SCIN 130 Lab 7: CSI Wildlife, Case 1

General Instructions

Be sure to read the general instructions from the Lessons portion of the class prior to completing this packet.

Remember, you are to upload this packet with your quiz for the week!

Background

The scenarios investigated are based on the recently published literature: Wasser, S. K., Brown, L., Mailand, C., Mondol, S., Clark, W., Laurie, C., & Weir, B. S. (2015). Genetic assignment of large seizures of elephant ivory reveals Africa’s major poaching hotspots. Science, 349(6243), 84–87. The underlying data are available on the Dryad Digital Repository: http://dx.doi.org/10.5061/dryad.435p4.

Remember, DNA is made up of nucleotides and an allele is an alternative form of a gene which may be from mutation, but is found on the same place in a chromosome in individuals and functions similarly. If you are unfamiliar with these terms, make sure to review them in your book prior to completing the lab.

Specific Lab Instructions

Name:     

Date:

Go to: CSI Wildlife on HHMI Biointeractive

Part 1: The Introduction

1. Read the instructions on the home page. Then, watch the opening video from the CSI Wildlife Introduction.

2. What is a keystone species?

SCIN 130 Lab 7: CSI Wildlife, Case 1

V1 04.2018 Felicetti

Page 1 of 9

3. Dr. Wasser states that approximately 50,000 African elephants are killed each year. According to the video, it is estimated that there are around 470,000 African elephants. If these numbers are correct, approximately what percentage of African elephants are killed each year? (Show your work.

4. In one or two sentences, summarize Dr. Wasser’s research and how it is being used to conserve elephants.

Part 2: Case One

1. Watch the crime scene video on the first slide of Case One. Explain the goal of the case.

2. Look at the map provided; in what type of location are the majority of African elephants located?

3. Proceed to the How DNA Profiling Works section.

a.

b. What does “STR” stand for and how are they important for identification?

c. Look at the gel on the screen. What do the bands on the agarose gel represent?

d. What is the purpose of the DNA ladder on the agarose gel?

e. DNA profiling is also called DNA fingerprinting. A common misconception about DNA fingerprinting is that the analysis has to do with actual fingerprints. Explain one similarity and one difference between a human being’s pattern of bands on an electrophoresis gel and a human fingerprint.

4

5. Click on Technique.

a. List three sources to obtain elephant DNA for analysis.

b. Watch the animation on the polymerase chain reaction under Technique. What is the purpose of heating the DNA strand? What is the purpose of cooling the DNA strand?

c. What is the relationship between the size of a DNA fragment and the distance it migrates in the gel?

d. Why does DNA migrate to the positive electrode?

e. Run the gel in the Technique section by pressing the Start button. Which elephant (left or right) has both the largest and smallest fragments?       Approximately what size is the largest fragment (bp)?       Smallest?      .

6. Proceed to the Application section and look at the gel.

a. For Marker C, are the two elephants in the gel on the left homozygous or heterozygous? How do you know?

7. Read the Review section, and make sure you can answer the questions.

8.

9. Go to Finding a Match

a. Click on the “+” next to each marker. Compare the bands in the agarose gel from the unidentified elephant and the known elephants. Which elephant (there are two pages of them) matches the unidentified elephant?

10. Watch the video on the “Case Solved” slide.

a.

b. Name two properties of a good marker and explain why good markers are important.

Adapted from: Click and Learn “CSI Wildlife” (2016). CSI Wildlife Explorer Worksheet. HHMI Biointeractive Teaching Materials.

