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Lifesci 2D03 > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

Genotype

A

Alleles of induvial

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2
Q

Phenotype

A

overserved traits of individual

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3
Q

Behvaiour is a result of

A

Genotype
Environment
Gene-Envornoment Interactions

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4
Q

Instinct / Innate behaviours

A
  • present even in indiv. raised in isolation
  • reflexes - invol, movement in repsone to stimulus
  • not training requires - no/little variation
  • geentic basis - hetiable
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5
Q

Fixed Action Pattern

A

behaviour that displays almost no variation and, once started, cannot be stopped until completed
- Once they are intimated – very little variation

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6
Q

Wild type vs Mutant type fruit flies - research question

A

Why aren’t yellow forms of fruit flies more common in nature?

**whether the yellow colouration also produced some change in behaviour?
And perhaps this change in behaviour was linked to reproductive success?

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7
Q

Flies: Methods

A

Interbred wild-type and mutant “yellow” flies

Conducted mating trials

** focused on males –> did more of the work, males orietn tot he females, wing virbation, spend alot of energy

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8
Q

Flies + Results

A

Wild-type males had higher mating success + mated sooner + showed more courtship behaviour than mutant yellow males

females mated less w/ males w/ weak courtship displays

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9
Q

Flies + Conclusion

A

Differences in courtship behaviour result in reduced mating success of yellow individuals.

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10
Q

Flies + Importance of experiment

A

showing that variation in genotype associated with variation in behavioural phenotype.

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11
Q

Where do we find biomedical + genomic information

A

The National Center for Biotechnology Information

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12
Q

Innate behaviours - adult grey lag geese

A

extend neck _ bills –. roll displaced eggs back into nest

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13
Q

Epistasis

A

Interactiosn w/ genes @ diff. loci

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14
Q

Pleiotropy

A

a single gene affecting 1+ phenotypic traits

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15
Q

Major gene

A

respon. for majority of phenotypic variation

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16
Q

Minor gene

A

small amont of phenotipyc variation

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17
Q

genetic markers

A
  • susptected gene - place markers + obersve expression of those genes in future genrations

attached to DNA fragment for each invidv using recombinant DNA techniques

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18
Q

QTL

A

Q – number, trait – fur colour etc, loci  here is it in the genome, location, expression etc

a statistical technique that combines genetic information with trait information

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19
Q

QTL analysis

A

Take 2 ditstinct traits  breed  diff in behaviour  2 main diff groups of indiv.
- The goal is to figure out which regions of the genome contain the genes that influence a particular trait
- This procedure can provide information about the number of genes and also their location on chromosomes

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20
Q

Begin QTL analysis

A

Two or more strains of organisms that differ genetically with regard to the trait of interest.

For example, they might select lines fixed for different alleles influencing egg size (one large and one small)
2. require genetic markers that distinguish between these parental lines.

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21
Q

Genetic Markers

A
  1. Restriction fragment length polymorphisms
  2. Simple sequence repeats
  3. Single nucleotide polymorphisms
  4. Spefifc gene sequrnce known very well  restricted short  poly – vary a little bit (bases)
  5. Simple sequence that repearts
  6. SNP’s only differ in single base nuelotide
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22
Q

neulocbase + nueclotide

A

Nucleobase = T, A, C, G
Nucleotide = T, A, C, G + sugar + phosphate group

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23
Q

Fire Ants Injuries

A

-0 invasive ants
- stings = blisters,painful rare - babies/elderly - died from reations
- most likley arrival point - shipments coming into New Zealnd ports

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24
Q

Fire Ants Research Question

A

Do genes affect variation in social behaviour in fire ants?

25
Q

Monogyne

A

Monogyne – single reproductive queen

26
Q

Polygyne

A

multiple reproductive queen
- higher population density = more severe ecoloigcal impact

27
Q

Fire Ants Methods

A

Collected monogyne and polygyne colonies

Conducted gel electrophoresis to compare allele frequencies at several loci

28
Q

Fire Ants results

A

Genotype and allelic frequency at one locus, Gp-9, differed between two types of colonies

Monogyne colonies all displayed Gp-9BB
Polygyne colonies displayed Gp-9Bb

29
Q

Gp-9

A
  • pheromone binding protein
    role: chemcial recogintion - allows ants to identify which ants are strangers / colony
  • part of super gene
30
Q

Fire Ants conclusion

A

Alleles at one locus appear to be involved in regulating social organization in fire ants

31
Q

Knockout

A

Disabling a gene

32
Q

AVp (arginine vasopressin) peptide hormone

A

Involved in fluid & blood pressure balance
Involved in social recognition, pair bonding, parenting, stress

  • only affect those with function avp receptor
33
Q

Mice Research Question

A

What is the function of the AVPR1A receptor in mice?

