BioInteractive Evolution Course

Unit 1 Workbook

Lesson 1: Initial Explanations

DEVELOPING AN EXPLANATION FOR MOUSE FUR COLOR

On your own, write your best answer to the following question:

How would biologists explain how the mice on the lava flow evolved black fur? Include all the elements
you think are needed for a full explanation.
Mice evolved black fur so as to camouflage with their surroundings. For mice that did not possess black fur, they
would typically be consumed by predators thus eliminating the traits found in these specific mice whereas those
that possessed the black fur phenotype would proliferate thus maintaining this specific phenotype among mice.
As more mice possess black fur and mate, it becomes the predominant fur color.

Would biologists say the mice changed because they wanted or needed to change? Why?
Biologists would say the mice changed because they needed to change. A desire for something would be similar
to the mice choosing preferential food whereas fur color is a survival adaption to continue living without being
preyed upon.

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Evolution by Natural Selection Explanation Table

Condition Description Evidence
Variation Individuals in a population or group differ The color traits in the rock pocket mouse. Some
in some trait of interest. possessing a sand colored fur and others having
a black colored fur.

Inheritance The variation in the trait of interest is at Random mutation occurred in the MrC1 gene of
least partially inherited (passed from the rock pocket mouse causing a change in fur
parents to offspring). color which was then passed down to the
offspring of the mice that survived predation. After
The variation stems from random 1,000 years, almost 95% of all mice on the lava
mutations and the recombination that rocks had black fur.
accompanies sexual reproduction. The
genetic variation may have arisen many
generations in the past.

Differential More offspring are born than can survive. Within the population of pocket mice that
survival and Because of this, there is competition possessed black fur in the lava beds, there were
also those that did not maintain the gene that
reproduction among individuals within a population.
would promote black fur, thus maintaining a sand
Some individuals with a particular trait colored fur. For those specific mice, they were
are more likely to survive and / or have preyed upon. Via this natural selection, sand
relatively more offspring compared to colored mice reduced in population.
individuals that do not have that trait.
Selection depends on the specific context
of a species. Traits that are beneficial in
one environment may cause problems in
another environment.

Adaptation The frequency of the trait that helps Over the course of 1,000 years, the allele that
individuals survive or leave more expressed black fur in the rock pocket mice
increased in frequency until almost all mice
offspring will increase in the population
expressed the allele for black fur.
over time, as will the alleles that affect
the trait.
This process can take many generations
and extend over very long periods of
time.

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Lesson 2: Differences and Variation

WHAT IS VARIATION?
Examine the following two Common Core State Standards for Mathematics at the high school level.

CCSS.Math.Content.HSS.ID.A.1: Represent data with plots on the real number line (dot plots,
histograms, and box plots).

CCSS.Math.Content.HSS.ID.A.2: Use statistics appropriate to the shape of the data distribution

to compare center (median, mean) and spread (interquartile range, standard deviation) of two
or more different data sets.

How could you emphasize these mathematical skills in your current science lessons?

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MEET THE ANOLES

Record three traits that differ among the anoles shown in the video.

Describe how the specific form of the trait found in a species is an adaptation to the species’ habitat.

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GET OUT YOUR (VIRTUAL) RULERS

Describe how your measurements of the anoles compare with those of experts. The comparison is
shown on the “Compare Your Results” screen in the Lizard Lab.

Enter the values you calculated for the mean, standard deviation, standard error, and 95% CI for
relative hindlimb length.

Does hindlimb length vary among anoles from Iron Cay? Describe your evidence.

If long-legged lizards survived better than short-legged ones, how would you expect the mean leg
length of the population to change over time?

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COMMON PATTERNS OF TRAIT VARIATION

Which species with multiple individuals could you have your students measure? Which trait could they
measure (e.g., the length of pea pods)?

Which learning goals would be appropriate for your students for the mathematical analysis and
representation of the variation?

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SUMMARIZING VARIATION
The Lesson Objectives stated that at the end of the lesson you will be able to

1. describe different ways to represent variation,

2. conduct an investigation to characterize variation among anoles, and
3. use a spreadsheet program to calculate descriptive statistics related to variation in a population.

Describe the degree to which you achieved the objectives of this lesson. If there are still areas for you
to work on, what is your plan for getting more information or practice?

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Lesson 3: Inheritance; Information Through Time

Pedigrees and Lactose Intolerance

Determine the Pattern of Inheritance of Lactose Tolerance/Intolerance

To determine how lactose tolerance/intolerance is inherited, researchers examined nine extended
Finnish families for five generations.

