animal population. Explain what caused the bottleneck effect (ex. the human activity or environmental event) and what the outcomes have been for that animal population. SITE each source (minimum 1) with a proper APA reference. You will get ZERO if your response (even part of it) is copied off a website or if the APA reference is missing. (3 marks) 2. Research how the founder effect may have influenced the diversity of traits seen between different human populations around the world. Refer to specific human traits. SITE each source (minimum 1) with a proper APA reference. You need a reference or no marks can be allocated. Make sure your response is in your OWN WORDS. You will get ZERO if your response (even part of it) is copied off a website or if the APA reference is missing. (3 marks) Conclusion: 1. How did the bottleneck effect influence the diversity of individuals in the population? (1 mark) 2. Was your hypothesis supported or rejected? (1 mark)

Part C: Observing Gene Flow Purpose: To observe how gene flow will affect the diversity among the organisms in population. Hypothesis: (your best educated guess that answers the question or solves the problem stated in the purpose) in an IFTHEN format: (2 marks) Materials: - 6 different coloured beads - 1 paper bag - 1 bowl Procedure: 1. Place ten (10) beads of five colours into a brown paper bag (Total = 50 beads). 2. Add five (5) beads of the new colour (the 6th colour) to the bag. 3. Shake up the bag to mix the beads. 4. With your eyes closed, randomly remove 5 beads from the population to return the total population size to 50 (Assume these 5 individuals died off because the carrying capacity of the environment is 50 individuals). 5. Record the number of each phenotype (colour) remaining in the paper bag (Trial 1). 6. Reset the bag according to step 1. 7. Repeat for five trials. Observations: (10 marks) Original Trial 1 Population
Phenotype # of Individuals Ratio (%) # of Individuals Ratio (%)

Trial 2
# of Individuals Ratio (%)

Trial 3
# of Individuals Ratio (%)

Trial 4
# of Individuals Ratio (%)

Trial 5
# of Individuals Ratio (%)

Total Population

10 10 10 10 10 0 50

20 20 20 20 20 20 100

50

100

50

100

50

100

50

100

50

100

Pie Graphs - construct the two required pie graphs in excel and attach to your lab. Be sure to include a TITLE, and some form of LEGEND. (2 marks each = 4 marks) o Initial Population o Final Population of Trial ___

Discussion Questions: 1. Did you demonstrate immigration or emigration in this simulation? Explain. (2 marks) 2. In any of the trials, did the newly added phenotype (colour) fail to continue to exist in the population? Could this happen in a real-life case of gene flow? Explain. (3 marks) 3. Which form of gene flow (immigration or emigration) do you think could potentially harm a population more? Explain. (2 marks) 4. Which form of gene flow (immigration or emigration) do you think could potentially benefit a population more? Explain. (2 marks) Conclusion: 1. How did gene flow influence the diversity of individuals in the population? (1 mark) 2. Was your hypothesis supported or rejected? (1 mark) Mark Breakdown: Please submit ONE copy of the lab report for you and your partner together. You will each receive the same grade. Section Purpose Hypothesis Materials & Procedure Observations Requirements Restate the given purpose for the three sections of this lab State the hypothesis for each of the three sections in an IF THEN format Provide a single statement that says: Refer to the lab handout Title of lab Fill in the observations tables in this lab report Create all required pie graphs Answer all discussion questions in full sentences. Make sure responses are numbered and in order. Answer the extension questions in full sentences Provide a proper APA reference ( or more) for each response Answer all conclusion questions Marks 1 mark each = 3 marks 2 marks each = 6 marks 1 mark 10 marks each = 30 marks 2 marks each = 16 marks 36 marks

Discussion Questions

Extension Questions

3 marks each = 6 marks

Conclusion TOTAL

2 marks each = 6 marks 103 marks

Order: Put all part A sections first (Part A purpose, hypothesis, materials & procedure, observations, discussion, conclusion) followed by all part P sections and lastly part C sections. Make sure you include a Lab Title and use sub-titles for each lab section throughout the lab.