26 Lecture Presentation

114
Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings PowerPoint ® Lecture Presentations for Biology Eighth Edition Neil Campbell and Jane Reece Lectures by Chris Romero, updated by Erin Barley with contributions from Joan Sharp Chapter 26 Phylogeny and the Tree of Life

Transcript of 26 Lecture Presentation

Page 1: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

PowerPoint® Lecture Presentations for

Biology Eighth Edition

Neil Campbell and Jane Reece

Lectures by Chris Romero, updated by Erin Barley with contributions from Joan Sharp

Chapter 26Chapter 26

Phylogeny and the Tree of Life

Page 2: 26 Lecture Presentation

Fig. 26-1

Page 3: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Overview: Investigating the Tree of Life

• Phylogeny is the evolutionary history of a species or group of related species

• The discipline of systematics classifies organisms and determines their evolutionary relationships

• Systematists use fossil, molecular, and genetic data to infer evolutionary relationships

Page 4: 26 Lecture Presentation

Fig. 26-2

Page 5: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Concept 26.1: Phylogenies show evolutionary relationships

• Taxonomy is the ordered division and naming of organisms

Page 6: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Binomial Nomenclature

• In the 18th century, Carolus Linnaeus published a system of taxonomy based on resemblances

• Two key features of his system remain useful today: two-part names for species and hierarchical classification

Page 7: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• The two-part scientific name of a species is called a binomial

• The first part of the name is the genus

• The second part, called the specific epithet, is unique for each species within the genus

• The first letter of the genus is capitalized, and the entire species name is italicized

• Both parts together name the species (not the specific epithet alone)

Page 8: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Hierarchical Classification

• Linnaeus introduced a system for grouping species in increasingly broad categories

• The taxonomic groups from broad to narrow are domain, kingdom, phylum, class, order, family, genus, and species

• A taxonomic unit at any level of hierarchy is called a taxon

Page 9: 26 Lecture Presentation

Fig. 26-3Species:Pantherapardus

Genus: Panthera

Family: Felidae

Order: Carnivora

Class: Mammalia

Phylum: Chordata

Kingdom: Animalia

ArchaeaDomain: EukaryaBacteria

Page 10: 26 Lecture Presentation

Fig. 26-3a

Class: Mammalia

Phylum: Chordata

Kingdom: Animalia

ArchaeaDomain: EukaryaBacteria

Page 11: 26 Lecture Presentation

Fig. 26-3b

Species:Pantherapardus

Genus: Panthera

Family: Felidae

Order: Carnivora

Page 12: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Linking Classification and Phylogeny

• Systematists depict evolutionary relationships in branching phylogenetic trees

Page 13: 26 Lecture Presentation

Fig. 26-4Species

Canislupus

Pantherapardus

Taxideataxus

Lutra lutra

Canislatrans

Order Family Genus

Carn

ivora

Felid

aeM

ustelid

aeC

anid

ae

Can

isL

utra

Taxid

eaP

anth

era

Page 14: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• Linnaean classification and phylogeny can differ from each other

• Systematists have proposed the PhyloCode, which recognizes only groups that include a common ancestor and all its descendents

Page 15: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• A phylogenetic tree represents a hypothesis about evolutionary relationships

• Each branch point represents the divergence of two species

• Sister taxa are groups that share an immediate common ancestor

Page 16: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• A rooted tree includes a branch to represent the last common ancestor of all taxa in the tree

• A polytomy is a branch from which more than two groups emerge

Page 17: 26 Lecture Presentation

Fig. 26-5

Sistertaxa

ANCESTRALLINEAGE

Taxon A

PolytomyCommon ancestor oftaxa A–F

Branch point(node)

Taxon B

Taxon C

Taxon D

Taxon E

Taxon F

Page 18: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

What We Can and Cannot Learn from Phylogenetic Trees

• Phylogenetic trees do show patterns of descent

• Phylogenetic trees do not indicate when species evolved or how much genetic change occurred in a lineage

• It shouldn’t be assumed that a taxon evolved from the taxon next to it

Page 19: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Applying Phylogenies

