Activities in class before tidbit: Pre-assessments (Outcome 1,2): Pre-assessment clicker Responses to the clicker questions will questions that ask questions indicate if students grasp the major about evolution, natural concept from the previous lecture (natural selection, and mutation selection and mutation) Discussion of Huntington’s Groups develop hypotheses about the disease (HD) in the Dutch high rates of HD in South African population that migrated to immigrants. Responses will provide South Africa evidence about their understanding of evolutionary mechanisms Activities during tidbit: Tidbit assessments (Outcome 3,4,5,6,7): Diversity in the tidbit: Students sample from a We will provide verbal and population of haploid, sexually written instructions about the reproducing organisms, creating a tidbit activity small population from “founder” Students work in a group a larger population “source” setting. This includes Students plot their data Students demonstrate whether they cooperating to complete the can effectively derive frequencies of a activity, as well as talking phenotype and accurately plot the data about the discussion questions in a group as well as with the Group responses reflect that students Discussion 1: Did everyone whole class understand that founder populations are get 50:50? Who got more not always the same, and are not orange? More blue? Anybody necessarily reflective of phenotype/allele have just one color? If we extend frequencies in the source population this out several generations, what do you think will happen? Group responses reflect that students Discussion 2a: Look at your understand that change over time in a graph, what happened to the founder population is ultimately frequency of orange over time? constrained by the phenotype/allele Is this evolution? frequencies of the founder population Discussion 2b: Look around Group responses reflect that students the room how does your data understand that change over time in – differ from those collected by different founder populations can be other groups? Why might this highly variable due to different starting be? conditions in the founder populations. Group responses reflect that students Discussion 2c: Was there understand that fixation of a selection? Focus on one graph phenotype/allele does not necessarily that goes to (or near) fixation mean selection is occurring, but rather that it can be a product of
Activities in class before tidbit: Pre-assessment clicker questions that ask questions about evolution, natural selection, and mutation Discussion of Huntington’s disease (HD) in the Dutch population that migrated to South Africa Activities during tidbit: Students sample from a population of haploid, sexually reproducing organisms, creating a small “founder” population from a larger “source” population Students plot their data Discussion 1: Did everyone get 50:50? Who got more orange? More blue? Anybody have just one color? If we extend this out several generations, what do you think will happen? Discussion 2a: Look at your graph, what happened to the frequency of orange over time? Is this evolution? Discussion 2b: Look around the room – how does your data differ from those collected by other groups? Why might this be? Discussion 2c: Was there selection? Focus on one graph that goes to (or near) fixation Pre-assessments (Outcome 1,2): Responses to the clicker questions will indicate if students grasp the major concept from the previous lecture (natural selection and mutation) Groups develop hypotheses about the high rates of HD in South African immigrants. Responses will provide evidence about their understanding of evolutionary mechanisms Tidbit assessments (Outcome 3,4,5,6,7): Students demonstrate whether they can effectively derive frequencies of a phenotype and accurately plot the data Group responses reflect that students understand that founder populations are not always the same, and are not necessarily reflective of phenotype/allele frequencies in the source population Group responses reflect that students understand that change over time in a founder population is ultimately constrained by the phenotype/allele frequencies of the founder population Group responses reflect that students understand that change over time in different founder populations can be highly variable due to different starting conditions in the founder populations. Group responses reflect that students understand that fixation of a phenotype/allele does not necessarily mean selection is occurring, but rather that it can be a product of Diversity in the tidbit: We will provide verbal and written instructions about the tidbit activity Students work in a group setting. This includes cooperating to complete the activity, as well as talking about the discussion questions in a group as well as with the whole class
understanding_the_mechanisms_of_evolution_genetic_drift_tidbit_framework_midwest_2013_0_1.docx