BIO 1130 Lecture Notes - Lecture 20: Polyploid, Directional Selection, Standard Deviation

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18 Sep 2018

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Hardy weingberg- simple allelic traits, measure the frequency in the population (p&q) Selection with multiple loci traits ( belle curve) Humans- height is regulated by a variety of different genes. If you re looking at variations in beaksize, (cid:396)u(cid:374)(cid:374)i(cid:374)g speeds et(cid:272). What if (cid:455)ou do(cid:374)"t ha(cid:448)e the ha(cid:396)d(cid:455) wei(cid:374)(cid:271)e(cid:396)g e(cid:395)uatio(cid:374)s. i(cid:374)stead the(cid:455) follo(cid:449) a (cid:271)ell curve. We can dectect if we have changes in allelic frequencies and we need to measure and xtracxt data from that curve. The mean value tells you the average size with thin that population. Need to know the spread of the curve that includes 95% of that population where thestandard deviation is. There is a mean value and the spread of the curve. A measure of the spread of the curve. Could have the same mean and a bigger spread. Measure out individuals, find out the mean, make predictions. Therefore, short tails will not be passed on.

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For simplicity, we will assume that golden manes (G) are dominant over black manes (g), and thick manes (T) are dominant over thin (t).(In reality, the inheritance of these traits is a lot more complex and lions exhibit a range of mane colours from golden to brown to dark brown to black â but here we will keep it simple.)

(i) The frequency of black manes: 0.204

(ii) The frequency of golden manes: 0.795

(i) The frequency of thick manes: 0.343

(ii) The frequency of thin manes: 0.656

Locus	Genotypes	Phenotypes
T (Mane Thickness)	TT	Thick
	Tt	Thick
	tt	Thin
G (Mane Colour)	GG	Golden
	Gg	Golden
	gg	Black

Assuming the African population is in Hardy-Weinberg equilibrium for the two loci, what are the observed frequencies of each allele (G, g, T and t) in this lion population?

Round your answer to three decimal places and submit your answer in the correct format (e.g. 0.062).

(a) Frequency of the G allele = ---------------------------

(b) Frequency of the g allele = ----------------------------

(d) Frequency of the t allele = ----------------------

Based on the allele frequencies you calculated above (in Question 2), answer the following questions.Round your answers to the nearest whole number (because you cannot have part of a lion!).

(a) Locus 1: Mane colour

(i) How many lions would you expect to be heterozygous for mane colour (i.e. Gg)? -----------------------------

(ii) How many lions would you expect to be homozygous dominant for mane colour (i.e. GG)? ----------------------

(iii) How many lions would you expect to be homozygous recessive for mane colour (i.e. gg)? ------------------

(b) Locus 2: Mane Thickness

(i) How many lions would you expect to be heterozygous for mane thickness (i.e. Tt)? --------------

(ii) How many lions would you expect to be homozygous dominant for mane thickness (i.e. TT)?--------------------

(iii) How many lions would you expect to be homozygous recessive for mane thickness (i.e. tt)? ----------------

coralbuffalo105

As you may recall in the work of Triplett (1898), the presence of others in a bicycle race was found to enhance individual performance. This is called social facilitation (Williams, Harkins, & Karau, 2007). At times, however, the presence of others can detract from individual performance, which is termed social inhibition (Crisp & Turner, 2007). Similarly, social loafing can occur when an individualâs performance within a group decreases due to his or her reliance on others in the group (Crisp & Turner, 2007).

For this Discussion, review the media program, Week 5: The Virtual Office. Focus on the characters in the media and determine which characters displayed social facilitation, social inhibition, and social loafing.

With these thoughts in mind:

Post by Day 3 a description of the characters in the media program demonstrating social loafing, social inhibition, and social facilitation. Explain how you identified them. Then, select one of the characters and, using the current literature, explain two ways you might mitigate their behavior.