• Phylogeny provides important information about similar characteristics in closely related species

• A phylogeny was used to identify the species of whale from which “whale meat” originated

Page 20: 26 Lecture Presentation

Fig. 26-6

Fin(Mediterranean)Fin (Iceland)

RESULTS

Unknown #10,11, 12

Unknown #13

Blue(North Pacific)

Blue(North Atlantic)

Gray

Unknown #1b

Humpback(North Atlantic)Humpback(North Pacific)

Unknown #9

Minke(North Atlantic)

Minke(Antarctica)Minke(Australia)Unknown #1a,2, 3, 4, 5, 6, 7, 8

Page 21: 26 Lecture Presentation

Fig. 26-6a

Unknown #9

Minke(North Atlantic)

Minke(Antarctica)Minke(Australia)Unknown #1a,2, 3, 4, 5, 6, 7, 8

RESULTS

Page 22: 26 Lecture Presentation

Fig. 26-6b

Blue(North Pacific)

Blue(North Atlantic)

Gray

Unknown #1b

Humpback(North Atlantic)

Humpback(North Pacific)

Page 23: 26 Lecture Presentation

Fig. 26-6c

Fin(Mediterranean)Fin (Iceland)

Unknown #13

Unknown #10,11, 12

Page 24: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• Phylogenies of anthrax bacteria helped researchers identify the source of a particular strain of anthrax

Page 25: 26 Lecture Presentation

Fig. 26-UN1

A

B

A A

B

B

C

CC

D

D

D

(a) (b) (c)

Page 26: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Concept 26.2: Phylogenies are inferred from morphological and molecular data

• To infer phylogenies, systematists gather information about morphologies, genes, and biochemistry of living organisms

Page 27: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Morphological and Molecular Homologies

• Organisms with similar morphologies or DNA sequences are likely to be more closely related than organisms with different structures or sequences

Page 28: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Sorting Homology from Analogy

• When constructing a phylogeny, systematists need to distinguish whether a similarity is the result of homology or analogy

• Homology is similarity due to shared ancestry

• Analogy is similarity due to convergent evolution

Page 29: 26 Lecture Presentation

Fig. 26-7

Page 30: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• Convergent evolution occurs when similar environmental pressures and natural selection produce similar (analogous) adaptations in organisms from different evolutionary lineages

Page 31: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• Bat and bird wings are homologous as forelimbs, but analogous as functional wings

• Analogous structures or molecular sequences that evolved independently are also called homoplasies

• Homology can be distinguished from analogy by comparing fossil evidence and the degree of complexity

• The more complex two similar structures are, the more likely it is that they are homologous

Page 32: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Evaluating Molecular Homologies

• Systematists use computer programs and mathematical tools when analyzing comparable DNA segments from different organisms

Page 33: 26 Lecture Presentation

Fig. 26-8

Deletion

Insertion

1

2

3

4

Page 34: 26 Lecture Presentation

Fig. 26-8a

Deletion

Insertion

1

2

Page 35: 26 Lecture Presentation

Fig. 26-8b

3

4

Page 36: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• It is also important to distinguish homology from analogy in molecular similarities

• Mathematical tools help to identify molecular homoplasies, or coincidences

• Molecular systematics uses DNA and other molecular data to determine evolutionary relationships

Page 37: 26 Lecture Presentation

Fig. 26-9

Page 38: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Concept 26.3: Shared characters are used to construct phylogenetic trees

• Once homologous characters have been identified, they can be used to infer a phylogeny

Page 39: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Cladistics

• Cladistics groups organisms by common descent

• A clade is a group of species that includes an ancestral species and all its descendants

• Clades can be nested in larger clades, but not all groupings of organisms qualify as clades

Page 40: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• A valid clade is monophyletic, signifying that it consists of the ancestor species and all its descendants

