The Evolution of Dominance by R. A. Fisher
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Biology Incomplete Dominance 5E Model Lesson
BIOLOGY INCOMPLETE DOMINANCE 5E MODEL LESSON Teacher: Expected Length of Lesson Topic: Unit: Heather Lesson: Incomplete Genetics Yarbrough 1 - 90 minute class Dominance SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations. Targeted Content Standards/ b. Use mathematical models to predict and explain patterns of inheritance. Element: (Clarification statement: Students should be able to use Punnett squares (Include the entire standard) (monohybrid and dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns: dominance, codominance, incomplete dominance.) L9-10RST2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. L9-10RST7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. L9-10RST9: Compare and contrast findings presented in a text to those Targeted Literacy Skills or Standards: (include as many as your from other sources (including their own experiments), noting when the lesson incorporates) findings support or contradict previous explanations or accounts. L9-10WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. L9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. -
ENZYME POLYMORPHISM and ADAPTATION ( Enzyme Polymorphism, Electrophor Esis, Neutral Hypothesis)
STADLER SYMP. Vo l . 7 ( 1 975) University of Missouri, Columbia - 91 ENZYME POLYMORPHISM AND ADAPTATION ( enzyme polymorphism, electrophor esis, neutral hypothesis) GEORGE B. JOHNSON Depa rtment of Biology Washin gt on University St. Louis, Missouri 631 30 SUMMARY After a brief resume of the controversy concerning the adaptive value of enzyme polymorphisms , a physiological hypo thesis is advanced that heterosis for enzymes of intermediary metabolism results from the differential kinetic behavior of the alleles, which in heterozygotes serve to buffer rate - deter mining reactions from environmental perturbations . Polymor phism within a population of alpine butterflies is examined in some detail , and the results strongly implicate ongoing selec tive processes. A more detailed understanding would seem to require more pointed in vivo physiological analyses of the polymorphic variants. A characterization of the physical na ture of the electrophoretic variants suggests that many vari ants do not involve a charge difference , while almost all in volve a significant conformational difference. The value of explicit error estimates associated with each data characteri zation is stressed throughout. INTRODUCTION With the extensive use in the last ten years of zone elec trophoresis as a genetic survey technique, it has become clear that level s of genet ic variability are quite h i gh in natural populations. The average levels of heterozygosity exceed 10% , 30% of examined loci are polymorphic . Thi s degree of varia bility is much higher than had been expected, and its inter pretation has become one of the central questions of popula tion genetics. Kimura and others have advanced the idea that this level of genetic variation reflects random events , the polymorphic enzyme alleles detected by electrophoresis actually having 92 JOHNSON little or no differential effect on fitness. -
Genetics in Harry Potter's World: Lesson 2
Genetics in Harry Potter’s World Lesson 2 • Beyond Mendelian Inheritance • Genetics of Magical Ability 1 Rules of Inheritance • Some traits follow the simple rules of Mendelian inheritance of dominant and recessive genes. • Complex traits follow different patterns of inheritance that may involve multiples genes and other factors. For example, – Incomplete or blended dominance – Codominance – Multiple alleles – Regulatory genes Any guesses on what these terms may mean? 2 Incomplete Dominance • Incomplete dominance results in a phenotype that is a blend of a heterozygous allele pair. Ex., Red flower + Blue flower => Purple flower • If the dragons in Harry Potter have fire-power alleles F (strong fire) and F’ (no fire) that follow incomplete dominance, what are the phenotypes for the following dragon-fire genotypes? – FF – FF’ – F’F’ 3 Incomplete Dominance • Incomplete dominance results in a phenotype that is a blend of the two traits in an allele pair. Ex., Red flower + Blue flower => Purple flower • If the Dragons in Harry Potter have fire-power alleles F (strong fire) and F’ (no fire) that follow incomplete dominance, what are the phenotypes for the following dragon-fire genotypes: Genotypes Phenotypes FF strong fire FF’ moderate fire (blended trait) F’F’ no fire 4 Codominance • Codominance results in a phenotype that shows both traits of an allele pair. Ex., Red flower + White flower => Red & White spotted flower • If merpeople have tail color alleles B (blue) and G (green) that follow the codominance inheritance rule, what are possible genotypes and phenotypes? Genotypes Phenotypes 5 Codominance • Codominance results in a phenotype that shows both traits of an allele pair. -
Roadmap • Optimal Mutation Rate • Dominance and Its Implications