34
Q

Mice - methods

A
  • Created a knockout of V1aR gene
  • wildtype - normal
  • Conducted stress tests on wild-type and knockout mice
  1. elevated plus maze
  2. open field test
  3. light / dark box
35
Q

Mice + resutls

A

Knockout mice spent more time in the open, light areas than did wild-type mice

36
Q

Mice + Conclusion

A

V1aR gene plays an important role in affecting behaviour when animals are placed in stressful situations

-gene can strongly affect habitiat choice + movement behaviour

37
Q

Closed-ended learners

A

Individuals must hear a tutor sing its conspecific song shortly after hatching in order to learn the song correctly

38
Q

Open-ended learners.

A

Individuals can acquire new song elements throughout life
Zebra Finches are closed-ended learners

39
Q

Birdsong Development - Tape recording vs. Live tutors

A

tape recordings of tutors vs. live tutors
- Critical period lasts longer when the animal is paired with a live tutor
- Tape-tutored birds produce simpler songs

40
Q

Anterior Circuit

A

Song learning (cognitive)

41
Q

Posterior Circuit

A

Song production ( motor movemnt)

42
Q

Birds _ research Question

A

What is the role of the FoxP2 gene in song development?

43
Q

FoxP2 gene

A

Expression increase when young bird learn + open ended adult + song

44
Q

Avian song circuit.

A

. There are two neural circuits in the songbird brain. The red arrows indicate neural connections within the posterior circuit, which is involved in song production. The blue arrows indicate connections in the anterior circuit, which is involved in song learning.

45
Q

Birds + Methods

A

Knockdown technique

Controls had short sections of RNA placed in noncoding region of DNA - limtis difference b/w groups

Adult male tutors and young juvenile males housed together – Males pend moret time learning diff tupe s of songs  matinig

Recorded songs

46
Q

Spectrogram

A

pitcure of sound

Different song elements (buzzes and trills) are identified in the tutor song through note variation in frequency and duration.

47
Q

Birds + results

A

Knockdown birds had much lower FoxP2 expression than controls

Knockdown birds omitted certain syablles – song is not compelete + decrease quality in song

48
Q

Birds + Conclusion

A

FoxP2 is required for normal song development

49
Q

Zebrafish Question

A

How does environmental variation affect aggression in zebrafish

50
Q

Zebrafish + hypthesis

A

both developmental + bhavioural environment affect agression

51
Q

Zebrafish + methods

A
  • collected eggs from 12 siblinfs
    divide eggs into 2 developmetal froups - raised to adulthoood
  • tested fish in normoxi/hypoxic test chamber afte 16 hour period
  • measured agression as time spent biting / nipping mirror image
52
Q

Zebrafish + results

A

Hypoxia rasied fish = higher levels of agression in hypoxic test chamber
- norm. raisef fish = higher levels of agression in norm. text chamber

53
Q

Zebrafish + Conclusion

A

display more aggressive behaviour in environment they were raised in –> interaction b/w developmental + behavioural environments

54
Q

Personality

A

consistent relative diff in behaviour amound individuals over time / across diff environmental context
- variations in boldness of acitvy., agressiveness

55
Q

Bold / Shy personalites - salamanders

A

2 challenges
1. max. feeding time - shorten development time before streams dry up
2. avoid predators
Predators present - less time spent feeding - negative correlation

56
Q

Salamnder Expirement

A
  • examined larvea behaviour - 2 treatments
    1. fish cue - adding water from an aquarium + 4 sunfish
    2. Control - tap water
    larave spent 75% out eating in control, only 40% in fish cue treatment
    Bold invidv. spent mroe time out compared to shy indiv. in both treatments
57
Q

Aggressive personalities in Fishing spiders

A
  • female insects consume courting male before copopulation
  • females in poor condition - benefit - obtain nutrients from meal = benefit > cost if they can find other mate later on - results in experiments - females in poor condition were not more likely to attack
58
Q

Personalities + Fitness Trade off’s

A
  • on avg. - bold (males) - higher reproductive rate + shorter life span - giver shyer indiv. more opp. to prodice = pattern - equal fitness for bold+shy indiv.

Lifesci 2D03 (2 decks)

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