Media Program

(Onscreen Text: The employees at the United Cardboard Company often work individually on projects, but as with most environments, they are occasionally asked to participate in group projects. One such group is about to meet right now to plan a presentation for the Board of Directors. Observe the conversation and reactions of various group members to determine which group members exhibit signs of the following: Social Loafing, Social Inhibition, and Social Facilitation.)

(Interior of an office. Ken stands at the front of the conference room.)

KEN: OK, I guess we might as well all get started. As we all know, the big man has requested the five of us to get together and write and conceptualize a presentation to the board on our new packaging system. Maybe we can start by going around and throwing out some initial ideas.

KATHY: Sounds good to me. I think a PowerPoint presentation would do the job well.

GAVIN: I agree. We could follow it up with a physical demonstration of how the packaging looks and folds-- maybe a video of the larger pieces that won't fit into the boardroom.

KEN: Sounds perfect to me. Amanda, Brian, what do you guys think?

BRIAN: Yeah, what you guys said sounds fine.

(Amanda thinks, âI donât know what to say!â)

KEN: Amanda?

AMANDA: I don't know. I didn't really get much chance to think about this. We only found out we needed to do this together three days ago.

KEN: OK, no worries. Let's focus on the PowerPoint idea. I've been doing a lot of them lately, so I'm happy to take the lead on the design aspect. What do you guys think we should all incorporate into the slides?

GAVIN: I think we should start with where we got the idea for this new packaging -- the company that designed it and the different sizes that it comes in.

KATHY: We should follow that with a graph comparing the old prices to the new ones to illustrate how much we'll be saving over time. Amanda, didn't you have most of that information collected at some point?

(Amanda thinks, âOh no! What if I deleted that?)

AMANDA: I don't know, maybe, it's been so long. I didn't think I'd need it again for a group project like this.

(Gavin thinks, âI wonder whatâs gotten into her. Sheâs not usually this tense.â)

KEN: That's OK, Amanda, I'm sure we can easily dig it up again. Brian, do you have any other ideas for the PowerPoint slides?

BRIAN: Nah, I think what you guys mentioned sounds right.

(Kathy thinks, âWow. Way to contribute Brian.â)

KEN: OK then, Kathy and Gavin why don't you send me all of the info and I'll write it up and make the slides. Amanda, don't worry about the cost saving document, I'm sure I can dig it up from my old emails and put it into that slide too.

AMANDA: Are you sure? I'm happy to look. I mean I'm sure I have it somewhere. (Kathy thinks, âShe really needs to get it together. Why is she so nervous?â) At least I think I have it somewhere. You won't tell the Board of Directors if I lost it, will you?

KEN: Of course not, we're in it together. So as I was saying, I'll write up and prepare all the PowerPoint slides. Then we can start our presentation with reading and explaining each slide. Then, what?

KATHY: Well, and then I think we should show them the packaging live, and the quick deconstructing techniques.

KEN: Great idea. You and Amanda can demonstrate the folding, while I narrate what you're doing.

(Amanda thinks, âIs he doing too much of the work? And what if I drop everything while heâs talking?â)

GAVIN: And after you all demonstrate the smaller packaging, we could show a quick video of how the really big ones function down at the warehouse. Brian, would you be able to go film that quickly one of these days?

BRIAN: I don't really have any experience with video cameras or anything like that, so...

(Gavin thinks, âI should have seen that one coming.â)

KEN: That's OK. My wife actually just got me this great little camera for our anniversary. It takes great videos. So I can just run down to the warehouse, get some footage, then put it together on this new editing software I just downloaded. Maybe add a little music. It's going to be really slick!

KATHY: Are you sure, I wouldn't mind doing that too.

KEN: Oh no, it's fine. I love this kind of stuff; just leave it to me. But I suppose that's enough planning. Now it's time to get to work and make the presentation a knock out. Go team!

can you please give me a response for this Article(type the anwer)

When a soil dries out, this has a negative impact on the activity of soil bacteria. Using an innovative combination of state-of-the-art analysis and imaging techniques, researchers at UFZ have now discovered that fungi increase the activity of bacteria in dry and nutrient-poor habitats by supplying them with water and nutrients. The ability of fungi to regulate drought stress in soil and thus sustain ecosystem functions is an important insight in the context of climate change.

