The Evolution of Populations
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Microevolution and the Genetics of Populations Microevolution Refers to Varieties Within a Given Type
Chapter 8: Evolution Lesson 8.3: Microevolution and the Genetics of Populations Microevolution refers to varieties within a given type. Change happens within a group, but the descendant is clearly of the same type as the ancestor. This might better be called variation, or adaptation, but the changes are "horizontal" in effect, not "vertical." Such changes might be accomplished by "natural selection," in which a trait within the present variety is selected as the best for a given set of conditions, or accomplished by "artificial selection," such as when dog breeders produce a new breed of dog. Lesson Objectives ● Distinguish what is microevolution and how it affects changes in populations. ● Define gene pool, and explain how to calculate allele frequencies. ● State the Hardy-Weinberg theorem ● Identify the five forces of evolution. Vocabulary ● adaptive radiation ● gene pool ● migration ● allele frequency ● genetic drift ● mutation ● artificial selection ● Hardy-Weinberg theorem ● natural selection ● directional selection ● macroevolution ● population genetics ● disruptive selection ● microevolution ● stabilizing selection ● gene flow Introduction Darwin knew that heritable variations are needed for evolution to occur. However, he knew nothing about Mendel’s laws of genetics. Mendel’s laws were rediscovered in the early 1900s. Only then could scientists fully understand the process of evolution. Microevolution is how individual traits within a population change over time. In order for a population to change, some things must be assumed to be true. In other words, there must be some sort of process happening that causes microevolution. The five ways alleles within a population change over time are natural selection, migration (gene flow), mating, mutations, or genetic drift. -
NOTES – CH 17 – Evolution of Populations
NOTES – CH 17 – Evolution of Populations ● Vocabulary – Fitness – Genetic Drift – Punctuated Equilibrium – Gene flow – Adaptive radiation – Divergent evolution – Convergent evolution – Gradualism 17.1 – Genes & Variation ● Darwin developed his theory of natural selection without knowing how heredity worked…or how variations arise ● VARIATIONS are the raw materials for natural selection ● All of the discoveries in genetics fit perfectly into evolutionary theory! Genotype & Phenotype ● GENOTYPE : the particular combination of alleles an organism carries ● an organism’s genotype, together with environmental conditions, produces its PHENOTYPE ● PHENOTYPE : all physical, physiological, and behavioral characteristics of an organism (i.e. eye color, height ) Natural Selection ● NATURAL SELECTION acts directly on… …PHENOTYPES ! ● How does that work?...some individuals have phenotypes that are better suited to their environment…they survive & produce more offspring (higher fitness!) ● organisms with higher fitness pass more copies of their genes to the next generation! Do INDIVIDUALS evolve? ● NO! ● Individuals are born with a certain set of genes (and therefore phenotypes) ● If one or more of their phenotypes (i.e. tooth shape, flower color, etc.) are poorly adapted, they may be unable to survive and reproduce ● An individual CANNOT evolve a new phenotype in response to its environment So, EVOLUTION acts on… ● POPULATIONS! ● POPULATION = all members of a species that live in a particular area ● In a population, there exists a RANGE of phenotypes ● NATURAL SELECTION acts on this range of phenotypes the most “fit” are selected for survival and reproduction 17.2: Evolution as Genetic Change in Populations Mechanisms of Evolution (How evolution happens) 1) Natural Selection (from Darwin) 2) Mutations 3) Migration (Gene Flow) 4) Genetic Drift DEFINITIONS: ● SPECIES: group of organisms that breed with one another and produce fertile offspring. -
Lecture 9: Population Genetics
Lecture 9: Population Genetics Plan of the lecture I. Population Genetics: definitions II. Hardy-Weinberg Law. III. Factors affecting gene frequency in a population. Small populations and founder effect. IV. Rare Alleles and Eugenics The goal of this lecture is to make students familiar with basic models of population genetics and to acquaint students with empirical tests of these models. It will discuss the primary forces and processes involved in shaping genetic variation in natural populations (mutation, drift, selection, migration, recombination, mating patterns, population size and population subdivision). I. Population genetics: definitions Population – group of interbreeding individuals of the same species that are occupying a given area at a given time. Population genetics is the study of the allele frequency distribution and change under the influence of the 4 evolutionary forces: natural selection, mutation, migration (gene flow), and genetic drift. Population genetics is concerned with gene and genotype frequencies, the factors that tend to keep them constant, and the factors that tend to change them in populations. All the genes at all loci in every member of an interbreeding population form gene pool. Each gene in the genetic pool is present in two (or more) forms – alleles. Individuals of a population have same number and kinds of genes (except sex genes) and they have different combinations of alleles (phenotypic variation). The applications of Mendelian genetics, chromosomal abnormalities, and multifactorial inheritance to medical practice are quite evident. Physicians work mostly with patients and families. However, as important as they may be, genes affect populations, and in the long run their effects in populations have a far more important impact on medicine than the relatively few families each physician may serve. -