 

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

The Hardy-Weinberg Equation 1
The Hardy-Weinberg Equation
How can we make predictions about the characteristics of a population?
Why?
Punnett squares provide an easy way to predict the possible genotypes for an offspring, but it is not practical
to perform a Punnett square analysis on all possible combinations of all members of a population to
predict what the population might look like in the future. For that we must turn to statistics. The HardyWeinberg
equation is a tool biologists use to make predictions about a population and to show whether or
not evolution is occurring in that population.
Model 1 – Controlled (Selective) Mating
Bb
Bb
Bb
bb
bb
bb
Bb
Bb
Bb
bb
bb
bb
Males Females
Bb
Bb
Bb
bb
bb
bb
Males Females
Bb
Bb
Bb
bb
bb
bb
1. How many mating pairs are illustrated in Model 1?
2. Describe the parents in each mating pair in Model 1. Use terms such as homozygous, heterozygous,
dominant, and recessive.
3. Use two Punnett squares to determine the possible genotypes for offspring from the pairs.
2 POGIL™ Activities for AP* Biology
4. If each mating pair has one offspring, predict how many of the first generation offspring will
have the following genotypes.
BB Bb bb
5. Imagine the 24 beetles in Model 1 as a population in an aquarium tank.
a. How likely is the pairing scenario in Model 1 to take place during the natural course of things
within that tank?
b. Why is Model 1 labeled “Selective Mating”?
6. List two other pairings that might occur in the population in Model 1 if the beetles were allowed
to mate naturally.
7. If the population of beetles in Model 1 mated naturally would your prediction for the offspring
in Question 4 still be valid? Explain.
8. Discuss in your group the limitations of Punnett square predictions when it comes to large populations.
Summarize the key points of your discussion here.
The Hardy-Weinberg Equation 3
Model 2 – Population Genetics
Bb bb
Bb Bb
Bb Bb
Bb bb
bb bb
bb bb
Bb bb
Bb Bb
Bb Bb
Bb bb
bb bb
bb bb
Males Females
9. Compare the organisms in the population in Model 1 with the organisms in the population in
Model 2.
10. Individually match up twelve mating pairs from the population in Model 2 that might occur in a
natural, random mating situation.
11. Compare your set of mating pairs with other members of your group. Did your mating scheme
match anyone else’s in the group?
4 POGIL™ Activities for AP* Biology
Read This!
When it comes to mating in natural populations with hundreds or even millions of individuals, it is diffi
cult, maybe even impossible, to think of all the mating scenarios. After several generations of leaving
things up to nature, the alleles that are present in the population will become more and more randomized.
Statistics can help biologists predict the outcome of the population when this randomization has occurred.
If the population is particularly nonrandom to start, this randomization may take several generations.
12. How many total alleles are in the population in Model 2?
13. What is the probability of an offspring from the Model 2 population getting a dominant allele?
14. What is the probability of an offspring from the Model 2 population getting a recessive allele?
15. If p is used to represent the frequency of the dominant allele and q is used to represent the frequency
of the recessive allele, then what will p + q equal?
16. Use your knowledge of statistics to calculate the probability of an offspring from the Model 2
population having each of these genotypes. Support your answers with mathematical equations.
(Don’t forget there are two ways to get a heterozygous offspring—Bb or bB.)
BB Bb bb
17. Check your answers in Question 16 by adding the three values together. Your sum should be
equal to one. Explain why the sum of the three answers in Question 16 should be equal to one.
18. Using p and q as variables, write formulas for calculating the probability of an offspring from a
population having each of the following genotypes.
BB Bb bb
19. Complete the equation:
p2
+ 2pq + q2
=
The Hardy-Weinberg Equation 5
Read This!
The equations you have just developed, p + q = 1 and p2
+ 2pq +q2
= 1, were fi rst developed by G. H.
Hardy and Wilhelm Weinberg. They represent the distribution of alleles in a population when
• The population is large.
• Mating is random.
• All genotypes are equally likely to reproduce (there is no natural selection).
• No organisms enter or leave the population (there is no immigration or emigration).
• No mutations occur.
In other words, the group of alleles available in the population must be very stable from generation
to generation. If the distribution of genotypes in a population matches that predicted by the HardyWeinberg
equation, then the population is said to be in Hardy-Weinberg equilibrium. If the distribution
of genotypes in a population does not match that predicted by the Hardy-Weinberg equation, then the
population is said to be evolving.
20. Consider the requirements for a population to be in Hardy-Weinberg equilibrium. In the natural
world, are populations likely to be in Hardy-Weinberg equilibrium? Justify your reasoning.
21. Sickle-cell anemia is a genetic disease. The Sickle-cell allele is recessive, but individuals with the
homozygous recessive genotype (ss) often die prematurely due to the disease. This affects approximately
9% of the population in Africa. Use the Hardy-Weinberg equations to calculate the
following:
a. The frequency of the recessive allele in the population (q).
b. The frequency of the dominant allele in the population (p).
c. The frequency of homozygous dominant individuals in the African population.
d. The frequency of heterozygous individuals in the African population.
e. Based on this analysis, is the African population in Hardy-Weinberg equilibrium? Justify your
answer.
6 POGIL™ Activities for AP* Biology
22. Individuals with the heterozygous genotype (Ss) for Sickle-cell exhibit resistance to Malaria, a
serious disease spread by mosquitoes in Africa and other tropical regions.
a. Discuss with your group how this might affect the frequency of the recessive allele in the
African population. Summarize your group’s conclusions here.
b. How might this trait affect the values calculated in Question 21 and the population’s
tendency toward Hardy-Weinberg equilibrium?
23. Consider the beetle population in Model 2. Imagine a change occurred in the beetle’s ecosystem
that made it easier for predators to spot the white beetles and six of the white beetles were lost.
Predict the genotype frequency in the population after this event.
24. Compare your answers to Question 22 with those of Question 16. How do your answers support
the conclusion that the population is not in Hardy-Weinberg equilibrium?
The Hardy-Weinberg Equation 7
Extension Questions
25. The ability to taste PTC is due to a single dominant allele “T.” You sampled 215 individuals and
determined that 150 could detect the bitter taste of PTC and 65 could not. Calculate the following
frequencies.
a. The frequency of the recessive allele.
b. The frequency of the dominant allele.
c. The frequency of the heterozygous individuals.
26. Sixty flowering plants are planted in a flowerbed. Forty of the plants are red-flowering homozygous
dominant. Twenty of the plants are white-flowering homozygous recessive. The plants
naturally pollinate and reseed themselves for several years. In a subsequent year, 178 red-flowered
plants, 190 pink-flowered plants, and 52 white-flowered plants are found in the flowerbed. Use a
chi-square analysis to determine if the population is in Hardy-Weinberg equilibrium.

