the case for thinking evolutionarily: presentation by judy scotchmoor

8/3/2019 The Case for Thinking Evolutionarily: Presentation by Judy Scotchmoor

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THE EVOLUTION

OF

UNDERSTANDING EVOLUTION


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January 2004

Support for thisproject has beenprovided by: TheNational ScienceFoundation undergrant no. 0096613.


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September 2005

Support for thisproject has beenprovided by: TheHoward HughesMedical Instituteunder grant no.51003439.


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January 2011in partnership with AIBS and NESCent



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Four Factors in the site evolution:

EVAC discussions

Awareness that 30% of the UE audience is at the

undergraduate level

A meeting of the minds in 2008 UE Advisors


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UE Advisory Board

Paul Beardsley BSCSRodger W. Bybee Director emeritus of BSCS

Steven B. Case University of Kansas

Judy Diamond University of Nebraska State Museum

Sam Donovan University of Pittsburg

Kristin Jenkins National Evolutionary Synthesis CenterJoe Levine Author of biology texts

Dennis Liu Howard Hughes Medical Institute

M. Patricia Morse Professor Emeritus University of Washington

Paul Jean Narguizian California State University, Los Angeles

Richard T. O'Grady American Institute of Biological Sciences

Eugenie C. Scott National Center for Science Education

Kirsten Swinstrom Santa Rosa Junior College

Lisa D. White San Francisco State University

Brian M. Wiegmann National Evolutionary Synthesis Center


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Fourth Factor in the site evolution:

Successful submission of a CCLI proposal in 2009


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Goals and objectives

Encourage college biology instructors to integrate evolutionaryconceptsespecially the applications and relevance of

evolutionthroughout their biology teaching

Encourage college biology instructors to spend more class time

on evolution-related concepts and emphasize the currency of

evolution research in their instruction

Encourage college biology instructors to use pedagogical

techniques supported by education research in their evolutioninstruction

Ultimately, of course, this project aims to impact college

students.


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Understanding Evolution teacher advisory board UE TAB

Funded by a CCLI grant, these individuals joined the UE team in 2009 to provide

expertise and content review for the expansion of the UE site at the undergraduate level:

Robin Bingham, Professor of Biology at Western State College, Gunnison, CO

Jean DeSaix, Department of Biology at University of North Carolina Chapel Hill, NC

Nan Ho, Professor of Biology at Las Positas Community College, Livermore, CA

Jennifer Katcher, Faculty member at Pima Community College, AZKristi Curry Rogers, Biology and Geology at Macalaster College, MN

Jim Smith, Professor of Biology at Michigan State University, MI

Kirsten Swinstrom, Life Sciences Department at Santa Rosa Junior College, CA

Lisa Urry, Professor of Biology at Mills College, CA

Daniel W. Ward, Professor of Biology at Waubonsee Community College, IL

Jason Wiles, Assistant Professor of Biology at Syracuse University, NY

Calvin Young, Professor in the Biology Department at Fullerton College, CA

Louise Mead, BEACON Center for the Study of Evolution in Action


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January 2011in partnership with AIBS and NESCent



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Evo 101

UE TAB: Well, it would be nice if .


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Evo 101 Connect the teaching resources and thecontent


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Evo 101

So, whats next?

Self-assessment questions at the end ofeach section!

UE TAB: Can you include assessment?


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Resource Library


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Resource Library


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Resource Library Provide clear guidelines for use


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Teaching materials


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Provide evolution resources that also target other content and skills thatneed to be taught


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UE TAB: Can you provide an opening slide that identifies the learning goals?


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UE TAB: Some of the slides are pretty complicated can you give us a samplescript to use or modify?

Evolution connection: The Krebs Cycle


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Thats a lot of reactions. How many of these metabolicpathways do we need to memorize?

Not many why?

Because most organisms youre familiar with (aerobicones) use the Krebs Cycle, electron transport chain, andoxidative phosphorylation. Theres just one set of

reactions to worry about for them.

Heliobacter pyloriphoto by Yutaka Tsutsumi, M.D. Professor Department of Pathology Fujita Health University School of Medicine; Blue-green algae photo by

Micrographica.com; Redwood and mountain lion photos by Gerald and Buff Corsi California Academy of Sciences; Oyster mushroom photo by Dr. Robert Thomas andDorothy B. Orr California Academy of Sciences



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But why?

Because these metabolic pathways evolved early inthe history of life and were passed on to many differentlineages.

Aerobic metabolism evolves!

Heliobacter pyloriphoto by Yutaka Tsutsumi, M.D. Professor Department of Pathology Fujita Health University School of Medicine; Blue-green algae photo by

Micrographica.com; Redwood and mountain lion photos by Gerald and Buff Corsi California Academy of Sciences; Oyster mushroom photo by Dr. Robert Thomas andDorothy B. Orr California Academy of Sciences




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These reactions work pretty much the same way

in you, birds, bees, many bacteria, and tons ofother critters!