1 Genepool: Exploring the Interaction Between Natural Selection and Sexual Selection
1 GenePool: Exploring The Interaction Between Natural Selection and Sexual Selection Jeffrey Ventrella Gene Pool is an artificial life simulation designed to bring some basic principles of evolution to light in an entertaining and instructive way. Most significant is the aspect of sexual selection — where mate choice is a factor in the evolution of morphology and motor-control in physically-based animated organisms. We see in the examples of deer antlers, peacock tails, and fish coloration a magnificent world of variation that makes the study of animals fascinating for us — aesthetically — driven humans that we are. But aesthetics is in the eye of the beholder. And sometimes aesthetics can run counter to the rules of basic survival. Gene Pool was designed to explore this topic. 1.0.1 History In 1996, an animated artificial life simulation, called Darwin Pond, was designed, and a paper was published describing the simulation [13]. In Darwin Pond, hundreds of physically-based organisms achieve locomotion via genetically-based motor con- trol and morphology. The ability to have more offspring is a direct outcome of two factors: 1) better ability to swim to within a critical distance to a chosen mate, and 2), the ability to attract other organisms who want to mate. Because Darwin Pond was developed at a computer game company (Rocket Sci- ence Games, Inc.) it included a significant interactive component.Rocket Science did not survive as a company, and after much effort, Darwin Pond was released from the corporate and legal complexities of the software games world, and it was published for free at, where it has remained. -
What Is a Recessive Allele?
What Is a Recessive Allele? WernerG. Heim ONE of the commonlymisunderstood and misin- are termedthe dominant[dominirende], and those terpreted concepts in elementary genetics is that which becomelatent in the processrecessive [reces- sive]. The expression"recessive" has been chosen of dominance and recessiveness of alleles. Many becausethe charactersthereby designated withdraw students in introductory courses perceive the idea or entirelydisappear in the hybrids,but nevertheless that the dominant form of a gene is somehow stron- reappear unchanged in their progeny ... (Mendel ger than the recessive form and, when they are 1950,p. 8) together in a heterozygote, the dominant allele sup- Two important concepts are presented here: (1) presses the action of the recessive one. This belief is Statements about dominance and recessiveness are Downloaded from http://online.ucpress.edu/abt/article-pdf/53/2/94/44793/4449229.pdf by guest on 27 September 2021 not only incorrectbut it can lead to a whole series of statements about the appearanceof characters,about further errors. Students, for example, often errone- what is seen or can be detected, not about the ously conclude that because the dominant allele is the underlying genetic situation; (2) The relationship stronger, it therefore ought to become more common between two alleles of a gene falls on a continuous in the course of evolution. scale from one of complete dominance and recessive- There are other common misconceptions, among ness to a complete lack thereof. In the latter case, the them that: expression of both alleles is seen in either of two ways 1) Dominance operates at the genotypic level. -
Basic Genetic Terms for Teachers
Student Name: Date: Class Period: Page | 1 Basic Genetic Terms Use the available reference resources to complete the table below. After finding out the definition of each word, rewrite the definition using your own words (middle column), and provide an example of how you may use the word (right column). Genetic Terms Definition in your own words An example Allele Different forms of a gene, which produce Different alleles produce different hair colors—brown, variations in a genetically inherited trait. blond, red, black, etc. Genes Genes are parts of DNA and carry hereditary Genes contain blue‐print for each individual for her or information passed from parents to children. his specific traits. Dominant version (allele) of a gene shows its Dominant When a child inherits dominant brown‐hair gene form specific trait even if only one parent passed (allele) from dad, the child will have brown hair. the gene to the child. When a child inherits recessive blue‐eye gene form Recessive Recessive gene shows its specific trait when (allele) from both mom and dad, the child will have blue both parents pass the gene to the child. eyes. Homozygous Two of the same form of a gene—one from Inheriting the same blue eye gene form from both mom and the other from dad. parents result in a homozygous gene. Heterozygous Two different forms of a gene—one from Inheriting different eye color gene forms from mom mom and the other from dad are different. and dad result in a heterozygous gene. Genotype Internal heredity information that contain Blue eye and brown eye have different genotypes—one genetic code. -
