II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them...

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II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to a population of many similar individuals - this is so familiar that we take it for granted. Moreover, we already know why this is the case. Indeed, there are two reasons: 1) individuals are smaller than their environments. 2) a lone lineage would soon go extinct. Now, it is time to consider the key question - "What exactly is a No lonely monsters!
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Transcript of II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them...

Page 1: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

II. UNDERSTANDING MICROEVOLUTIONTopic 10. Lectures 15-16. Populations and Tools for Studying Them

1) What is a population?

Every individual belongs to a population of many similar individuals - this is so familiar that we take it for granted.

Moreover, we already know why this is the case. Indeed, there are two reasons:

1) individuals are smaller than their environments.

2) a lone lineage would soon go extinct.

Now, it is time to consider the key question - "What exactly is a population?".

No lonely monsters!

Page 2: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Simplistic definition:a population is a set of similar individuals living together.

This is mostly correct, but we need to understand the concept deeper.

Cynical definition:a population is a set of individuals that we need to consider together.

This "definition" leads us to the correct question -

Why do we need populations? Why cannot we consider individuals one at a time?

Let us first assume that individuals are apomicts, like bdelloid rotifers.

Even apomictic individuals cannot be considered separately, if our goal is to study evolution. Indeed, evolution is a long-term process, so that we need a durable object. This is the key.

A bdelloid rotifer Philodina roseola (eating algae). Scale bar, 100 µm.

Page 3: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

In the next generation the lineage of any current individual may be dead. And after 10 generations, an individual lineage will be dead with high probability.

All future individuals will be descendants of just ONE current individual after only ~N generations, when N is the number of ecologically equivalent individuals.

Conversely, if we trace lineages of the current individuals back, we will see them merging into a common ancestor ~N generations ago.

Life is fundamentally unfair: a situation on the right picture is unrealistic.

Page 4: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Strange truth: eventually, lineages of all (blue) current individuals will go extinct, except lineage of one (red) individual, which will expand are replace all others.

Why is life so unfair? Due to two reasons - systematic (selection) and random (drift) differences in the efficiency of reproduction between lineages. The red individual is probably not a bad one, but is not necessarily the best one, either.

Page 5: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Thus, an asexual population is the minimal durable set of individuals such that, even after a long time, the descendants of at least one of them will still be around.

Of course, individuals that belong to the same population must be ecologically equivalent, which usually implies genetic similarity. There is no need to include substantially different individuals into the same population: the lineage of Philodina roseola (left) will not replace the lineage of Adineta vaga (right).

Conversely, ecologically equivalent individuals from the same population must be genetically similar to each other, because they shared a recent common ancestor.

Page 6: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

With amphimixis, two factors force us to consider populations, instead of individuals. First, amphimixis usually involves outcrossing, which abolishes separate lineages of individuals.

Thus we can define sexual population as the minimal reproductively closed set of individuals, such that even after a long time a descendant of each of them will contain genes only from members of this set, and not from outsiders.

Page 7: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Second, differences in rates of propagation of individuals are still present with amphimixis (of course). This does not cause coalescence of lineages of individuals (they do not exists), but, instead, leads to coalescence of lineages of short genome segments (loci). All present alleles at a locus coalesce to a single common ancestor ~N generations ago, but amphimixis makes these common ancestors different for different loci.

Modern human population

Y-chromosome "Adam", ~100 Kya

The common ancestor for an autosomal locus, ~100-300 Kya

Mitochondrial "Eve", ~200 Kya

Thus, we can also define a sexual population as the minimal durable set of individuals, such that, even after a long period of time, the alleles descending from the allele of at least one of them will still be around at each locus.

Mitochondrial Eve was not married to Y-chromosome Adam!

Page 8: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Theses two definitions of an amphimictic population, based on genetical and ecological compatibility, are usually equivalent: individuals that interbreed are also ecologically equivalent and vice versa.

With amphimixis, two members of the same population typically share a more recent common ancestor than with apomixis. Indeed, without inbreeding each amphimictic individual has 2 parents, 4 grandparents, 1,048,576 (1M) of ancestors 20 generations ago, and over 1012 ancestors 40 generations ago.