Page 41: 26 Lecture Presentation

Fig. 26-10

A A A

BBB

C C C

DDD

E E E

FFF

G G G

Group IIIGroup II

Group I

(a) Monophyletic group (clade) (b) Paraphyletic group (c) Polyphyletic group

Page 42: 26 Lecture Presentation

Fig. 26-10a

A

B

C

D

E

F

G

Group I

(a) Monophyletic group (clade)

Page 43: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• A paraphyletic grouping consists of an ancestral species and some, but not all, of the descendants

Page 44: 26 Lecture Presentation

Fig. 26-10b

A

B

C

D

E

F

G

Group II

(b) Paraphyletic group

Page 45: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• A polyphyletic grouping consists of various species that lack a common ancestor

Page 46: 26 Lecture Presentation

Fig. 26-10c

A

B

C

D

E

F

G

Group III

(c) Polyphyletic group

Page 47: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Shared Ancestral and Shared Derived Characters

• In comparison with its ancestor, an organism has both shared and different characteristics

Page 48: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• A shared ancestral character is a character that originated in an ancestor of the taxon

• A shared derived character is an evolutionary novelty unique to a particular clade

• A character can be both ancestral and derived, depending on the context

Page 49: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Inferring Phylogenies Using Derived Characters

• When inferring evolutionary relationships, it is useful to know in which clade a shared derived character first appeared

Page 50: 26 Lecture Presentation

Fig. 26-11

TAXA

Lan

cele

t(o

utg

rou

p)

Lam

pre

y

Sal

aman

der

Leo

par

d

Tu

rtle

Tu

na

Vertebral column(backbone)

Hinged jaws

Four walking legs

Amniotic (shelled) egg

CH

AR

AC

TE

RS

Hair

(a) Character table

Hair

Hinged jaws

Vertebralcolumn

Four walking legs

Amniotic egg

(b) Phylogenetic tree

Salamander

Leopard

Turtle

Lamprey

Tuna

Lancelet(outgroup)

0

0 0

0

0

0

0 0

0

0

0 0

0 0 0 1

11

111

1

11

1

1

11

11

Page 51: 26 Lecture Presentation

Fig. 26-11aTAXA

La

nc

ele

t(o

utg

rou

p)

La

mp

rey

Sa

lam

and

er

Le

op

ard

Tu

rtle

Tu

na

Vertebral column(backbone)

Hinged jaws

Four walking legs

Amniotic (shelled) eggCH

AR

AC

TE

RS

Hair

(a) Character table

0

0 0

0

0

0

0 0

0

0

0 0

0 0 0 1

11

111

1

11

1

1

11

11

Page 52: 26 Lecture Presentation

Fig. 26-11b

Hair

Hinged jaws

Vertebralcolumn

Four walking legs

Amniotic egg

(b) Phylogenetic tree

Salamander

Leopard

Turtle

Lamprey

Tuna

Lancelet(outgroup)

Page 53: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• An outgroup is a species or group of species that is closely related to the ingroup, the various species being studied

• Systematists compare each ingroup species with the outgroup to differentiate between shared derived and shared ancestral characteristics

Page 54: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• Homologies shared by the outgroup and ingroup are ancestral characters that predate the divergence of both groups from a common ancestor

Page 55: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Phylogenetic Trees with Proportional Branch Lengths

• In some trees, the length of a branch can reflect the number of genetic changes that have taken place in a particular DNA sequence in that lineage

Page 56: 26 Lecture Presentation

Fig. 26-12

Drosophila

Lancelet

Zebrafish

Frog

Human

Chicken

Mouse

Page 57: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• In other trees, branch length can represent chronological time, and branching points can be determined from the fossil record

Page 58: 26 Lecture Presentation

Fig. 26-13

Drosophila

Lancelet

Zebrafish

Frog

Human

Chicken

Mouse

CENOZOIC

Present65.5

MESOZOIC

251

Millions of years ago

PALEOZOIC

542

Page 59: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Maximum Parsimony and Maximum Likelihood

• Systematists can never be sure of finding the best tree in a large data set

• They narrow possibilities by applying the principles of maximum parsimony and maximum likelihood