Basic Genetic Concepts & Terms
Basic Genetic Concepts & Terms 1 Genetics: what is it? t• Wha is genetics? – “Genetics is the study of heredity, the process in which a parent passes certain genes onto their children.” (http://www.nlm.nih.gov/medlineplus/ency/article/002048. htm) t• Wha does that mean? – Children inherit their biological parents’ genes that express specific traits, such as some physical characteristics, natural talents, and genetic disorders. 2 Word Match Activity Match the genetic terms to their corresponding parts of the illustration. • base pair • cell • chromosome • DNA (Deoxyribonucleic Acid) • double helix* • genes • nucleus Illustration Source: Talking Glossary of Genetic Terms http://www.genome.gov/ glossary/ 3 Word Match Activity • base pair • cell • chromosome • DNA (Deoxyribonucleic Acid) • double helix* • genes • nucleus Illustration Source: Talking Glossary of Genetic Terms http://www.genome.gov/ glossary/ 4 Genetic Concepts • H describes how some traits are passed from parents to their children. • The traits are expressed by g , which are small sections of DNA that are coded for specific traits. • Genes are found on ch . • Humans have two sets of (hint: a number) chromosomes—one set from each parent. 5 Genetic Concepts • Heredity describes how some traits are passed from parents to their children. • The traits are expressed by genes, which are small sections of DNA that are coded for specific traits. • Genes are found on chromosomes. • Humans have two sets of 23 chromosomes— one set from each parent. 6 Genetic Terms Use library resources to define the following words and write their definitions using your own words. – allele: – genes: – dominant : – recessive: – homozygous: – heterozygous: – genotype: – phenotype: – Mendelian Inheritance: 7 Mendelian Inheritance • The inherited traits are determined by genes that are passed from parents to children. -
Glossary/Index
Glossary 03/08/2004 9:58 AM Page 119 GLOSSARY/INDEX The numbers after each term represent the chapter in which it first appears. additive 2 allele 2 When an allele’s contribution to the variation in a One of two or more alternative forms of a gene; a single phenotype is separately measurable; the independent allele for each gene is inherited separately from each effects of alleles “add up.” Antonym of nonadditive. parent. ADHD/ADD 6 Alzheimer’s disease 5 Attention Deficit Hyperactivity Disorder/Attention A medical disorder causing the loss of memory, rea- Deficit Disorder. Neurobehavioral disorders character- soning, and language abilities. Protein residues called ized by an attention span or ability to concentrate that is plaques and tangles build up and interfere with brain less than expected for a person's age. With ADHD, there function. This disorder usually first appears in persons also is age-inappropriate hyperactivity, impulsive over age sixty-five. Compare to early-onset Alzheimer’s. behavior or lack of inhibition. There are several types of ADHD: a predominantly inattentive subtype, a predomi- amino acids 2 nantly hyperactive-impulsive subtype, and a combined Molecules that are combined to form proteins. subtype. The condition can be cognitive alone or both The sequence of amino acids in a protein, and hence pro- cognitive and behavioral. tein function, is determined by the genetic code. adoption study 4 amnesia 5 A type of research focused on families that include one Loss of memory, temporary or permanent, that can result or more children raised by persons other than their from brain injury, illness, or trauma. -
Evolution at Multiple Loci
Evolution at multiple loci • Linkage • Sex • Quantitative genetics Linkage • Linkage can be physical or statistical, we focus on physical - easier to understand • Because of recombination, Mendel develops law of independent assortment • But loci do not always assort independently, suppose they are close together on the same chromosome Haplotype - multilocus genotype • Contraction of ‘haploid-genotype’ – The genotype of a chromosome (gamete) • E.g. with two genes A and B with alleles A and a, and B and b • Possible haplotypes – AB; Ab; aB, ab • Will selection at the A locus affect evolution of the B locus? Chromosome (haplotype) frequency v. allele frequency • Example, suppose two populations have: – A allele frequency = 0.6, a allele frequency 0.4 – B allele frequency = 0.8, b allele frequency 0.2 • Are those populations identical? • Not always! Linkage (dis)equilibrium • Loci are in equilibrium if: – Proportion of B alleles found with A alleles is the same as b alleles found with A alleles; and • Loci in linkage disequilibrium if an allele at one locus is more likely to be found with a particular allele at another locus – E.g., B alleles more likely with A alleles than b alleles are with A alleles Equilibrium - alleles A locus, A allele p = 15/25 = 0.6 a allele q = 1-p = 0.4 B locus, B allele p = 20/25 = 0.8; b allele q = 1-p = 0.2 Equilibrium - haplotypes Allele B with allele A = 12; A without B = 3 times; AB 12/15 = 0.8 Allele B with allele a = 8; a without B = 2 times; aB 8/10 = 0.8 Equilibrium graphically Disequilibrium - alleles -
