4.2: Bingo Chip Evolution
- Page ID
- 138519
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Bingo Chip Evolution
Bingo chips can be used to simulate a population of simple organisms reproducing and spreading in this evolution activity.
Learning Objectives
- Calculate allele frequencies to document evolutionary change in a population
- Identify the evolutionary forces
- Model and describe the founder effect, gene flow, genetic drift, natural selection, and population bottleneck
Supplies Needed
- Bingo chips (or beads). Each set of chips for each group of students should include approximately 200 chips (50 chips of each color).
- Student worksheet (provide)
Readings
Introduction
Steps
- Instructors will provide an overview of the Bingo Chip population, including how an organism can be haploid and reproduce via the budding process. Instructors should demonstrate how to calculate allele frequencies for the population of bingo chips.
- Students divide into small groups and are given a set of bingo chips and the student worksheet(s). At their table, students should map out the location of the island and mainland, where the bingo chips live. Students then place the first eight Bingo Chips (two bingo chips of each of the four colors) at the mainland location to begin the activity.
- Students will follow the instructions on the student worksheet, changing the Bingo Chip populations as directed.
- For each generation, students will record the number of alleles present on the tables in their worksheet. If there is sufficient time, students should be encouraged to convert these into allele frequencies. For example if 2 of 8 of the allele on the mainland are pink, the frequency of the pink allele is 2/8 = 0.25.
- For each generation students will also discuss answers to the questions on the worksheet.
Conclusion
- The final allele frequencies for both their mainland and island populations.
- The force(s) they think had the largest effect towards changing the allele frequencies, and what those changes were. Students should refer back to their tables to support their statements.
- Which event(s)/evolutionary force(s) led to the loss of any alleles in either the mainland or island population. If genetic bottleneck or the founder effect are noted, instructors can help students identify that both are types of genetic drift.
Adapting for Online Learning
Tips and Suggestions
References
Image Attributions
Bingo Chip Evolution Worksheet
Introduction
Generation 1: Establish Your Own Population of Bingo Chips
| Generation 1 | Green | Blue | Pink | Yellow |
| Mainland | 2 / 8 = 0.25 | 2 / 8 = 0.25 | 2 / 8 = 0.25 | 2 / 8 = 0.25 |
| Island | 0 | 0 | 0 | 0 |
- Bingo Chips are haploid, so how many alleles does a single Bingo Chip have for the Color Gene?
- How many total alleles for the color gene exist in the population during generation 1?
Generation 2: The Founder Effect
- Move a few Bingo Chips of any color to the island (no more than three).
- After this tragic separation, each Chip will clonally reproduce one time. For each Bingo Chip on the island and the mainland, add another Bingo Chip of the same color to that same population.
- Record your new allele frequencies in the table below, considering the two populations separately.
| Generation 2 | Green | Blue | Pink | Yellow |
| Mainland | ||||
| Island |
- After reproduction, how do the mainland phenotypic frequencies of Generation 2 compare to those on the mainland in Generation 1?
- After reproduction, how do the island phenotypic frequencies of Generation 2 compare to those on the mainland in Generation 1?
Generation 3: Gene Flow
- One member of your group will choose up to five intrepid Bingo Chips to move from one population to the other. Some can move from the island to the mainland, while others can move from the mainland to the island.
- After the migration, each Bingo Chip reproduces clonally one time. For each Bingo Chip on the island and the mainland, add another Bingo Chip of the same color to that same population.
- Record your new allele frequencies in the table below.
| Generation 3 | Green | Blue | Pink | Yellow |
| Mainland | ||||
| Island |
- Does evolution occur if a Bingo Chip migrates from the island to the mainland, but then dies without reproducing? Why or why not?
Generation 4: Genetic Drift
- Choose another group member to act out the effects of genetic drift. They will close their eyes and point to the screen, open their eyes and remove the closest two Chips from the mainland population, and do it again to remove two Chips from the island population. These unfortunate Bingo Chips have perished before they are able to reproduce.
- All the remaining Bingo Chips will reproduce clonally one time.
- The same group member will close their eyes and now remove eight Chips from the mainland population and eight from the island population.
- All the remaining Bingo Chips will reproduce clonally once again.
- Record your new allele frequencies in the table below.
| Generation 4 | Green | Blue | Pink | Yellow |
| Mainland | ||||
| Island |
- Which color, if any, has become more prevalent in the mainland population? Which color has become more rare?
- Which color, if any, has become more prevalent in the island population? Which has become more rare?
- Which population looks most different from your original population at Generation 1?
Generation 5: Natural Selection
- Choose a group member to act as a predator of the Bingo Chips. This group member will choose their two favorite colors of Chips to eat. This group member will “fly” between the island and the mainland, removing ten Bingo Chips of these two colors in total (decide how many to eat from each population).
- All the remaining (and relieved) Bingo Chips will reproduce clonally one time.
- Record your new allele frequencies in the table below.
| Generation 5 | Green | Blue | Pink | Yellow |
| Mainland | ||||
| Island |
- What characteristics of Bingo Chips or their environment might help one color of Bingo Chip survive better than another?
- Does evolution happen if a Bingo Chip is better at surviving, but would not reproduce?
Generation 6: Population Bottleneck
- Decide as a group what the event of mass destruction will be.
- Choose a group member to become a force of nature. This person will remove all but ten Bingo Chips (split the survivors between the two populations).
- These (extremely shaken) Bingo Chips are grateful to have survived and begin to rebuild their lives. They reproduce clonally one more time.
- Record your final allele frequencies in the table below.
| Generation 6 | Green | Blue | Pink | Yellow |
| Mainland | ||||
| Island |
- Have any colors disappeared in either population? Will there be any Bingo Chips of this color in future generations?
- Now that you have completed your field season, describe what happened to each color of Bingo Chip over the generations you’ve observed. You will report this back to the entire class.