Below is one of those pedigrees. Look at the pedigree and then answer the questions below. (For a
refresher on pedigrees, refer to Appendix A on the last page of this workbook.)

I ? ? Family A
1 2

II ? ? ?
1 2 3 4 5 6

III
1 2 3 4 5 6 7 8 9 10 11

IV
1 2 3 4 5 6 7 8 9

V
1 2 3

Lactose tolerant female Lactose tolerant male ? Unknown phenotype

Lactose intolerant female Lactose intolerant male Deceased

Figure 2. Pedigree of Family A. (Adapted from a figure in Enattah, N. S., et al. 2002 Nature Genetics 30: 233-237.)

1. Based on the pedigree above, which of the following terms are appropriate for describing the
inheritance of the lactose-intolerance trait (filled-in symbols)? Check all that apply.

____ Recessive ____ Dominant ____ Inherited ____ X-linked

2. Which of the following terms are appropriate for describing the inheritance of the lactose-tolerance
trait (empty symbols)? Check all that apply.

____ Recessive ____ Dominant ____ Inherited ____ X-linked

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3. Use the data in the pedigree and the terms listed in questions 1 and 2 to make a claim about how
lactose intolerance is inherited. Provide evidence to support your claim.

4. Study Individuals 5 and 6 of Generation III in Family A and their child. The two parents are lactose
tolerant, yet their son is lactose intolerant. Are these data consistent or inconsistent with the claim
you made in question 3? Explain your answer.

5. What other evidence would be valuable for understanding the extent to which lactase persistence is
inherited or not?

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Pedigrees and Lactose Intolerance

FINDING THE RESPONSIBLE MUTATION

Recall from the video, how the researchers looked for consistent variations between those who are lactose
tolerant and those who are lactose intolerant, and vice versa. You will now do the same with the data listed
below.

Tables 1 and 2 show DNA sequences from two short regions of DNA on chromosome 2. Because each
individual has two copies of chromosome 2 (one from each parent), each table includes two DNA sequences
per person. Individuals are identified by generation number and individual number. For example, Individual B
IV-4 is Individual 4, Generation IV in Family B.

Table 1. DNA Sequence 1 from Lactose-Tolerant and -Intolerant Individuals

Individual Phenotype Sequence 1* nucleotides 13923............................13904

Copy 1, Chromosome 2: TAAGATAATGTAGTCCCTGG

A IV-3 Lactose tolerant
Copy 2, Chromosome 2: TAAGATAATGTAGTCCCTGG

Copy 1, Chromosome 2: TAAGATAATGTAGTCCCTGG

B IV-4 Lactose tolerant
Copy 2, Chromosome 2: TAAGATAATGTAGTCCCTGG

Copy 1, Chromosome 2: TAAGATAATGTAGTCCCTGG

B IV-8 Lactose tolerant
Copy 2, Chromosome 2: TAAGATAATGTAGCCCCTGG

Copy 1, Chromosome 2: TAAGATAATGTAGCCCCTGG

B IV-9 Lactose intolerant
Copy 2, Chromosome 2: TAAGATAATGTAGCCCCTGG

Copy 1, Chromosome 2: TAAGATAATGTAGTCCCTGG

C IV-3 Lactose tolerant
Copy 2, Chromosome 2: TAAGATAATGTAGCCCCTGG

Copy 1, Chromosome 2: TAAGATAATGTAGCCCCTGG

D IV-4 Lactose intolerant
Copy 2, Chromosome 2: TAAGATAATGTAGCCCCTGG

*Sequence 1 is a nucleotide sequence corresponding to nucleotides 13923-13904 upstream from the start of the lactase gene.

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Table 2. DNA Sequence 2 from Lactose-Tolerant and -Intolerant Individuals

Individual Phenotype Sequence 2* nucleotides 30192............................30173

