2013 evolution team: ned dochtermann erin gillam tim greives steve travers
DESCRIPTION
2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers (North Dakota State Univ.) Kris Holder Jen Weghorst (Univ. of Kansas) Facilitators: Catherine Kirkpatrick (Univ. of Minnesota) Steven Ralph (Univ. of North Dakota). - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/1.jpg)
2013 Evolution Team:Ned Dochtermann
Erin GillamTim Greives
Steve Travers(North Dakota State Univ.)
Kris HolderJen Weghorst (Univ. of Kansas)
Facilitators:Catherine Kirkpatrick (Univ. of Minnesota)
Steven Ralph (Univ. of North Dakota)
![Page 2: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/2.jpg)
Understanding the mechanisms of evolution: genetic drift
Context: sophomore-level evolution course for biological science majors
Previous unit: mutation and natural selection
Goal: understand the evolutionary mechanism of random genetic drift
![Page 3: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/3.jpg)
Learning outcomesStudents will be able to:
1. recognize an example of random genetic drift2. explain how drift differs from natural selection3. use drift to explain why it is incorrect to state that
evolution leads to perfection4. explain how population size influences the relative ability
of drift to affect allele frequencies5. graph data and formulate hypotheses to explain their
observations6. understand that multiple biological scenarios can result
in drift (e.g. bottleneck, founder effect)7. use a simulation program to evaluate the mechanisms of
natural selection, mutation, and drift
![Page 4: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/4.jpg)
Learning outcomes for the tidbitStudents will be able to:
1. recognize an example of random genetic drift2. explain how drift differs from natural selection3. use drift to explain why it is incorrect to state that
evolution leads to perfection4. explain how population size influences the relative ability
of drift to affect allele frequencies5. graph data and formulate hypotheses to explain their
observations6. understand that multiple biological scenarios can result
in drift (e.g. bottleneck, founder effect)7. use a simulation program to evaluate the mechanisms of
natural selection, mutation, and drift
![Page 5: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/5.jpg)
Pre-tidbit assessment
• Pre-tidbit assessment: clicker questions on natural selection (from previous unit)
![Page 6: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/6.jpg)
• Which one of the following is an example of a situation where natural selection could be acting?
• Which of the following is a situation that is
NOT likely to be affected by genetic drift?
Sample clicker questions
Omitted from original presentation
![Page 7: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/7.jpg)
Huntington’s Disease
http://en.wikipedia.org/wiki/File:Neuron_with_mHtt_inclusion.jpg
![Page 8: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/8.jpg)
Frequency of Huntington’s Disease
http://www.freeworldmaps.net/outline/maps/world-map-outline.gif
Magazi et al. 2008. South African Medical Journal Greeff, JM. 2007. Annals of Human GeneticsHayden et al. 1980. South African Medical Journal
![Page 9: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/9.jpg)
http://www.freeworldmaps.net/outline/maps/world-map-outline.gif
![Page 10: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/10.jpg)
https://commons.wikimedia.org/wiki/File:IJsselmeerTraditionalBoat.JPGhttp://www.freeworldmaps.net/outline/maps/world-map-outline.gif
![Page 11: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/11.jpg)
Frequency of Huntington’s Disease
worldwide Afrikaners
Freq
uenc
y of
HD
pe
r 1 m
illio
n pe
ople
0
5
10
15
20
25
http://www.freeworldmaps.net/outline/maps/world-map-outline.gif
Magazi et al. 2008. South African Medical Journal Greeff, JM. 2007. Annals of Human GeneticsHayden et al. 1980. South African Medical Journal
![Page 12: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/12.jpg)
Skip• Huntington’s disease discussion
–Form hypotheses–Discuss hypotheses
![Page 13: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/13.jpg)
Experimental study system
• Simple model organisms
• Controlled environments
![Page 14: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/14.jpg)
The elusive POISONOUS M&M
• Haploid• Two color phenotypes of M&M’s• Reproduces asexually by fission
http://www.mms.com/#character
![Page 15: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/15.jpg)
M&M fission
http://www.mms.com/#character
![Page 16: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/16.jpg)
M&M fission
http://www.mms.com/#character
![Page 17: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/17.jpg)
• Please read through the activity instruction sheet silently.
http://www.mms.com/#character
![Page 18: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/18.jpg)
• Questions?
