______/75 pts

Group/Names
Block
Date


FISHY FREQUENCIES
(Does Selection Affect the Hardy-Weinberg Equilibrium?)

**You may need to review the Scientific Method.

Hypothesis: (Use if/then statement) (2 pts):

Control group (used as the comparison) (1 pt):

Experiment group (group that is exposed to the conditions of the experiment) (1 pt):

Independent variable (variable that is manipulated; cause) (1 pt)

Dependent variable (changes in response to the independent variable; effect) (1 pt):


Results

SCENARIO 1 - WITHOUT SELECTION

CHART (without selection): PARTNER NUMBERS-EVERYONE IN YOUR GROUP (7 points)


generation

gold

brown

q
2


q

p

p
2


2pq

1


2


3


4


5


CHART (without selection): NUMBERS FROM THE ENTIRE CLASS ADDED TOGETHER (7 pts)


generation

gold

brown

q
2


q

p

p
2


2pq

1


2


3


4


5







SCENAROIO 2 - WITH SELECTION

CHART (with selection): PARTNER NUMBERS-EVERYONE IN YOUR GROUP (7 pts)


generation

gold

brown

q
2


q

p

p
2


2pq

1


2


3


4


5


CHART (with selection): NUMBERS FROM THE ENTIRE CLASS ADDED TOGETHER (7 pts)


generation

gold

brown

q
2


q

p

p
2


2pq

1


2


3


4


5


Analysis:
1) Prepare one LINE GRAPH using class data (without selection) USING EXCEL!
a. On the X axis, put generations 1-5 and on the Y axis put frequency (0-1).
b. Plot both the p and q for the class data. Be sure to title the graph appropriately and indicate that this graph
shows the results WITHOUT selection. It would be a good idea to color-code them and place a key in the
upper right corner of the graph. (6 pts)

2) Prepare ANOTHER LINE GRAPH using class data (with selection) USING EXCEL!
a. On the X axis, put generations 1-5 and on the Y axis put frequency (0-1).
b.Plot both the p and q for the class data. Be sure to title the graph appropriately and indicate that this graph
shows the results WITHOUT selection. It would be a good idea to color-code them and place a key in the
upper right corner of the graph. (6 pts)

3) In either simulation, did your allele frequencies stay approximately the same over time? If yes, which situation?
(2 pts)

4) According to Hardy-Weinberg, what conditions would have to exist for the allele frequencies to stay the same
over time? (5 pts)

5) Was your data different from the class data? How? Why is it important to collect class data? (4 pts)

6) With selection, what happens to the allele frequencies from generation 1 to generation 5? (2 pts)

7) What process is occurring when there is a change in allele frequencies over a long period of time? (1 pt)

8) What would happen if it were more advantageous to be heterozygous (Ff)? Would there still be homozygous
fish? Explain. (4 pts)

9) In simulation 2, what happens to the recessive alleles over successive generations and why? (2 pts)

10) In simulation 2, why doesnt the recessive allele disappear from the population? (2 pts)

11) Explain what would happen if selective pressure changed and the dominant phenotype was selected by the
sharks? (2 pts)

12) In what ways did these simulations represent real life? How were the simulations different from real life
situations? (4 pts)