 

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

 

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

NEED HELP WITH BLANK BOX QUESTION

(question 1 and 4 in conclusion part. )

* It would be nice if you can check my answeres too.

NOTES:

Tube Sample Lane

1 1 kb DNA ladder 1

2 Mother’s DNA 2

3 Child’s DNA 3

4 A.F. #1 DNA 4

5 A.F. #2 DNA 5

Record the distance each ladder band moved from the well in mm along with the size of the DNA fragments in that band in bp units, based on the bp given in step 19 , in your Lab Notes.

Lane 1:

1,000 bp 34 mm

900 bp 36 mm

800 bp 38 mm

700 bp 40 mm

600 bp 43 mm

500 bp 47 mm

400 bp 51 mm

300 bp 56 mm

250 bp 60 mm

200 bp 64 mm

150 bp 69 mm

100 bp 77 mm

50 bp 90 mm

Lane 2:

37 mm 850bp

59 mm 265bp

Lane 3:

37 mm 850bp

44 mm 575bp

Lane 4:

41 mm 670bp

43 mm 600bp

Lane 5:

44 mm 575bp

55 mm 320bp

Experiment: Agarose Gel Electrophoresis of DNA Fragments

Lab Results

1. List the distances traveled in mm for the bands in the DNA ladder in the table below.
   Remember, smaller fragments travel farther than longer ones, so the top-most band will be the 1,000 bp sized DNA fragments whereas the bottom-most band will be the 50 bp sized DNA fragments. 