Page 60: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• Maximum parsimony assumes that the tree that requires the fewest evolutionary events (appearances of shared derived characters) is the most likely

• The principle of maximum likelihood states that, given certain rules about how DNA changes over time, a tree can be found that reflects the most likely sequence of evolutionary events

Page 61: 26 Lecture Presentation

Fig. 26-14

Human

15%

Tree 1: More likely Tree 2: Less likely

(b) Comparison of possible trees

15% 15%

5%

5%

10%

25%20%

40%

40%

30%0

0

0

(a) Percentage differences between sequences

Human Mushroom

Mushroom

Tulip

Tulip

Page 62: 26 Lecture Presentation

Fig. 26-14a

Human 40%

40%

30%0

0

0

(a) Percentage differences between sequences

Human Mushroom

Mushroom

Tulip

Tulip

Page 63: 26 Lecture Presentation

Fig. 26-14b

15%

Tree 1: More likely Tree 2: Less likely

(b) Comparison of possible trees

15% 15%

5%

5%

10%

25%20%

Page 64: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• Computer programs are used to search for trees that are parsimonious and likely

Page 65: 26 Lecture Presentation

Fig. 26-15-1

Species I

Three phylogenetic hypotheses:

Species II Species III

I

II

III

I

III

IIIII

III

Page 66: 26 Lecture Presentation

Fig. 26-15-2

Species I

Site

Species II

Species III

I

II

III

I

III

IIIII

III

Ancestralsequence

1/C1/C

1/C

1/C

1/C

4321

C

C C

C

T

T

T

T

T

T A

AA

A G

G

Page 67: 26 Lecture Presentation

Fig. 26-15-3

Species I

Site

Species II

Species III

I

II

III

I

III

IIIII

III

Ancestralsequence

1/C1/C

1/C

1/C

1/C

4321

C

C C

C

T

T

T

T

T

T A

AA

A G

G

I I

I

II

II

II

III

III

III3/A

3/A

3/A3/A

3/A

2/T2/T

2/T 2/T

2/T4/C

4/C

4/C

4/C

4/C

Page 68: 26 Lecture Presentation

Fig. 26-15-4

Species I

Site

Species II

Species III

I

II

III

I

III

IIIII

III

Ancestralsequence

1/C1/C

1/C

1/C

1/C

4321

C

C C

C

T

T

T

T

T

T A

AA

A G

G

I I

I

II

II

II

III

III

III3/A

3/A

3/A3/A

3/A

2/T2/T

2/T 2/T

2/T4/C

4/C

4/C

4/C

4/C

I I

I

II

II

II

III

III

III

7 events7 events6 events

Page 69: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Phylogenetic Trees as Hypotheses

• The best hypotheses for phylogenetic trees fit the most data: morphological, molecular, and fossil

• Phylogenetic bracketing allows us to predict features of an ancestor from features of its descendents

Page 70: 26 Lecture Presentation

Fig. 26-16

Commonancestor ofcrocodilians,dinosaurs,and birds

Birds

Lizardsand snakes

Crocodilians

Ornithischiandinosaurs

Saurischiandinosaurs

Page 71: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• This has been applied to infer features of dinosaurs from their descendents: birds and crocodiles

Animation: The Geologic RecordAnimation: The Geologic Record

Page 72: 26 Lecture Presentation

Fig. 26-17

Eggs

Front limb

Hind limb

(a) Fossil remains of Oviraptor and eggs

(b) Artist’s reconstruction of the dinosaur’s posture

Page 73: 26 Lecture Presentation

Fig. 26-17a

Eggs

Front limb

Hind limb

(a) Fossil remains of Oviraptor and eggs

Page 74: 26 Lecture Presentation

Fig. 26-17b

(b) Artist’s reconstruction of the dinosaur’s posture

Page 75: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Concept 26.4: An organism’s evolutionary history is documented in its genome

• Comparing nucleic acids or other molecules to infer relatedness is a valuable tool for tracing organisms’ evolutionary history

• DNA that codes for rRNA changes relatively slowly and is useful for investigating branching points hundreds of millions of years ago

