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Unformatted text preview: 1 Biology 180 Week 4 Study Questions Spring 2010 Do these questions with your study group (~4 people). Follow these rules: Everyone must participate in every question that you work on. Listen to each persons contributions. At least once during each study session, each group member should challenge another members ideas. Assign roles: If your group isnt part of a large session at CLUE or Tribeta or the IC, one person should serve as timekeeper; one as organizer (keeping people on task and getting a consensus on when to move on to the next question for discussion); one as group-dynamics checker (making sure everyone is heard and respectful); one as challenger (making sure that all ideas are carefully considered). Format: 1. Each person should write answers to the first 5 questions on their own, in 30 minutes or less (these questions would be worth about 50 points on an exam). 2. Discuss each question (3 minutes each). 3. Exchange papers and use the answer key on p3 to grade each other for full credit, partial credit, or no credit (1 minute each). 4. Read through the rest of the question list. Each person should decide which question they want to work on most (meaning that they are LEAST confident about). 5. Go through the rest of the questions, taking turns to decide which to discuss next. 6. Each member of the group should write 2 exam questions, based on key concepts from this week, identified in your weekly notes summary. Use these questions to quiz each other. 1. What is wrong with the statements: If populations of human head lice are treated with the insecticide malathion, mutations occur that lead to resistance. As a result, individuals adapt and pass these adaptations on to their offspring ? 2. Recall the experiment we did in class, where you simulated making offspring by combining A H and A T alleles at random, recorded the resulting genotypes, and calculated allele frequencies in the next generation. We did two experiments: one with a small population and one with a large population. Both were carried out for a single generation. You can use a computer to do the same experiment with various population sizes, continued for many generations. The graphs below report results from 6 such experiments. Label which results were from a large, medium, and small population. (3 labels total) Label all instances where fixation or loss occurred. (Write fixation or loss.) Put a star next to data from one population where the % of heterozygous genotypes remained relatively high. Generation Generation Generation Frequencyof A H Frequencyof A H Frequencyof A H 2 3. The data below are from a small, genetically isolated population of bighorn sheep....
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This note was uploaded on 05/26/2010 for the course BIO BIOL 180 taught by Professor Distilio during the Spring '09 term at University of Washington.
- Spring '09