College Products
Genetics
A complete suite of Genetics labs is in the works! The first of these new labs, Mendelian Pigs, is now available for classroom use as part of an NSF-sponsored study, and spaces are still available for classes to participate during spring 2011. Our EvoBeaker® suite of SimBio Virtual Labs includes several laboratories that explore topics in population genetics. Sickle-cell Alleles, which introduces and applies the Hardy-Weinberg equation and explores natural selection and genetic drift, is very popular in both non-majors and introductory biology courses. For upper-level courses, Hardy, Weinberg, and Kuru guides students through the derivation of the Hardy-Weinberg equation, and is more open-ended. Other labs listed below are also appropriate for upper-level courses. In addition, we offer Mitosis & Meiosis Demystified™, an interactive tutorial that uses engaging videos and graphics to introduce students to the cell cycle.
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Genetics Modules
Demo video availableCourse Pack | SimUTextLab: Hardy, Weinberg and Kuru  $3$5Uses Kuru disease in New Guinea to teach Hardy-Weinberg equilibrium. Students discover the equilibrium principle from their observations, and play with violating the assumptions to explore the mechanisms of evolution. Also see the effect of heterozygote advantage. Suitable for both intro bio and advanced courses. View sample screen Level: Intro or Advanced Key Concepts: Hardy-Weinberg Equation | Punnett squares Courses: Evolution | Hardy-Weinberg | Intro Bio: Eco/Evo/Genetics | Population Genetics |
Lab: Sickle-Cell Alleles $3$5An interactive simulation of the classic malaria and sickle-cell anemia system is used to explore natural selection and genetic drift. Students examine African villages with different malaria death rates. First they use the Hardy-Weinberg equation to calculate the expected proportion of sickle-cell carriers from HbS and HbA allele frequencies. Then they examine how the allele frequencies change with changes in malaria risk and with different "founder" scenarios. Finally they explore genetic drift without selection by looking at different-sized villages where both diseases have been cured. An optional advanced section allows independent exploration of evolutionary forces using a basic population genetics model with adjustable parameters for selection strength, immigration rate, and population size. This is one of our most popular labs for introductory biology courses. View sample screen Level: Intro Key Concepts: Genetic drift | Hardy-Weinberg Equation | Natural selection Courses: Evolution | Hardy-Weinberg | Intro Bio: Eco/Evo/Genetics | Intro Bio: Non-majors | Population Genetics Reviews: "We used the Sickle-Cell EcoBeaker™ lab with all 1100 freshman enrolled in our majors biology course in the fall of 2003. The results truly impressed me — I felt like the students had a much stronger grasp of Hardy-Weinberg theory as a result of this interactive exercise and exam scores went up as well. " Dr. Linda Walters, Central Florida University, Majors Introductory Biology "I had great success using your EcoBeaker™ labs, Keystone Predator and Sickle-Cell Alleles, in my BIO102 General Biology II class (4 lab sections, 96 students) this spring semester. " Dr. Daniel Vogt, Plattsburgh State University, General Biology "This is just a quick email to let you know that the Sickle-cell lab went very well last week!! The TAs thought it went very well and the feedback from number of students I spoke to was also very positive. ...I was very pleased to be able to introduce this topic into a compulsory course here at the Technion in a Faculty that has major emphasis on molecular biology and less on populations, ecology and evolution." Dr. Debbie Lindell, Technion, Israel |
Lab: Mendelian Pigs $3$5This lab connects basic Mendelian genetics to basic population genetics using variation in coat color of pigs, a well-understood trait. Students first conduct crosses to determine the relationships between four different coat color alleles. They are also introduced to the molecular basis for the different alleles and how that leads to their genetics. Then students must use this system to answer population-level questions such as "will a dominant allele always increase in frequency over a recessive allele?". Along the way, they are also introduced to the Hardy-Weinberg equation and why it is useful. This lab was built as part of a larger NSF-funded research project into student misconceptions in genetics and evolution. View Sample Screen Level: Intro, Sophomore/Junior Key Concepts: allele | dominance | Hardy-Weinberg equilibrium | Mendelian crosses | Mendelian genetics | mutation | population genetics | recessive Courses: Evolution | Genetics | Intro Bio: Majors |
