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Home » SCIN 130 AMU Lab 8 CSI Wildlife Case 2 Introduction to Biology American Military University

SCIN 130 AMU Lab 8 CSI Wildlife Case 2 Introduction to Biology American Military University

  • Name of class: SCIN 130 Introduction to biology
  • Name of School: American Military University </br> American Public University
  • Posted By: Nicholas34

SCIN 130 AMU Lab 8 CSI Wildlife Case 2 Introduction to Biology American Military University assistance is available on Domyclass

General Instructions

Step 1: Read and complete the Lesson for the week – both the Lecture and Lab portion found in the APUS online classroom! The information you acquire in this Lab will be included in your quiz for the week – so make sure you have it completed prior to taking the quiz!

Step 2: Complete all the activities in the attached lab instruction packet: SCIN 130 Lab 8: CSI Wildlife, Case 2. Work through the instruction packet step by step. Record your results directly in the worksheet as you progress through the questions.

Step 3: You should save a copy of your completed lab with your name and lab # in the title. For example, if you are Felicetti and this is Lab 8, you would title your document: FelicettiLab8.doc. You are then to add this as an attachment to the quiz for the week! 

Please note the following:

For any sections that request that you “take notes”, the notes should be in your own words summarizing information learned. You should not copy and paste information from the Internet including media and resources accessed in this lab. Directly copying and pasting information is considered plagiarism in this course.

When taking screenshots save with file name that has your last name, the lab number and the screenshot number. For example, for the first screenshot in Lab 8 if your last name was Felicetti the file name would be FelicettiLab8Shot1.jpeg. It is important to follow this image labeling structure. Images submitted without proper labeling will be graded as a zero.

This lab instruction packet will be submitted as an attachment with the quiz for the week when completed. Again, save the file with your name and the lab number as a Word document. For example, if this was Lab 8 and your last name was Felicetti the file name would be FelicettiLab8.docx. It is important to follow this file labeling structure. Files submitted without proper labeling are subject to a score of zero.

SCIN 130 Lab 8: CSI Wildlife, Case 2

General Instructions

Be sure to read the general instructions from the Lessons portion of the class prior to completing this packet.

Remember, you are to upload this packet with your quiz for the week!

Background

The scenarios investigated are based on the recently published literature: Wasser, S. K., Brown, L., Mailand, C., Mondol, S., Clark, W., Laurie, C., & Weir, B. S. (2015). Genetic assignment of large seizures of elephant ivory reveals Africa’s major poaching hotspots. Science, 349(6243), 84–87. The underlying data are available on the Dryad Digital Repository: http://dx.doi.org/10.5061/dryad.435p4.

Remember, DNA is made up of nucleotides and an allele is an alternative form of a gene which may be from mutation, but is found on the same place in a chromosome in individuals and functions similarly. If you are unfamiliar with these terms, make sure to review them in your book prior to completing the lab.

Specific Lab Instructions

Your Name:     

Date:     

Go to: http://media.hhmi.org/biointeractive/click/elephants/dna/index.html

And Click on Case Two

Part 1: Case Two

  1. Watch the crime scene video and read the Case Two introduction on the first slide.
  1. In Case One, you were looking for a match with an individual elephant. How does Case Two differ from Case One?
     
  • Click on Building a Reference Map.
  1. Watch the short video. Elephant populations differ from one another. These differences are due to geographic distance and the length of time since their ancestors separated from one another. Explain how this relationship affects their relatedness.
     
  • Click on Technique in the Building a Reference Map section.
  1. How does this gel differ from the gels you studied in Case One?
     
  • Click on the Application section.
  1. Study the gel. Why does the ivory sample contain only two bands while the other lanes (samples A and B) have multiple bands?
     
  • If an ivory sample has two alleles that are also found in a population sample, does that tell you with certainty that the ivory sample came from that population? Explain your answer.
     
  • Click on the Review Section.
  1. If the scientist had collected 20 dung samples, would you expect more bands, fewer bands, or the same number of bands on the gel? Explain your answer.
       
  • Proceed to the Finding a Location section.
  1. Forest elephants and savanna elephants diverged over 2.5 million years ago, so some researchers think they should be classified as different species. Knowing this information, which genetic profiles would you predict would be more similar to one another: those of a forest elephant and a savanna elephant that are geographically close to one another, or those of two forest elephants that live far apart from one another? Explain your reasoning.
     
  • On the Eliminating North, East, or South page, which population did you eliminate?       Which marker(s) allowed you to make this choice?      
    • On the next elimination, which population did you choose?       Which marker(s) helped you make this choice?      
    • By analyzing many more markers and all the populations, Dr. Wasser linked these seized ivory tusks to which country?      

Part 2: Ivory Trade

  1. Watch the video on the Stopping Illegal Poaching slide.
  1. Name two reasons elephant populations are threatened.
     
  • In summary, elephants are a keystone species. Based on your knowledge from this lab (Case 1 and Case 2), explain in your own words why it is important to the ecology and ecosystems of Africa to save the elephant populations.
     

Adapted from: Click and Learn “CSI Wildlife” (2016). CSI Wildlife Explorer Worksheet. HHMI Biointeractive Teaching Materials.