Go Fish Lab 2017

GO FISH!

Purpose
In this lab you will use two phenotypes of goldfish to simulate principles of natural selection, gene frequencies, and Hardy-Weinberg equilibrium.
Background
 These little fish are the natural prey of the terrible fish-eating sharks – YOU! 
 The fish come in two phenotypes …
 Dominant phenotype – TT or Tt
 Recessive phenotype – tt
 In the first simulation, you, the terrible fish-eating shark, will randomly eat whatever color fish you first come in contact with.
 In the second simulation, you will prefer to eat the recessive fish. These fish taste yummy and are easy to catch. You will only eat recessive
fish unless no more are available; then, you will eat the salty, yucky dominant fish in order to stay alive. These fish are sneaky and hard to
catch.
 New fish are born every “year”; the birth rate equals the death rate. You simulate births by reaching into the “ocean” of spare fish and selecting
randomly.
Simulation 1 – Without Selection:

1. Get a random population of 10 fish from the “ocean”. Count dominant and recessive fish. Record the numbers in your data table.
2. Eat 3 fish, chosen randomly, without looking at the fish.
3. Replace the eaten fish with 3 fish from the ocean. Be random – do NOT use artificial selection.
4. Record the total number of dominant and recessive fish.
5. Again, eat 3 fish, randomly chosen.
6. Add 3 randomly selected fish, one for each death. Count and record.
7. Repeat steps 5 and 6 two more times.
8. Post and record class data.
Simulation 2 – With Selection:
1. Get a random population of 10 fish from the ocean. Count dominant and recessive fish and record in your chart.
2. Eat 3 recessive fish; if you do not have 3 recessive fish, fill in the missing number by eating dominant fish.
3. Add 3 fish from the ocean, replacing each fish that died. Be random – do NOT use artificial selection.
4. Record the number of dominant and recessive fish.
5. Again, eat 3 fish – all recessive, if possible.
6. Add 3 randomly selected fish, one for each death. Count and record.
7. Repeat steps 5 and 6 two more times.
8. Post and record class data.
Data Analysis:
1. Fill in your data tables and complete calculations.
2. Construct a graph showing the frequency of the alleles in each generation using both sets of class data (without selection and with selection).
Plot both the p and q for both sets of class data. Label lines clearly or use colored pencils and provide a key.
Analysis Questions
 Please answer questions 1-4 in complete sentences.
 Show your work on 5-12 and round to the nearest hundredth.
1. What criteria must be met for Hardy-Weinberg equilibrium to be maintained?
2. Using class data, discuss whether either of the simulations represents illustrates H-W equilibrium.
3. What is the importance of collecting class data? Did it make a difference in this activity? Explain.
4. What would happen if it were more advantageous to be heterozygous? Would there still be homozygous fish? Explain.
5. Attached ear lobes is a recessive trait in humans. Assume that there are 300 people with attached ear lobes in a population of 10000. How
many individuals would be expected to be homozygous dominant?
6. In a sample of 4400 births at a maternity hospital, six babies died shortly after birth from the effects of a recessive gene for colonic obstruction.
What is the frequency of this genotype in the population?
7. A very large population of randomly-mating mice contains 25% white mice. White coloring is caused by a homozygous recessive genotype.
Calculate allele and genotype frequencies for this population.
8. A field of corn was found to contain plants with yellow and white endosperm. Yellow is governed by a dominant allele and white by a recessive
allele. A random sample of 1000 kernels revealed that 870 were yellow. Find the allele frequency estimates for this population.
9. Having a widow’s peak is dominant to lacking a widow’s peak. In a population of 920 people, 510 show the dominant phenotype. How many
individuals would you expect of each of the three possible genotypes for this trait?
10. The alleles for red and white coat color show co-dominance, the heterozygote being roan. In a freely-breeding herd of 1000 head how many
would you expect to be of each coat color if the allele for white coat has a frequency of 0.6?
11. Use the following pedigree to determine the path of inheritance for the ability to taste PTC (shaded individuals).
 Determine the number of tasters versus non-tasters in the class.
 Use the Hardy-Weinberg equation to determine the expected percentage of each genotype in the class.
12. On average, 75% of the United States population can be described as “tasters”. Set up a Chi Square analysis to determine if the class
numbers of tasters and non-tasters are within reasonable limits of the national averages. Show your work!
a) Calculate observed and expected numbers for each phenotype.
b) State the null hypothesis
c) Determine the Chi Square value
d) Identify degrees of freedom
e) Record the P value (≤ or > 0.5?)
f) Evaluate null hypothesis
Lab Write-up
 Due Friday, 3/10
 Includes
 Title
 Data – Construct the tables shown below
 Data Analysis – One graph with 4 lines, key
 Questions
Data Table 1: Individual Results - Without Selection
Generation Gold Brown q2 q p p2 2pq

1
2
3
4
5
Data Table 2: Class Results - Without Selection

1
2
3
4
5
Data Table 3: Individual Results - With Selection

1
2
3
4
5
Data Table 4: Class Results - With Selection

1
2
3
4
5

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GO FISH!

Simulation 1 – Without Selection:

1. What criteria must be met for Hardy-Weinberg equilibrium to be maintained?

Generation Gold Brown q2 q p p2 2pq

Data Table 2: Class Results - Without Selection

Generation Gold Brown q2 q p p2 2pq

Data Table 3: Individual Results - With Selection

Generation Gold Brown q2 q p p2 2pq

Data Table 4: Class Results - With Selection

Generation Gold Brown q2 q p p2 2pq

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