Many fungi spread through the soil with a fine network of thin filaments known as hyphae. In their search for water and nutrients the hyphae grow in different directions, constantly enlarging the network. Once found, water and nutrients are absorbed and transported through the hyphae, allowing them to be supplied to parts of the fungal network in dry or nutrient-poor areas of the soil. But it isn't only the fungus itself which benefits from the transport of material through the hyphal pipelines: bacteria, too, are kept supplied with the water and nutrients they need to thrive. This has now been demonstrated by a team of UFZ researchers in a study recently published in the journal Nature Communications. "We've suspected for a long time that fungi play an important role in the soil moisture budget," says UFZ environmental biotechnologist Prof. Matthias KÃ¤stner. "Now, using secondary ion mass spectrometry techniques (NanoSIMS and ToF-SIMS) from the ProVIS research platform at UFZ, we've finally obtained experimental evidence."

As part of their investigations, the researchers closely examined the transport of water, substrates and nutrients through the microscopically small hyphae of fungi. They grew the fungi on a culture medium of water, glucose and nitrogen-containing nutrients. The fungal hyphae had to pass through a dry, nutrient-free zone in order to grow through into a new area containing the culture medium. The inhospitable transition zone contained spores of the common soil bacterium Bacillus subtilis. Spores are inactive stages of Bacillus that form when there is insufficient water, food and nutrients available for bacterial growth. The bacteria go into a kind of dormant stage, from which they only awake once the environmental conditions are more favourable for living again.

In the experiment, these conditions were indeed improved by the growth of the fungi: "As the fungal hyphae grew through the dry zone, the bacterial spores germinated and we noticed clear microbial activity," says UFZ environmental microbiologist Dr. Lukas Y. Wick. "The fungi obviously improved the environmental conditions for the bacteria and woke them from their slumber, like Sleeping Beauty." But what exactly happens at a chemical level when fungal hyphae grow in direct proximity to bacterial spores? To answer this question, the researchers 'labelled' the water, glucose and nitrogen-containing nutrients in the culture medium in advance with stable isotopes. If these substances were transferred from the fungus to the bacteria, they could be detected using the isotopic marker and the NanoSIMS method, with nano-scale spatial resolution. "The NanoSIMS method reveals the distribution of elements and isotops and therefore allows us to observe metabolic processes," KÃ¤stner explains. "As it turns out, we did find the stable isotopes of the labelled water, glucose and nitrogen-containing nutrients in the cell mass of the bacteria -- which could only have come from the fungi."

This study has given the UFZ researchers another important insight into fungi and their important function in soils. Fungi serve as pumping stations and pipelines for water, substrates and nutrients and can colonise inhospitable locations, making them habitable for bacteria -- and thus stimulate microbial activity in the soil. In previous work the researchers have already shown that fungal hyphae act as a kind of fungal highway for bacteria, allowing them to move around, and provide a hotspot for bacterial gene transfer. Wick continues: "The results of this latest study demonstrate once again that, through their interaction with bacteria, fungi play a significant, previously underestimated role in the soil ecosystem."

If a soil is contaminated with pollutants, for example, bacteria can break them down. But if the soil is too dry, the degradation processes will come to a standstill. "If the drought period lasts for a limited time, fungi have a stabilising effect and can keep soil processes going. This could be important specifically with regard to the impacts of climate change, if the ratio of dry to moist areas of soil dramatically increases," says KÃ¤stner. In future investigations, the researchers therefore intend to look even more closely at soil as a true ecosystem. "We want to carry out soil experiments under different environmental conditions and find out what influence fungal growth has on the breakdown of pollutants," says Wick. He adds: "It's important to have a better understanding of the role of fungi in the soil ecosystem. Only when we know how soil works can we respond to changes, for example those caused by climate change, with informed decisions."

BIO 1130 Lecture Notes - Lecture 20: Polyploid, Directional Selection, Standard Deviation

BIO 1130 Full Course Notes

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