Lab: How the Guppy Got Its Spots $3$5Recreate Endler's famous studies of guppy spot brightness in different streams in Trinidad. Students observe the pattern of spot brightness across several pools, then apply classic experimental techniques such as transplants, removals, and behavioral studies to uncover the mechanisms behind the pattern. View sample screen Level: Advanced Key Concepts: Experimental design | Natural selection | Sexual selection Courses: Evolution | Microevolution Reviews: "The guppies lab was a big hit, and I think the chance to design and test hypotheses is suitable for students at all levels. ...I am very happy with your software." Dr. Maarten Vonhof, Western Michigan University |
Lab: Genetic Drift and Bottlenecked Ferrets $3$5Using a conservation-oriented story about rescuing black-footed ferrets from extinction, this lab explores how random genetic drift impacts populations. Students observe the rate of genetic drift in populations of different sizes and conduct experiments to investigate how and why population size affects changes in genetic diversity across generations. Students become familiar with the meanings of heterozygosity and effective population size (Ne) in the course of their experimentation. The lab culminates with students applying these ideas to black-footed ferrets, who went through a population bottleneck and being managed both for population size and genetic diversity. Level: Intro, Sophomore/Junior Key Concepts: conservation genetics | effective population size | heterozygosity | population bottleneck | random genetic drift Courses: Conservation Biology | Evolution | Intro Bio: Majors |
Lab: HIV Clock $3$5When did HIV swing from chimps to humans? Explores the use of RNA sequence changes as a way of measuring time, including discussion of synonymous vs. non-synonymous mutations for detecting selection. At the end, students estimate the age of HIV-1. View sample screen Level: Advanced Key Concepts: Molecular clocks | Neutral evolution Courses: Evolution | Population Genetics Reviews: "I did tell you that I like EvoBeaker very much. The programs compliment each other really well and I'd love to work with several of them that highlight common ancestor, but I am limited in the time I have. I am going to try to fit in two of them, near the end of the semester. I think 'Flowers and Trees' with its phylogenetic trees and either Dogs or HIV, to get the sequence comparisons. " Dr. Robert Hodson, University of Delaware, 600 Student Introductory Biology Class |
Lab: Domesticating Dogs $3$5Domesticate dogs from two forest wolf populations into several villages. Then trade computers with another student and try to reconstruct their pattern of domestication by sampling dog DNA from each village and using simple evolutionary tree reconstruction algorithms. Along the way, see how mutations accumulate in neutral DNA sequences.
View sample screen Level: Advanced Key Concepts: Phylogenetic reconstruction Courses: Evolution | Microevolution | Population Genetics Reviews: "I did tell you that I like EvoBeaker very much. The programs compliment each other really well and I'd love to work with several of them that highlight common ancestor, but I am limited in the time I have. I am going to try to fit in two of them, near the end of the semester. I think 'Flowers and Trees' with its phylogenetic trees and either Dogs or HIV, to get the sequence comparisons. " Dr. Robert Hodson, University of Delaware, 600 Student Introductory Biology Class "I think the lab went very well...It quickly became apparent that the answers differed among the groups. So I responded "why did we all get different amounts of nucleotide differences?"— they were pretty quick to respond that it was because genetic drift works randomly. I think the lab had its highlight with the "Trick your Neighbor" exercise. I think they really enjoyed the sleuthing that was involved in trying to discover the evolutionary history of the dog packs. This exercise seemed appropriately challenging that kept them thinking. " Dr. Scott Boback, Dickinson College, Population and Evolution Class "I really love the Domesticating Dogs lab, it's just a wonderful,very clever lab that integrates multiple concepts. Really perfect for us right now. " Dr. Michael McCartney, University of North Carolina, Wilmington |
"We used the Sickle-Cell EcoBeaker lab with all 1100 freshman enrolled in our majors biology course in the fall of 2003. The results truly impressed me—I felt like the students had a much stronger grasp of Hardy-Weinberg theory as a result of this interactive exercise and exam scores went up as well."