Copy 1, Chromosome 2: ATAAAGGACACTCTTGACAA

A IV-3 Lactose tolerant
Copy 2, Chromosome 2: ATAAAGGACACTCTTGACAA

Copy 1, Chromosome 2: ATAAAGGACACTCTTGACAA

B IV-4 Lactose tolerant
Copy 2, Chromosome 2: ATAAAGGACACTCTTGACAA

Copy 1, Chromosome 2: ATAAAGGACACTCTTGACAA

B IV-8 Lactose tolerant
Copy 2, Chromosome 2: ATAAAGGACGCTCTTGACAA

Copy 1, Chromosome 2: ATAAAGGACGCTCTTGACAA

B IV-9 Lactose intolerant
Copy 2, Chromosome 2: ATAAAGGACGCTCTTGACAA

Copy 1, Chromosome 2: ATAAAGGACACTCTTGACAA

C IV-3 Lactose tolerant
Copy 2, Chromosome 2: ATAAAGGACACTCTTGACAA

Copy 1, Chromosome 2: ATAAAGGACACTCTTGACAA

D IV-4 Lactose intolerant
Copy 2, Chromosome 2: ATAAAGGACACTCTTGACAA

*Sequence 2 is a nucleotide sequence corresponding to nucleotides 30192-30173 upstream of the start of the lactase gene.

1. Study the two tables above. Describe how the nucleotides differ between at least two sequences in
each table. Hint: Use the nucleotide numbers to help with your description.

2. Pretend that you are the researcher who discovered the variations and you are writing to a
colleague describing what you found.
a. How would you describe the variation(s) you found in Sequence 1?

b. How would you describe the variation(s) you found in Sequence 2?

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3. Based on the sequence data you analyzed, which variation is associated with lactose tolerance
(lactase persistence)? Support your claim by providing using evidence.

4. Is the variation associated with lactose tolerance (lactase persistence) found on one chromosome or
both chromosomes in individuals with the trait? Explain your answer.

5. The mutation associated with lactose tolerance keeps the lactase gene turned on in adults. Based on
the sequence and pedigree data, what can you infer about the regulation of the lactase gene in
Individual A IV-3? Explain.

REFERENCES
Enattah, N. S., et al. 2002. Identification of a variant associated with adult-type hypolactasia. Nature Genetics 30:233-237.
Sahi, T. 2001. Genetics and epidemiology of adult-type hypolactasia with emphasis on the situation in Europe. Scandinavian
Journal of Nutrition 45:161-162.
Ingram C.J.E., et al. 2009. Lactose digestion and the evolutionary genetics of lactase persistence. Human Genetics 124: 579.

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WE ARE ALL MUTANTS

How could you modify your teaching materials to help students learn about the different scales at
which mutations occur in the genome?

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MUTATIONS IN ICEFISH
How would you characterize the relative size and type of mutation that initiated the evolution of the
antifreeze gene?

How would you characterize the relative size and type of mutations that caused icefish to lose their red
blood cells?

Explain the role of chance in the development of these two adaptations.

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CAUSES OF MUTATIONS
Skin cancer is by far the most common type of cancer. Use what you learned to provide the scientific
reasoning that supports this observation.

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MUTATIONS IN PROTEIN-CODING AND REGULATORY REGIONS

Look back at the “We Are All Mutants” section. Describe the type of mutation that results in sickle cell
anemia and how the mutation causes red blood cells to become sickle shaped.

Look back at the “Got Lactase?” section. Describe in as much detail as you can the type of mutation
that causes lactase persistence.

Why do you think discoveries of mutations in genetic regulatory regions are so common in studies of
the adaptation of species?

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MUTATIONS THAT MATTER FOR EVOLUTION BY NATURAL SELECTION

Add a caption to the two images below explaining why the resulting mutation would or would not be
important for generating the genetic variation in a population that provides the raw material for
evolution by natural selection to occur. The caption should explain the role of the colors in the images.
Write the prompt in a way that would make sense to your students.

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SHUFFLING ALLELES
Review the two learning objectives below. The first is from the Next Generation Science Standards for
high school life science. The second is from the AP Biology framework.

HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result
from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication,
and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using
data to support arguments for the way variation occurs.]

IST-1.H Explain how the process of meiosis generates genetic diversity.

Summarize how you can use the content you learned in this lesson and the resources you explored
from HHMI BioInteractive to help students achieve these learning goals.

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Lesson 4: Differential Survival/Reproduction

Exploring Population Growth Models

In this activity, you will be testing the question, “What happens if all the offspring that are born
survive?”
1. Access HHMI BioInteractive’s Population Dynamics interactive available at
http://www.hhmi.org/biointeractive/population-dynamics. Read the introductory information and
then click on the Exponential Model. Again, read the introductory information and then
access the population simulator. Click on “How to Use” and review the aspects of the
model.
2. Explore the future of ducks known as mallards. Imagine that the world goes on a duck
hunting craze and there are only two mallards left in the world, one male and one female.
Mallards can have a clutch size of 10. The male and female breed and leave 10 offspring. To
keep our model simple, we will assume that the parents are not counted in the census of
the population. This results in a per capita population growth rate (r) = 1.6.
3. Input the beginning population No as 2 and r = 1.6. How many crows will there be in 4
years? In 10 years? In 20 years? (Note that you need to increase the maximum value for
Time (t) by selecting the “wheel icon.”)