http://www.mms.com/#character
![Page 19: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/19.jpg)
Please proceed through steps 1-4
http://www.mms.com/#character
![Page 20: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/20.jpg)
Please complete activity
http://www.mms.com/#character
![Page 21: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/21.jpg)
http://www.mms.com/#character
![Page 22: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/22.jpg)
Frequency of Huntington’s Disease
worldwide Afrikaners
Freq
uenc
y of
HD
pe
r 1 m
illio
n pe
ople
0
5
10
15
20
25
http://www.freeworldmaps.net/outline/maps/world-map-outline.gif
Magazi et al. 2008. South African Medical Journal Greeff, JM. 2007. Annals of Human GeneticsHayden et al. 1980. South African Medical Journal
![Page 23: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/23.jpg)
Frequency of Huntington’s Disease
worldw
ide
Afrikan
ers
other
South
African
s
Freq
uenc
y of
HD
pe
r 1 m
illio
n pe
ople
0
5
10
15
20
25
http://www.freeworldmaps.net/outline/maps/world-map-outline.gif
Magazi et al. 2008. South African Medical Journal Greeff, JM. 2007. Annals of Human GeneticsHayden et al. 1980. South African Medical Journal
![Page 24: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/24.jpg)
Learning outcomesStudents will be able to:
1. recognize an example of random genetic drift2. explain how drift differs from natural selection3. use drift to explain why it is incorrect to state that
evolution leads to perfection4. explain how population size influences the relative ability
of drift to affect allele frequencies5. graph data and formulate hypotheses to explain their
observations6. understand that multiple biological scenarios can result
in drift (e.g. bottleneck, founder effect)7. use a simulation program to evaluate the mechanisms of
natural selection, mutation, and drift
![Page 25: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/25.jpg)
Learning outcomesStudents will be able to:
1. recognize an example of random genetic drift2. explain how drift differs from natural selection3. use drift to explain why it is incorrect to state that
evolution leads to perfection4. explain how population size influences the relative
ability of drift to affect allele frequencies5. graph data and formulate hypotheses to explain their
observations6. understand that multiple biological scenarios can result
in drift (e.g. bottleneck, founder effect)7. use a simulation program to evaluate the mechanisms of
natural selection, mutation, and drift
![Page 26: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/26.jpg)
Post-tidbit
![Page 27: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/27.jpg)
Learning outcomesStudents will be able to:
1. recognize an example of random genetic drift2. explain how drift differs from natural selection3. use drift to explain why it is incorrect to state that
evolution leads to perfection4. explain how population size influences the relative
ability of drift to affect allele frequencies5. graph data and formulate hypotheses to explain their
observations6. understand that multiple biological scenarios can result
in drift (e.g. bottleneck, founder effect)7. use a simulation program to evaluate the mechanisms
of natural selection, mutation, and drift
![Page 28: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/28.jpg)
Activities and assessments for these outcomes
1. Simulation homework– Introduced after tidbit– Discussed in next class
• another formative assessment– Summative assessment
2. Conservation case study– Discussed in next class– Covers bottlenecks– Formative assessment
![Page 29: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/29.jpg)
Simulation
• PopG (alternative programs available)
– Allows alteration of numerous parameters • Population size (drift)• Fitness• Migration, mutation
![Page 30: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/30.jpg)
PopG v.3.3
![Page 31: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/31.jpg)
PopG v.3.3
![Page 32: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/32.jpg)
PopG v.3.3
![Page 33: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/33.jpg)
Example homework questions
• How would you predict allele frequencies might fluctuate as population sizes are decreased? And when increased?
• Introduce selection into your simulations. What should happen if the AA genotype has a fitness of 0.9, and Aa and aa fitnesses of 1? Set these fitnesses and set population sizes to 25. Were your predictions supported?
![Page 34: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/34.jpg)
Activities and assessments for these outcomes
1. Simulation homework– Introduced after tidbit– Discussed in next class
• another formative assessment– Summative assessment
2. Conservation case study– Discussed in next class– Covers bottlenecks– Formative assessment
![Page 35: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/35.jpg)
Assessments & Related Activities
1. Simulation homework– Introduced after tidbit– Discussed in next class
• another formative assessment– Summative assessment
2. Conservation case study– Discussed in next class– Covers bottlenecks– Formative assessment
![Page 36: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/36.jpg)
Conservation case study
http://www.hsd3.org/HighSchool/Teachers/MATTIXS/Mattix%20homepage/studentwork/Kyle%20Kohn%20web%20page/Cape%20buffalo.htm
http://www.sharewallpapers.org/d/3444-1/Stampede---African-Cape-Buffalo-Herd-1.jpeg
![Page 37: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/37.jpg)
Conservation case study
• Cape buffalo (Syncerus caffer caffer)– Historically widespread and panmictic
– Currently confined to protected areas• Isolation of populations
– How might this affect genetic diversity?
![Page 38: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/38.jpg)
Heller et al. 2010. Molecular Ecology. 19:1324-1334
![Page 39: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/39.jpg)
Discuss in groups Propose hypotheses
![Page 40: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/40.jpg)
Heller et al. 2010. Molecular Ecology
![Page 41: 2013 Evolution Team: Ned Dochtermann Erin Gillam Tim Greives Steve Travers](https://reader033.vdocument.in/reader033/viewer/2022051700/568164e5550346895dd74a4d/html5/thumbnails/41.jpg)
Instructor notesBackground information• Reserves are of different sizes
(area)
• Reserves support different size populations
• Researchers quantified allelic diversity (amongst other things)
• Go back to group discussions. Formulate hypotheses. Draw a figure with your expectations
Possible activities• Group discussions formulating
hypotheses
• Have groups draw hypothetical results
• Have class discuss drawings of multiple groups
• After data is presented, have students discuss what they would expect if selection were at play (e.g. bovine tuberculosis is a big problem for many wild ungulates)