Roadmap • Optimal mutation rate • Dominance and its implications { Why is an allele dominant or recessive? { Overdominance (heterozygote advantage) { Underdominance (heterozygote inferiority) One minute responses • Q: I don't understand degrees of freedom! (About six of these....) • Q: Show the calculation of µ and ν Degrees of freedom revisited Thanks to Patrick Runkel: http://blog.minitab.com/blog/statistics-and-quality-data-analysis/ what-are-degrees-of-freedom-in-statistics A a Total A 20 a 10 Total 15 15 One more look at degrees of freedom Fictional data for sickle-cell hemoglobin (alleles A and S) in African-American adults Normal AA 400 Carrier AS 90 Affected SS 10 • Suppose I told you: { How many people I sampled { How many of each allele I found { How many AS carriers I found • Are there any possible surprises left in the data? (AA? SS?) • This is why there is only 1 df Mu and nu • µ (mu, forward mutation rate) { mutation rate per site is observed { rate per significant site in gene is: { rate per site x number of significant sites • ν (nu, back mutation rate) { mutation rate per site is observed { need the right nucleotide (1/3 chance) { rate per site x 1/3 Is mutation good or bad? • Most mutations have no fitness effect • Of those that do, most are bad • Most organisms expend significant energy trying to avoid mutations (DNA proofreading, etc) • Are organisms trying (and failing) to reach a mutation rate of zero? • Could there be selection in favor of a non-zero rate? Transposons as mutagens • Transposons are genetic elements that -
Polymorphism Under Apostatic
Heredity (1984), 53(3), 677—686 1984. The Genetical Society of Great Britain POLYMORPHISMUNDER APOSTATIC AND APOSEMATIC SELECTION VINTON THOMPSON Department of Biology, Roosevelt University, 430 South Michigan Avenue, Chicago, Illinois 60805 USA Received31 .i.84 SUMMARY Selection for warning colouration in well-defended species should lead to a single colour form in each local population, but some species are locally polymor- phic for aposematic colour forms. Single-locus two-allele models of frequency- dependent selection indicate that combined apostatic and aposematic selection may maintain stable polymorphism for one, two or three aposematic forms, provided that at least one form is subject to net apostatic selection. Frequency- independent selective differences between colour forms broaden the possibilities for aposematic polymorphism but lead to monomorphism if too large. Concurrent apostatic and aposematic selection may explain polymorphism for warning colouration in a number of jumping or moderately unpalatable insects. 1. INTRODUCTION Polymorphism for warning colouration poses a paradox for evolutionists because, as Fisher (1958) seems to have been the first to note, selection for warning colouration (aposematic selection) should lead to monomorphism. Under aposematic selection predators tend to avoid previously encountered phenotypes of undesirable prey, so that the fitness of each phenotype increases as it becomes more common. Given the presence of two forms, each will suffer at the hands of predators conditioned to avoid the other and one will eventually prevail because as soon as it gets the upper hand numerically it will drive the other to extinction. Nonetheless, many species are polymorphic for colour forms that appear to be aposematic. The ladybird beetles (Coccinellidae) furnish a number of particularly striking examples (Hodek, 1973; and see illustration in Ayala, 1978). -
Dominance Hierarchy Arising from the Evolution of a Complex Small RNA Regulatory Network Eléonore Durand, Raphaël Méheust, Marion Soucaze, Pauline M
RESEARCH ◥ between S alleles (6). Selection is expected to RESEARCH ARTICLE favor genetic elements (“dominance modifiers”), which establish dominance-recessivity interac- tion rather than codominance, because individ- PLANT GENETICS uals with a codominant genotype can produce pollen rejected by more potential mates than would occur in a dominant-recessive system (7, 8). Dominance hierarchy arising from On the basis of modeling (8), the large non- recombining region composing the S locus (9–11) is a strong candidate region for hosting such ge- the evolution of a complex small netic elements. Until recently, the dominance modifiers as- RNA regulatory network sumed in models (7, 8) remained hypothetical. A particular small RNA (sRNA) has been identified Eléonore Durand,1,2* Raphaël Méheust,1* Marion Soucaze,1 Pauline M. Goubet,1† (12) within the S locus of dominant alleles in Sophie Gallina,1 Céline Poux,1 Isabelle Fobis-Loisy,2 Eline Guillon,2 Thierry Gaude,2 Brassica (called Smi). This sRNA acts as a trans- Alexis Sarazin,3 Martin Figeac,4 Elisa Prat,5 William Marande,5 Hélène Bergès,5 modifier of the gene controlling pollen specificity Xavier Vekemans,1 Sylvain Billiard,1 Vincent Castric1‡ via de novo methylation of the promoter of re- cessive alleles, which leads to transcriptional si- The prevention of fertilization through self-pollination (or pollination by a close relative) lencing of recessive alleles by dominant alleles in the Brassicaceae plant family is determined by the genotype of the plant at the (13, 14). However, the mechanism in the more self-incompatibility locus (S locus). The many alleles at this locus exhibit a dominance complex dominance-recessivity networks in spe- Downloaded from hierarchy that determines which of the two allelic specificities of a heterozygous genotype cies that have many levels in the dominance is expressed at the phenotypic level. -
I Xio- and Made the Rather Curious Assumption That the Mutant Is