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The evolution of the Krebs cycle:

Archaea

Bacteria

Eukaryotes


Over millions of years the Krebs cycle has evolved some, but not toomuch. We can chart that evolution on a phylogeny. On the left is adiagram that represents the different reactions in the Krebs cycle.

(compare to the diagram style for the Krebs cycle used in classpreviously)On the right is a phylogeny showing major branches of the tree of lifeand which parts of the Krebs cycle each lineage has. You can see that

lineages of Archaea . . .(click)and bacteria . . .

(click)have many components of the Krebs cycle that we studied in class. Thiscomplex set of reactions did not pop into being all at once, but evolved

over the course of evolutionary time, with different components arising atdifferent points.You can also see that the Eukaryotes . . .

(click)have all the components of the Krebs cycle that we studied in class.



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Where did our

(eukaryotic) versionof the Krebs cyclecome from?

UsRickettsia

bacterium


References:


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References:

Andersson, S. G. E, et al. 1998. The genome sequence of Rickettsiaprowazekiiand the origin of mitochondria. Nature. 396: 133-140.

Huynen, M. A., Dandekar, T., and Bork, P. 1999. Variation and evolution

of the citric acid cycle: a genomic perspective. Trends in Mircrobiology.7: 281-291.


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Evolution connection: proteins carbohydrates and nucleic acids


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Evolution connection: proteins, carbohydrates, and nucleic acids

Learning goals:Students will understand that 1) our evolutionary history has affected our genes and proteins, 2) the availability of

particular carbohydrates in the environment has shaped the evolutionary history of different human populations, and

3) our evolutionary history matters in our everyday lives.

For the instructor:This short slide set weaves together basic information about carbohydrates, proteins, and nucleic acids into one

evolutionary story that relates to students everyday lives. To integrate it best, use these slides immediately after

youve discussed the structure of these biological molecules. You may wish to prime students for this story by

using lactose and lactase as examples when discussing carbohydrates and proteins. Additional details about the

translation of nucleic acids into proteins could be incorporated into the last slide of this series, to the degree that

you cover this material in your discussion of the structure of nucleic acids. You may also wish to return to this storyas an example when you cover Mendelian genetics. The European version of the lactase persistence gene is

inherited as a dominant Mendelian trait.

Each of the following slides comes with a sample script for the instructor. To review this script, download the

PowerPoint file and view the Notes associated with each slide.

Evolution Connection slideshows are provided by Understanding Evolution (understandingevolution.org) and are

copyright 2011 by The University of California Museum of Paleontology, Berkeley, and the Regents of the University

of California. Feel free to use and modify this presentation for educational purposes.


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Digesting lactose with an enzyme

Lactose

Galactose Glucose



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Lactase to the rescue!

Galactose Glucose

Lactose

Lactase image is from BioMolecular Explorer 3D and is used under the conditions of aCreative Commons Attribution-NonCommercial-ShareAlike 3.0 License.



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Gene forlactase



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Photo of highland cattle is by the Scottish government and is used under the conditions of aCreative Commons license. Photo of Masai with cattle is by Oxfam International and is usedunder the conditions of a Creative Commons license.

Lactose tolerance

arises several timesand increases infrequency.

Lactose tolerancearises and increases

in frequency.

10,000 years ago:100% lactose intolerant



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Milkshake photo by Svadilfari and used under a Creative Commons license.

1. Ancestral lactosecontrol gene onchromosome 2

lactose intolerance

2. C nucleotide replacedby a T nucleotide

lactose tolerance

3. One of three singlenucleotide changes

lactose tolerance


Reference:


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Reference:

Tishkoff, S. A., Reed, F. A., Ranciaro, A., Voight, B. F., Babbitt, C. C., Silverman, J. S.. . . Deloukas, P. (2006). Convergent adaptation of human lactase persistence inAfrica and Europe. Nature Genetics. 39: 31-10.

Evolution Connection slideshows are provided by Understanding Evolution(understandingevolution.org) and are copyright 2011 by The University of CaliforniaMuseum of Paleontology, Berkeley, and the Regents of the University of California.Feel free to use and modify this presentation for educational purposes.


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Structure and function of macromolecules

Organelle structure and function (2 different sets)

Aerobic respiration

Photosynthesis

Alternative mechanisms for carbon fixation (C3,

CAM, C4) DNA replication

Transcription and translation

and more to come especially with your help!

Additional Evo Connections


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WHATS NEXT?

Active-learning slide sets

Journal Toolkit

Evo Gallery

Continued monthly updates and more Evo

Connections


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Take home messages:Make it easy!

Provide appropriate packaging clear guidelines for

useCreate modifiable formats

Provide evolution resources that also target othercontent and skills that need to be taught

Provide assessment and diagnostics

Engage the students actively and provide resourcesthat are relevant to them

the case for thinking evolutionarily: presentation by judy scotchmoor

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