   DNA Ladder
   Band	Distance (mm)
   50 bp	90 mm
   100 bp	77 mm
   150 bp	69 mm
   200 bp	64 mm
   250 bp	60 mm
   300 bp	56 mm
   400 bp	51 mm
   500 bp	47 mm
   600 bp	43 mm
   700 bp	40 mm
   800 bp	38 mm
   900 bp	36 mm
   1,000 bp	34 mm

2. Whose sample had the approximately 570 bp and 320 bp sized DNA fragments?
   

   A.F. #2

3. What were the sizes of the DNA fragments for alleged father #1?
   

   41 mm 670bp 43 mm 600bp

Data Analysis

1. Which size DNA fragment did the child inherit from her mother?
   

   37 mm 850bp

2. Which alleged father, if any, can be definitively ruled out as the child’s biological father?
   

   A.F. #2

Conclusions

1. How are new molecules of DNA synthesized in living cells?
   
2. What is the function of DNA?
   

   DNA has genetic information that controls our cells. So, DNA is like a blueprint that shows how to construct components of cells like proteins and ribonucleic acid (RNA). This information is carried down to newer generations through inheritance.

3. If each individual has such a small amount of DNA in their cells, how do the bands on the gel contain enough DNA to be visible?
   

   In order to make DNA visible. The Gel has to be soaked in a dye (ethidium bromide) to bind with the DNA and rinsed off after. Ethidium bromide helps to make DNA visible by glowing brightly in UV rays.

4. Humans only have a few eye colors and only four ABO-based blood types. How can DNA tests definitively identify individuals when many people have brown eyes or type A blood?
   
5. Suppose a suspicious hair was found in a victim’s home. A gel is set up with the DNA fragments of two suspected criminals in lanes 4 and 5, the DNA fragments of the suspicious hair in lane 3, and the victim’s DNA fragments, as a negative control, are in lane 2. A DNA ladder is in lane 1. The resulting gel is below. Which suspect, if any, committed the crime? Explain your answer.

 

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Beginning Thoughts on Anthropology, Culture & Cultural Diversity

1.)What ideas or images that come to mind if someone says “Anthropology” or “anthropologist”? What has shaped your ideas about what Anthropology is or what Anthropologists do?

2.)What IS Anthropology? And what are the four sub-fields of Anthropology?

3.)Some contemporary archaeologists focus on studying modern human waste….including e-waste. If someone were to study YOUR waste (trash) …and e-waste what would they learn about you? Your diet? Your lifestyle?

4.) What are some cultural adaptations human beings have to better allow them to survive in their environment? Are there negative effects of these adaptations? If so, do the benefits outweigh those negative effects?

5.)American anthropologist Ralph Linton once said “The last thing a fish would ever notice would be water.” (Ralph Linton, 1936) How is this relevant and applicable to a discussion on “culture”?

6.) Polish anthropologist, Bronislaw Malinowski who is credited with inventing the anthropological method of intensive fieldwork, wrote in his journal about his fieldwork in the Trobriand Islands.In his diary he wrote” Imagine yourself suddenly set down surrounded by all your gear, alone on a tropical beach close to a native village, while the launch or dinghy which has brought you sails away out of sight.” What is Malinowski describing? Have you ever had an analogous experience in Philadelphia (or elsewhere)?

7.)Clifford Geertz, one of the most influential American anthropologists in the last 40 years, said “The locus of study is not the object of study. Anthropologists don’t study villages (tribes, neighborhoods…) they study in villages.” What do you think he meant? (And what happens if you substitute college for village?)

8.) If I were to ask you to provide a “socio-cultural analysis” of this classroom…where would you begin? Can you identify 10 ways that you might consider “diversity” within this classroom? (on campus, in the city, in the U.S. or in the world?)

9.) How do you think about diversity? i.e.as a problem? A challenge? An asset? Explain

10.) What do you think is bigger…a nation-state or a culture? Briefly explain.

 

Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!