NOTES AND COMMENTS NATURAL SELECTION AND THE EVOLUTION OF DOMINANCE P. M. SHEPPARD Deportment of Genetics, University of Liverpool and E.B. FORD Genetic Laboratories, Department of Zoology, Oxford 1. INTRODUCTION CROSBY(i 963) criticises the hypothesis that dominance (or recessiveness) has evolved and is not an attribute of the allelomorph when it arose for the first time by mutation. None of his criticisms is new and all have been discussed many times. However, because of a number of apparent mis- understandings both in previous discussions and in Crosby's paper, and the fact that he does not refer to some important arguments opposed to his own view, it seems necessary to reiterate some of the previous discussion. Crosby's criticisms fall into two parts. Firstly, he maintains, as did Wright (1929a, b) and Haldane (1930), that the selective advantage of genes modifying dominance, being of the same order of magnitude as the mutation rate, is too small to have any evolutionary effect. Secondly, he criticises, as did Wright (5934), the basic assumption that a new mutation when it first arises produces a phenotype somewhat intermediate between those of the two homozygotes. 2.THE SELECTION COEFFICIENT INVOLVED IN THE EVOLUTION OF DOMINANCE Thereis no doubt that the selective advantage of modifiers of dominance is of the order of magnitude of the mutation rate of the gene being modified. Crosby (p. 38) considered a hypothetical example with a mutation rate of i xio-and made the rather curious assumption that the mutant is dominant in the absence of modifiers of dominance. -
An Introduction to Quantitative Genetics I Heather a Lawson Advanced Genetics Spring2018 Outline
An Introduction to Quantitative Genetics I Heather A Lawson Advanced Genetics Spring2018 Outline • What is Quantitative Genetics? • Genotypic Values and Genetic Effects • Heritability • Linkage Disequilibrium and Genome-Wide Association Quantitative Genetics • The theory of the statistical relationship between genotypic variation and phenotypic variation. 1. What is the cause of phenotypic variation in natural populations? 2. What is the genetic architecture and molecular basis of phenotypic variation in natural populations? • Genotype • The genetic constitution of an organism or cell; also refers to the specific set of alleles inherited at a locus • Phenotype • Any measureable characteristic of an individual, such as height, arm length, test score, hair color, disease status, migration of proteins or DNA in a gel, etc. Nature Versus Nurture • Is a phenotype the result of genes or the environment? • False dichotomy • If NATURE: my genes made me do it! • If NURTURE: my mother made me do it! • The features of an organisms are due to an interaction of the individual’s genotype and environment Genetic Architecture: “sum” of the genetic effects upon a phenotype, including additive,dominance and parent-of-origin effects of several genes, pleiotropy and epistasis Different genetic architectures Different effects on the phenotype Types of Traits • Monogenic traits (rare) • Discrete binary characters • Modified by genetic and environmental background • Polygenic traits (common) • Discrete (e.g. bristle number on flies) or continuous (human height) -
Lesson Plan Mendelian Inheritance
Dolan DNA Learning Center Mendelian Inheritance __________________________________________________________________________________________ Overview • Computer with internet access This 90 minute lesson (two class periods of 45 minutes) is an introduction to Mendel’s Laws of Inheritance for students in Lesson Structure grades 5 through 8. By studying inherited traits in humans such as tasting PTC paper and inherited traits in plants such as Pre-lab (45 minutes) – Day 1 maize, we can understand how traits are passed down through Teacher Prep generations. A discussion of dominant and recessive traits in humans will encourage students to further explore their • Become familiar with Lab Center inheritance as well as their family inheritance. http://www.dnalc.org/labcenter/mendeliangenetics/m endeliangenetics_d.html Learning Outcomes • Print and copy Background Reading from the Students will be able to: Student Lab Notebook on the Lab center. • discuss the contributions of Gregor Mendel and his • Print and copy Student Pre-lab Worksheets from experiments with the garden pea. the Student Lab Notebook on the Lab center. • review the structure of DNA and chromosomes. • Cut paper strips for Sentence Strips activity. • compare a dominant trait to a recessive trait. • Make sure computers with Internet access are • compare a homozygous trait to a heterozygous trait. available. • identify traits in themselves that are either dominant or recessive. Before class • use maize as a model organism to study Mendelian Students will receive the background reading to read for inheritance. homework the night before starting lab. They will write 2 to 3 • demonstrate Mendel’s Law of Dominance and Law questions they have about the background information. -
Gene Mutation and DNA Polymorphism Outline of This Chapter