• mtDNA evolves rapidly and can be used to explore recent evolutionary events

Page 76: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Gene Duplications and Gene Families

• Gene duplication increases the number of genes in the genome, providing more opportunities for evolutionary changes

• Like homologous genes, duplicated genes can be traced to a common ancestor

Page 77: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• Orthologous genes are found in a single copy in the genome and are homologous between species

• They can diverge only after speciation occurs

Page 78: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• Paralogous genes result from gene duplication, so are found in more than one copy in the genome

• They can diverge within the clade that carries them and often evolve new functions

Page 79: 26 Lecture Presentation

Fig. 26-18

(b) Paralogous genes

(a) Orthologous genes

Ancestral gene

Paralogous genes

Ancestral species

Speciation withdivergence of gene

Gene duplication and divergence

Species A after many generations

Species A Species B

Species A

Orthologous genes

Page 80: 26 Lecture Presentation

Fig. 26-18a

(a) Orthologous genes

Ancestral gene

Ancestral species

Speciation withdivergence of gene

Species A Species BOrthologous genes

Page 81: 26 Lecture Presentation

Fig. 26-18b

(b) Paralogous genes

Paralogous genes

Gene duplication and divergence

Species A after many generations

Species A

Page 82: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Genome Evolution

• Orthologous genes are widespread and extend across many widely varied species

• Gene number and the complexity of an organism are not strongly linked

• Genes in complex organisms appear to be very versatile and each gene can perform many functions

Page 83: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Concept 26.5: Molecular clocks help track evolutionary time

• To extend molecular phylogenies beyond the fossil record, we must make an assumption about how change occurs over time

Page 84: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Molecular Clocks

• A molecular clock uses constant rates of evolution in some genes to estimate the absolute time of evolutionary change

• In orthologous genes, nucleotide substitutions are proportional to the time since they last shared a common ancestor

• In paralogous genes, nucleotide substitutions are proportional to the time since the genes became duplicated

Page 85: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• Molecular clocks are calibrated against branches whose dates are known from the fossil record

Page 86: 26 Lecture Presentation

Fig. 26-19

Divergence time (millions of years)

Nu

mb

er o

f m

uta

tio

ns

120

90

90

60

60

30

300

0

Page 87: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Neutral Theory

• Neutral theory states that much evolutionary change in genes and proteins has no effect on fitness and therefore is not influenced by Darwinian selection

• It states that the rate of molecular change in these genes and proteins should be regular like a clock

Page 88: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Difficulties with Molecular Clocks

• The molecular clock does not run as smoothly as neutral theory predicts

• Irregularities result from natural selection in which some DNA changes are favored over others

• Estimates of evolutionary divergences older than the fossil record have a high degree of uncertainty

• The use of multiple genes may improve estimates

Page 89: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Applying a Molecular Clock: The Origin of HIV

• Phylogenetic analysis shows that HIV is descended from viruses that infect chimpanzees and other primates

• Comparison of HIV samples throughout the epidemic shows that the virus evolved in a very clocklike way

• Application of a molecular clock to one strain of HIV suggests that that strain spread to humans during the 1930s

Page 90: 26 Lecture Presentation

Fig. 26-20

Year

Ind

ex o

f b

ase

chan

ges

bet

wee

n H

IV s

equ

ence

s

1960

0.20

1940192019000

1980 2000

0.15

0.10

0.05

Range

Computer modelof HIV

Page 91: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

Concept 26.6: New information continues to revise our understanding of the tree of life

• Recently, we have gained insight into the very deepest branches of the tree of life through molecular systematics

Page 92: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

From Two Kingdoms to Three Domains

• Early taxonomists classified all species as either plants or animals

• Later, five kingdoms were recognized: Monera (prokaryotes), Protista, Plantae, Fungi, and Animalia

• More recently, the three-domain system has been adopted: Bacteria, Archaea, and Eukarya