Still, overall levels of variation between individuals within apomictic and amphimictic populations do not need to be different.

With amphimixis, an offspring inherits, on average, only (1/2k)th fraction of its genotype from each of its 2k ancestors that lived k generations ago. Thus, sharing a common ancestor is no big deal under amphimixis.

Page 9: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

American grey squirrel Sciurus carolinensis is now replacing European Red squirrel Sciurus vulgaris in Britain.

In such situations, populations defined through ecological equivalence and coalescence are more inclusive that populations defined through interbreeding. Indeed, red and grey squirrels in Britain are one population ecologically, but different populations genetically.

Such situations must be rare: in each case diversity is reduced drastically (due to extinction of a species), and slow evolution can restore diversity only slowly.

Occasionally, genetically incompatible individuals turn out to be ecologically equivalent, and compete for the same resources. Such natural selection acting at the level of species can leads to extinction of one of them (competitive exclusion).

Page 10: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Every individual is a member of a population due to two reasons:

1) Earth is much larger than Little Prince's Planet

2) A lineage represented by too few (say, less than 1000) individuals a long time will go extinct, due to inefficient selection and accumulation of deleterious mutations.

Endangered Florida panther Puma concolor coryi was represented, for more than a century, by only ~100 individuals and experienced progressively declining fitness.

Page 11: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Do these two forests harbor two - or only one - populations of bears? If we are interested in a short-term process, each forest can be considered independently. If, however, we consider a long-term process, all these bears are one spatially-structured population.

Because we are interested in slow evolution, usually we will consider long-term, inclusive populations.

A useful way of thinking about this issue is to ask: how far an advantageous mutation will spread?

All definitions of a population refer to a "long period of time". How long? Depending on the answer, we may delimit populations differently.

Page 12: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Range of a population: P element in Drosophila melanogaster

P element was acquired by a single D. melanogaster only ~100 years ago in the New World. In early XX century, most of wild-caught D. melanogaster were P-negative. Now, however, every D. melanogaster in the wild is P-positive. Thus, a single "advantageous" allele took over the whole species of D. melanogaster in just ~100 years. From this perspective, there is just one world-wide population of D. melanogaster.

Page 13: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

At any particular moment, diversity of life mostly consists of groups of similar individuals, disconnected from and incompatible to other such groups ("species"). How is a population different from a species?

Short-term populations are less inclusive that species, but boundaries of long-term populations and of species often coincide, as illustrated by the P-element example.

Still, a species may consist of more than one long-term population: members of the crew travelling to another galaxy will become a separate population right after the lift-off.

Page 14: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

For us, the most important property of a population is that natural selection operates there. Ecologically-based definitions of a population can be reformulated as follows: population is a set of individuals that represent competing lineages (of whole genotypes, with apomixis, or of individual loci, with amphimixis), such that expansion of one lineage must be accompanied by decline of all others.

If a lineage that carries an advantageous mutation does not displace all other lineages living in the same area, we are dealing with more than one population.

Page 15: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Key fact of population biology: populations consist of individuals, not organisms.

Population-level analysis CANNOT tell us why networks of interacting genes are modular.

However, it CAN tell us how rapidly a derived allele with selective advantage of 1% will displace the ancestral allele.

Page 16: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

2) Populations on fitness landscapes

Natural selection acting within a population is defined by the fitness landscape and by how a population sits on it. The range of within-population variation is not wide, and here we care only about microscopic properties of fitness landscapes.

Under a strong enough magnification, every fitness landscape is close to linear.

Page 17: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Fitness potential axis is in red, and the only perpendicular axis is in green. Fitness is an approximately linear function of the fitness potential of a genotype within the population and does not depend on its position along the perpendicular axis.

A linear fitness landscape has two key properties.

First, the fitness of a genotype can be represented by the sum of constant contributions from all its constituent allele.

Second, there is just one direction, known as gradient, in which fitness changes. Thus, the fitness of a genotype is determined by its fitness potential, the position alone the axis that points in the direction of gradient.

Page 18: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Even on the scale of within-population variation, fitness landscape as a linear function of fitness potential is not always a good approximation. Any deviation of fitness landscape from linearity on the logarithmic scale is called epistasis.