Gene mutation and DNA polymorphism Outline of this chapter Gene Mutation DNA Polymorphism GeneGene MutationMutation Definition Major Types DefinitionDefinition A gene mutation is a change in the nucleotide sequence that composes a gene. Somatic mutations Germline mutations SomaticSomatic mutationsmutations are mutations that occur in cells of the body excluding the germline. Affects subsequent somatic cell descendants Limited to impact on the individual and not transmitted to offspring Germline mutations are mutations that occur in the germline cells Possibility of transmission to offspring Major Types Point mutations Insertion or deletion Fusion gene Dynamic mutation Point mutation substitution of one base with another Point mutation Transition purine replaces purine A G or pyrimidine replaces pyrimidine C T Transversion purine replaces pyrimidine A G or pyrimidine replaces purine C T What are the consequences? Within coding region: Silent mutation (same sense mutation) Missense mutation Nonsense mutation Stop codon mutation Within noncoding region: Splicing mutation Regulatory sequence mutation SilentSilent MutationMutation changes one codon for an amino acid to another codon for that amino acid no change in amino acid MissenseMissense mutationmutation A point mutation that exchanges one codon for another causing substitution of an amino acid Missense mutations may affect protein function severely, mildly or not at all. CGT AGT Hemoglobin Four globular proteins surrounding heme group with iron atom: two beta chains and two alpha chains Function is to carry oxygen in red blood cells from lungs to body and carbon dioxide from cells to lungs SingleSingle basebase changechange inin hemoglobinhemoglobin genegene causescauses sicklesickle cellcell anemiaanemia Wild-type mutant allele allele Wild-type mutant phenotype phenotype NonsenseNonsense mutationmutation A point mutation changing a codon for an amino acid into a stop codon (UAA, UAG or UGA). -
Population Genetics of Polymorphism and Divergence Stanley A
Population Genetics of Polymorphism and Divergence Stanley A. Sawyer∗, † and Daniel L. Hartl† ∗Department of Mathematics, Washington University, St. Louis, Missouri 63130, †Department of Genetics, Washington University School of Medicine, St. Louis, Missouri 63110 November 3, 1992 ABSTRACT Frequencies of mutant sites are modeled as a Poisson random field in two species that share a sufficiently recent common ancestor. The selective effect of the new alleles can be favorable, neutral, or detrimental. The model is applied to the sample configurations of nucleotides in the alcohol dehydrogenase gene (Adh) in Drosophila simulans and D. yakuba (McDonald and Kreitman 1991, Nature 351: 652–654). Assuming a synonymous mutation rate of 1.5 × 10−8 per site per year and 10 generations per year, we obtain 6 estimates for the effective population size (Ne =6.5 × 10 ), the species divergence time −6 (tdiv =3.74 Myr), and an average selection coefficient (σ =1.53 × 10 per generation for advantageous or mildly detrimental replacements), although it is conceivable that only two of the amino acid replacements were selected and the rest neutral. The analysis, which includes a sampling theory for the independent infinite sites model with selection, also suggests the estimate that the number of amino acids in the enzyme that are susceptible to favorable mutation is in the range 2–23 out of 257 total possible codon positions at any one time. The approach provides a theoretical basis for the use of a 2 × 2 contingency table to compare fixed differences and polymorphic sites with silent sites and amino acid replacements. t has been more than 25 years since Lewontin have been more at odds, and a great controversy en- I and Hubby (1966) first demonstrated high levels sued. -
Speciation Genetics: Evolving Approaches
REVIEWS Speciation genetics: evolving approaches Mohamed A. F. Noor* and Jeffrey L. Feder‡ Abstract | Much progress has been made in the past two decades in understanding Darwin’s mystery of the origins of species. Applying genomic techniques to the analysis of laboratory crosses and natural populations has helped to determine the genetic basis of barriers to gene flow which create new species. Although new methodologies have not changed the prevailing hypotheses about how species form, they have accelerated the pace of data collection. By facilitating the compilation of case studies, advances in genetic techniques will help to provide answers to the next generation of questions concerning the relative frequency and importance of different processes that cause speciation. Gene flow What types of genetic change bring about speciation is sophisticated methods has led to finer dissection of the The movement of alleles one of the most basic questions in biology. Speciation is a genetic origins of species down to the level of the indi- between local populations that fundamental outcome of life. Given metabolism, repro- vidual loci and eventually nucleotides. Technical and is due to the migration of duction, mutation, heredity, and the spatial–temporal statistical advances are also extending laboratory-based individuals. subdivision of the environment and of individuals into discovery to natural populations, allowing researchers Hybrid zone populations, new species form through time, increasing to investigate barriers to gene flow, genomic interactions A location where the hybrid biodiversity. The evolution of this biodiversity can only and the genetic permeability of species boundaries in offspring of two divergent, be fully explained if we identify the heritable underpin- hybrid zones where differentiated taxa overlap and inter- partially geographically nings of species formation and the forces responsible breed.