Chapter 8 an Introduction to Population Genetics
Chapter 8 An Introduction to Population Genetics Matthew E. Andersen Department of Biological Sciences University of Nevada, Las Vegas Las Vegas, Nevada 89154-4004 Matthew Andersen received his B.A. in 1986 from Sonoma State University, California. He was an honors student for his undergraduate work and is now a doctoral student at UNLV. He has worked in biomedical research and as a pathologist's assistant. His Ph.D. research is on the molecular systematics of fish, particularly speckled dace, Rhinichthys osculus (Cyprinidae). Reprinted from: Andersen, M. E. 1993. An introduction to population genetics. Pages 141-152, in Tested studies for laboratory teaching, Volume 14 (C. A. Goldman, Editor). Proceedings of the 14th Workshop/Conference of the Association for Biology Laboratory Education (ABLE), 240 pages. - Copyright policy: http://www.zoo.utoronto.ca/able/volumes/copyright.htm Although the laboratory exercises in ABLE proceedings volumes have been tested and due consideration has been given to safety, individuals performing these exercises must assume all responsibility for risk. The Association for Biology Laboratory Education (ABLE) disclaims any liability with regards to safety in connection with the use of the exercises in its proceedings volumes. © 1993 Matthew E. Andersen 141 Association for Biology Laboratory Education (ABLE) ~ http://www.zoo.utoronto.ca/able 142 Population Genetics Contents Introduction....................................................................................................................142 Student -
BIOL 116 General Biology II Common Course Outline
South Central College BIOL 116 General Biology II Common Course Outline Course Information Description This course covers biology at the organismal. population and system level. It will emphasize organismal diversity, population and community ecology and ecosystems. Students will gain an understanding of how evolutionary advances have occurred among organisms within a kingdom due to natural selection. This course involves a weekly three hour lab. (prerequisites: Score of 86 or above on the Sentence Skills portion of the Accuplacer test or ENGL 0090 and score of 50 or above on College Level Math portion of the Accuplacer test or MATH 0085) MNTC area 3 Total Credits 4.00 Total Hours 80.00 Types of Instruction Instruction Type Credits Lecture Lab Pre/Corequisites Prerequisite Score of 50 or above on the College Level Math portion of the Accuplacer test or MATH 0085 Prerequisite Score of 86 or above on the Sentence Skills portion of the Accuplacer test or ENGL 0090 Course Competencies 1 Appreciate and explain the process of scientific discovery and methodology Learning Objectives List and describe the steps of the scientific method Demonstrate the process of scientific discovery in the lab 2 Develop the skills necessary to engage in the scientific method Learning Objectives Formulate a hypothesis based on observations Develop a method to test a hypothesis Collect and analyze data Interpret data and form a conclusion Communicate scientific findings Common Course Outline - Page 1 of 4 Monday, September 24, 2012 3:42 PM 3 Explain the theory of -
Evolutionary Forces: Generation X Simulation to Launch the Genx
Biol 303 1 Lecture Notes Evolutionary Forces: Generation X Simulation To launch the GenX software: 1. Right-click ‘My Computer’. 2. Click ‘Map Network Drive’ 3. Don’t worry about what drive letter is assigned in the upper part of the dialogue box that pops up. In the lower part, enter: \\hopper\labshare. You can probably get this without typing by clicking the little triangle on the right of the field. 4. Using Windows Explorer, Click on the Labshare folder, then on Biology 303 folder, then on the GenX icon to start. A. Recall from lecture: Evolution is a change over time in allele (gene) frequencies within a population. There are 4 main evolutionary forces: Mutation - new allele arises by physical change in structure of DNA Genetic drift - random change in allele frequency by chance, important mainly in small populations (remember that variance ↑ as sample size ↓) Isolation - two populations that exchange members (even just 1 disperser per generation) do not diverge genetically. Isolated populations can diverge due to drift or natural selection Natural selection - differential survival and reproduction of individuals with different phenotypes Also recall that a locus is fixed for a single allele if any allele reaches a frequency of one. When a population holds only one allele, evolution cannot occur (until an alternative allele arrives by mutation or immigration). B. Background for Generation X simulations: Generation X is a computer model of evolution. It allows you to alter the four evolutionary forces, either one at a time or in combination, and see the effect on genotype and allele frequencies.