• The three-domain system is supported by data from many sequenced genomes

Animation: Classification SchemesAnimation: Classification Schemes

Page 93: 26 Lecture Presentation

Fig. 26-21

Fungi

EUKARYA

Trypanosomes

Green algaeLand plants

Red algae

ForamsCiliates

Dinoflagellates

Diatoms

Animals

AmoebasCellular slime molds

Leishmania

Euglena

Green nonsulfur bacteria

Thermophiles

Halophiles

Methanobacterium

Sulfolobus

ARCHAEA

COMMONANCESTOR

OF ALLLIFE

BACTERIA

(Plastids, includingchloroplasts)

Greensulfur bacteria

(Mitochondrion)

Cyanobacteria

ChlamydiaSpirochetes

Page 94: 26 Lecture Presentation

Fig. 26-21a

Green nonsulfur bacteria

COMMONANCESTOR

OF ALLLIFE

BACTERIA

(Plastids, includingchloroplasts)

Greensulfur bacteria

(Mitochondrion)

Cyanobacteria

Chlamydia

Spirochetes

Page 95: 26 Lecture Presentation

Fig. 26-21b

Thermophiles

Halophiles

Methanobacterium

Sulfolobus

ARCHAEA

Page 96: 26 Lecture Presentation

Fig. 26-21c

Fungi

EUKARYA

Trypanosomes

Green algaeLand plants

Red algae

ForamsCiliates

Dinoflagellates

Diatoms

Animals

AmoebasCellular slime molds

Leishmania

Euglena

Page 97: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

A Simple Tree of All Life

• The tree of life suggests that eukaryotes and archaea are more closely related to each other than to bacteria

• The tree of life is based largely on rRNA genes, as these have evolved slowly

Page 98: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• There have been substantial interchanges of genes between organisms in different domains

• Horizontal gene transfer is the movement of genes from one genome to another

• Horizontal gene transfer complicates efforts to build a tree of life

Page 99: 26 Lecture Presentation

Fig. 26-22

3

Archaea

Bacteria

Eukarya

Billions of years ago

4 2 1 0

Page 100: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

• Some researchers suggest that eukaryotes arose as an endosymbiosis between a bacterium and archaean

• If so, early evolutionary relationships might be better depicted by a ring of life instead of a tree of life

Is the Tree of Life Really a Ring?

Page 101: 26 Lecture Presentation

Fig. 26-23

ArchaeaBacteria

Eukarya

Page 102: 26 Lecture Presentation

Fig. 26-UN2

Taxon F

Sister taxa

Node

Polytomy

Most recentcommonancestor

Taxon E

Taxon D

Taxon C

Taxon B

Taxon A

Page 103: 26 Lecture Presentation

Fig. 26-UN3

F

Polyphyletic group

Monophyletic group

Paraphyletic group

E

D

C

B

A

G

AA

BB

CC

D D

E E

FF

GG

Page 104: 26 Lecture Presentation

Fig. 26-UN4

Lizard

Salamander

Goat

Human

Page 105: 26 Lecture Presentation

Fig. 26-UN5

Page 106: 26 Lecture Presentation

Fig. 26-UN6

Page 107: 26 Lecture Presentation

Fig. 26-UN7

Page 108: 26 Lecture Presentation

Fig. 26-UN8

Page 109: 26 Lecture Presentation

Fig. 26-UN9

Page 110: 26 Lecture Presentation

Fig. 26-UN10

Page 111: 26 Lecture Presentation

Fig. 26-UN10a

Page 112: 26 Lecture Presentation

Fig. 26-UN10b

Page 113: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

You should now be able to:

1. Explain the justification for taxonomy based on a PhyloCode

2. Explain the importance of distinguishing between homology and analogy

3. Distinguish between the following terms: monophyletic, paraphyletic, and polyphyletic groups; shared ancestral and shared derived characters; orthologous and paralogous genes

Page 114: 26 Lecture Presentation

Copyright © 2008 Pearson Education, Inc., publishing as Pearson Benjamin Cummings

4. Define horizontal gene transfer and explain how it complicates phylogenetic trees

5. Explain molecular clocks and discuss their limitations