Hardy Weinberg Population Genetics - Preview

Hardy Weinberg Population Genetics

Subject: Biology
Time: 1-2 Class periods (45 minutes each)

High School AP/IB Biology


Biology students will use the Hardy Weinberg Classroom Model Net Logo program created by Kenneth Letendre. They will use the computer simulation to analyze how variables such as the proportion of alleles, population size, and selection against alleles can influence the genetics of a population. The Hardy Weinberg principle predicts the genotype and phenotype frequencies given that five assumptions (large population size, mating is random, no mutations, no migration, and no selection) hold true in a population.


Students should have been introduced to the Hardy Weinberg Principle before starting this lesson.


Materials and Tools

NetLogo Home Page: http://ccl.northwestern.edu/netlogo/

NetLogo Hardy Weinberg Simulation, http://ccl.northwestern.edu/netlogo/models/community/HardyWeinbergClassroomModel



Students will complete the lab worksheet.  The objectives of the lesson will be assessed by reviewing student answers on the lab worksheet.

Note: Ami Lefevre, lead CT-STEM teacher, adapted materials from Kenneth Letendre’s Hardy-Weinberg Classroom Model (2009) to develop the handouts below.

Compatible With




chrome books




Next Generation Science Standards
  • Life Science
    • [HS-LS3] Heredity: Inheritance and Variation of Traits
    • [HS-LS4] Biological Evolution: Unity and Diversity

Computational Thinking in STEM
  • Modeling and Simulation Practices
    • Using Computational Models to Find and Test Solutions
    • Using Computational Models to Understand a Concept
  • Computational Problem Solving Practices
    • Assessing Different Approaches/Solutions to a Problem
  • Data Practices
    • Analyzing Data
    • Collecting Data
    • Creating Data
    • Manipulating Data
  • Systems Thinking Practices
    • Investigating a Complex System as a Whole
    • Thinking in Levels
    • Understanding the Relationships within a System

Comments, Feedback, and Quesitons