Transcript Investigative Macroevolution (PowerPoint) Madison 2010

UGA
Investigative Macroevolution
Investigators: Dianne Burpee, Shu-Mei
Chang, Mark Farmer, Paula Lemons, Kim
Nelson, and Denise Woodward
Facilitators: Kelley Harris-Johnson and Lillian Tong
Investigative Macroevolution:
Teachable Unit
Learning Goal
Measurable Outcome
Understand the nature of science
Formulate a hypothesis and ways to test it
Understand that all life has a common
ancestry
List/define common characteristics of life
Associate apomorphies (shared derived
character) with well-defined groups of
organisms
•Define apomorphy
•When given a phylogenetic tree, identify
the apomorphies that define groups of
organisms
•Describe apomorphies for a major group
of organisms
•Use apomorphies to infer evolutionary
relatedness
Target Audience: Introductory Biology (Majors and Non-Majors)
Investigative Macroevolution:
Teachable Unit
Learning Goal
Measurable Outcome
Understand that classifications are a
•Describe the history of classification from
human-made construct and are subject to Aristotle to Woese
change based on new data
•Find a current article (within the last
year) that has lead to the reclassification
of an organism
Understand the continuum between
micro- and macro- evolution
Describe the mechanisms by which
apomorphies arise
Understand how investigative
macroevolution relates to something
meaningful
•Build a phylogenetic tree from data
•Interpret a phylogeny
•Describe how a phylogeny can be used to
address additional questions in science
Unit Timeline
• Topics and activities
– History and change of biological classification
schemes
– Discussion of common characteristics of life and
shared-derived characteristics of major groups of
organisms
– Analysis of character data
– How to construct phylogenetic trees from
character data
– How to interpret phylogenetic trees
Investigative Macroevolution:
Teachable Tidbit
• Learning Goal and Objectives
– Understand how Investigative Macroevolution
relates to something meaningful
• Build a phylogenetic tree from a data matrix
• Interpret a phylogeny
• Apply phylogenetic analysis to solve a clinical
mystery
Recap From Last Class
Chloroplast
Cuticle
Stomata
Vascular
Pollen
Green algae
X
Mosses
X
X
X
Ferns
X
X
X
X
Gymnosperms
X
X
X
X
X
Angiosperms
X
X
X
X
X
Flowers
Data Matrix
X
Resulting Phylogeny
Activity
• DO NOT start until you have been told to GO
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2
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12
C. elegans
7
1.Construct a data matrix using the data strips
that you will find in the large envelope.
2.Open envelope 1 and circle the best tree that
fits the data matrix and provide group name.
3.One team member run to front with your tree.
Clicker Q1. Which of the following phylogenetic trees matches the tree you constructed
from your data matrix?
A.
B.
C.
D.
The Correct Phylogeny - B
Bacteria
Protists
Fungi
Animals
What’s Ailing Roberto?
You are a clinical microbiologist who specializes
in identifying parasitic infections.
• A physician has brought you a sample of a
pathogenic organism from a critically ill 22
year old male patient who has not responded
to standard treatment.
• He has no known underlying health conditions
but has presented with:
– severe intestinal symptoms including severe
diarrhea and wasting
– A lung X-ray reveals inflammation and fluid in the
lungs.
• His physician took a sample of fluid from his
lungs and isolated the microorganism seen
below:
Who am I ??
Bacteria
Protists
Fungi
Animals
Remove the new data strip from the envelope 2 and determine where
this mystery organism fits within your data matrix
Clicker Q2. Which organism in the matrix is most
closely related to the mystery pathogen?
A.
B.
C.
D.
E.
Myxozoa
C. elegans
Candida
Trypanosoma
Staphylococcus
HELP !!!!!
• The clinical microbiologists now know this
organism is most like Candida. Let’s
determine a treatment for Roberto.
Clicker Q3. Use the table below to select the
drug you would try first to treat Roberto.
A.
B.
C.
D.
Tamiflu
Sulfisoxazole
Cefazolin
Natamycin
Drug
Tamiflu
Mechanism of action
Inhibits the enzyme neuraminidase. Neuraminidase enables
some viruses to release themselves from host cells.
Sulfisoxazole Inhibit folic acid synthesis (bacteria and most eukaryotes must
make, mammals acquire in diet)
Cefazolin
Inhibits peptidoglycan formation in cell walls.
Natamycin
Makes holes in fungal cell membranes but not human cell
membranes.
What additional information do
you need?
Drug
Mechanism of action
Tamiflu
Inhibits the enzyme neuraminidase. Neuraminidase enables
some viruses to release themselves from host cells.
Sulfisoxazole Inhibit folic acid synthesis (bacteria and most eukaryotes must
make, mammals acquire in diet)
Cefazolin
Inhibits peptidoglycan formation in cell walls.
Natamycin
Makes holes in fungal cell membranes but not human cell
membranes.
Which drug should be used first?
1. Natamycin
•It makes holes in fungal cell membranes.
•The mystery organism is closely related to
other fungi.
2. Sulfisoxazole
•It interferes with folic acid synthesis.
•Most fungi make folic acid, but not all
eukaryotes do.
•It is currently unknown if the mystery
pathogen makes folic acid.
Why not cefazolin?
Why not tamiflu?
Microsporidia a
group of parasitic
fungi