4. Create your own scenario to further test the question “What happens if all the offspring
that are born survive?” and record your results.

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5. Use evidence to support the claim that more offspring are born than can survive.

An important condition of evolution by natural selection is that more offspring are born than can
survive. Summarize the evidence you gathered from this activity that supports this claim.

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ADVANTAGES OF DIGESTING MILK

Summarize the evidence from the film that supports the claim that individuals with lactase-persistence
alleles had a survival advantage in certain environments.

Fitness is a measure of the relative ability of an individual to produce offspring that can themselves go
on to reproduce. This term causes many problems for students who confuse the meaning of fitness as
used by evolutionary biologists with the common meaning of fitness. Another common student idea
regarding fitness is that the fittest individuals are the fiercest, strongest, or biggest—but this is often
not the case. Fitness is about differential success in reproduction among individuals, and all kinds of
traits can increase fitness. How do you help students address these common ideas about fitness?

NGSS performance expectation MS-LS4-4 reads “Construct an explanation based on evidence that
describes how genetic variations of traits in a population increase some individuals’ probability of
surviving and reproducing in a specific environment.” Describe how you could use HHMI resources to
help students be successful with this expectation.

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FAVORED BY SELECTION? IT DEPENDS...

Summarize the evidence from the three case studies examined that supports the claim that selection
depends on the specific context of a species.

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ELEPHANT COMMUNICATION INFLUENCING FITNESS?

The NGSS performance expectation HS-LS2-8 for high school reads, “Evaluate the evidence for the role
of group behavior on individual and species’ chances to survive and reproduce. [Clarification
Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying
evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable
arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding,
and cooperative behaviors such as hunting, migrating, and swarming.]

How would you design an experiment to support the hypothesis that elephant alarm calls increase
fitness for individuals that participate in the behavior?

What kinds of experiments or evidence could you use to help students develop the knowledge and
practice the skills to evaluate the role of behavior on survival and reproduction?

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Lesson 5: The Consequence of Evolution by Natural Selection: Adaptation

RATES OF CHANGE
Describe the relationship between the strength of selection and the time required for changes in the
frequency of phenotypes in a population.

Which strategies will you use to have students interact with representations like the graph of the
changes in the percentages of mice of different fur colors?

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ADDING TO AN EXPLANATION FOR EVOLUTION BY NATURAL SELECTION

From Data Set 1

100
black mice (%)
Frequency of

50

0
The Well
Christmas Pass

Lava (West)

Lava (Mid)

Lava (East)

O’Neil Pass

Rock pocket
mouse populations
Figure 2. The x-axis shows six different sites where rock pocket mice were collected. The locations on the lava
flow (west, mid, east) have dark soil. The other three locations (Christmas Pass, Tule Well, and O’Neill Pass) have
light soil. The y-axis shows the frequency of black mice. (Adapted from Hoekstra, Drumm, & Nachman, 2004.)

Calculate the percentage of tan mice in each population from the data in Table 1. Enter your
calculations in the last row below.

Table 1

Population Christmas Tule Lava Lava Lava O’Neill

Pass Well (West) (Mid) (East) Pass
Soil Color Light Light Dark Dark Dark Light
Number of Tan Mice 6 80 0 0 3 34
Number of Dark Mice 0 5 7 5 42 43
Total Number of Mice
(Tan and Dark)
Percentage of Tan Mice % % % % % %

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Which populations show evidence for variation in fur color? Add the evidence to your Evolution by
Natural Selection Explanation Table as needed.

Describe how the evidence you collected relates to one or more of the major conditions for evolution
by natural selection.

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From Data Set 2

20
Percent reflectance (%)

16

12

0
Two copies of One copy of Two copies of
allele 2 allele 1 allele 1

MC1R genotype
Figure 3. The relationship of genotype of rock pocket mice for the MC1R gene and fur color.
A higher value for reflectance means lighter fur. (Adapted from Hoekstra, Drumm, & Nachman, 2004.)

What pattern or patterns do you see on the graph in Figure 3?

Make a claim about whether differences in fur color are inherited. Support your claim with evidence
from Figure 3. Add the evidence to your Evolution by Natural Selection Explanation Table as needed.
Also describe how the evidence relates to the major conditions for evolution by natural selection.

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From Data Set 3

100
Frequency of MC1R
allele 2 (%)

50

0
The Well

Lava (West)

Lava (Mid)
Christmas Pass

Lava (East)

O’Neil Pass

Rock pocket
mouse populations

Figure 4. The genotype of rock pocket mice for the MC1R gene is different when the main background color of
the environment changes. (Adapted from Hoekstra, Drumm, & Nachman, 2004.)

Make a claim about whether the frequencies of alleles that affect fur color are different in populations
on light or dark backgrounds. Support your claim with evidence from Figure 4. Add the evidence to
your Evolution by Natural Selection Explanation Table as needed. Again, describe how the evidence
relates to the major conditions for evolution by natural selection.

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Summary
Review your answer to the question in Unit 1, Lesson 1, “How would biologists explain how the mice
on the lava flow evolved black fur? Include all the elements you think are needed for a full
explanation.” Describe the number of conditions for natural selection you used in your initial answer.
Also describe the changes you would make to your answer based on what you’ve learned after
watching the video and analyzing additional evidence.

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BACK TO THE ANOLES IN THE BAHAMAS

As you did in Lesson 2, describe how your measurements of the anoles compare with those of experts.
The comparison is shown on the “Compare Your Results” screen in the Lizard Lab.

Write a short caption that would accompany the graph you made in the Lizard lab that includes the
means and standard deviation for the relative hindlimb length in anoles from the Iron Cay and
experimental islands. Optional. You may also want to include a screenshot of your graphs.

NGSS Performance expectation HS-LS4-2 reads “Construct an explanation based on evidence that the
process of evolution primarily results from four factors: (1) the potential for a species to increase in
number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual
reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that
are better able to survive and reproduce in the environment.”

Describe how you could use the Lizard Virtual Lab as an assessment that includes science practices,
disciplinary core ideas, and crosscutting themes or the essential knowledge and science practices
outlined in the AP Biology Course Framework.

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Lesson 6: Other Ways Populations Evolve

SEXUAL SELECTION
Male widowbirds in Africa have very long tail feathers, which appear to make flying more difficult. In a
famous experiment, researchers divided males in four groups and cut the tails in one group (short
tails), left the tails alone in the second group (regular length with variation), removed the tails and
glued them back on in the third group, and glued elongated tails onto a fourth group. What evidence
would support the hypothesis that females are selecting males based on tail length?

What types of data would you collect to determine whether the long horns on male dung beetle,
sometimes weighing up to 15% of the total weight of the animal, are the result of sexual selection?

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GENETIC DRIFT
Explain why genetic drift is more prominent in small populations.

Explain why genetic drift does not lead to adaptations.

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GENE FLOW
In tiger conservation, what are the problems of small population sizes?

What is the role of gene flow in Liz Hadly’s proposal to “merge” genetic diversity of tiger populations?

What effect might the proposed movement of genes have on local adaptation?

The NGSS Life Science standards and AP Biology Course Framework put a strong emphasis on natural
selection. Summarize what you have learned about supporting students in learning about natural
selection and HHMI BioInteractive resources available to support you and your students.

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APPENDIX A. PEDIGREE CHARTS

A pedigree chart is a tool that helps illustrate how a trait is inherited from one generation to the next.
Below is a pedigree chart that includes three generations of an extended family.

DECODING A PEDIGREE

SYMBOLS
Circles indicate females. Squares indicate males. A question mark indicates that
the person’s trait is unknown.
An unfilled symbol represents A filled symbol represents
someone without the trait someone who exhibits the trait A diagonal line indicates that
being studied. being studied. the person is deceased.

Thus, this symbol represents Thus, this symbol represents

a female without that trait. a male with that trait.

RELATIONSHIPS
I ?
1 2 A horizontal line
between two symbols
connects two parents.

II
Vertical lines connect
1 2 3 4 5 6 7
parents to children.

} Horizontal brackets
connect siblings.
III
1 2 3 4 5 6

Arabic numerals (1, 2, 3, ... ) Individuals in pedigrees are

Roman numerals (I, II, III, ...)
identify each person in sometimes identified by the
represent generations.
a generation. generation number followed
by the individual number.

NUMBERS Thus, this is individual III-6, or

the sixth individual in the third
generation of this family.

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