Example of epistasis: dominance and recessivity.

If we consider just one locus A, with alleles A and a, the log fitness of heterozygote Aa may be closer to the log fitness of AA (if A is dominant) or to the log fitness of aa (if A is recessive), or be the arithmetic mean of the log fitnesses of AA and aa (intermediate dominance).

Page 19: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Generic epistasis simply means an arbitrary fitness landscape, with multiple peaks, minima, etc. Such landscapes are necessary for consideration of Macroevolution. However, within a simpler context of Microevolution, it makes sense to consider two intermediate kinds of epistasis, which generalize simple linearity but are still restrictive: one-dimensional and monotonic epistasis.

One-dimensional epistasis inherits, from the simplest linear case, the assumption that there is just one fitness-determining variable, fitness potential. However, now fitness can be an arbitrary function of this variable.

Examples of one-dimensional epistasis. (left) Log fitness is plotted; no epistasis (green), convex (blue), and concave (red) fitness functions. (right) Fitness is plotted; no epistasis (green), unimodal (blue), and bimodal (red) fitness functions.

Page 20: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

The second restrictive kind of epistasis is monotonic, meaning that a particular genetic change never impacts fitness in the opposite directions.

The two restrictive modes of epistasis are not equivalent: one-dimensional epistasis can be sign epistasis and monotonic epistasis can be multidimensional.

(left) Monotonic, multidimensional epistasis: high values of both traits are deleterious, and these deleterious effect reinforce each other.

(right) Sign, one-dimensional epistasis: intermediate values of the trait confer the highest fitness.

generic fitness landscape =generic epistasis

Page 21: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

This analysis of fitness landscapes prepares us for considering selection. Of course, fitness landscape alone does not define selection - the position of the population is also essential.

Selection favors high, intermediate, low, and extreme values of the trait in populations 1, 2, 3, and 4, respectively.

Page 22: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Let us start from the simplest case of unordered genotypes. Then, just two key modes of selection are possible, which do not depend on subtle features of the fitness landscape:

i) Negative selection - the most fit of the available genotypes is common in the population, and less fit genotypes are rare,

ii) Positive selection - the most fit of the available genotypes is rare, and the most common genotype is less fit.

The same fitness landscape induces negative selection in a population with two genotypes if the common genotype is superior (left) and positive selection if it is inferior (right).

Page 23: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Let us now consider genotypes arranged by their values of a quantitative trait, which can be a genotype-level trait such as fitness potential or a phenotypic trait such as body size. First, we can classify selection on such genotypes into:i) directional: fitness increases or decreases monotonously, favoring genotypes with one of rare extreme values of the trait,ii) stabilizing: fitness has one maximum, favoring genotypes possessing intermediate, common values of the trait, andiii) disruptive: fitness has two maxima, favoring genotypes with either of the two extreme values of the trait.

Directional (1 and 3),stabilizing (4), and disruptive (2) selection.

Page 24: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Second, we can classify selection on such genotypes into:

1) narrowing, which reduces the variance of a trait with Gaussian distributionand2) widening, which increases this variance.

If log fitness is concave (its second derivative is negative everywhere) selection is narrowing, and if log fitness is always convex (positive second derivative) selection is widening. When the log fitness is linear, so that fitness is exponential, the variance of the Gaussian trait does not change.

Narrowing (blue), widening (red) and exponential (log-linear, red) selection.Stabilizing selection is narrowing, disruptive selection is widening, and directional selection and be both narrowing and widening.

Page 25: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Two opposite kinds of selection are possible with monotonous but multidimensional fitness landscapes: incompatibility (left) and complementation (right) selection. Incompatibility selection can lead to speciation.

Page 26: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Fitness landscape may well be affected by the population sitting on it.

If features of fitness landscape are aligned to position of the population, selection is called soft, as opposed to hard.

Soft selection can naturally result from competition.

Page 27: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

If direction of selection depends on the position of the population, selection is called frequency-dependent.

Frequency-dependent selection in the case of two genotypes (left) and a quantitative trait (right).

Frequency-dependent selection can naturally result from different genotypes using different resources. With apomixis such genotypes would form different populations, but with amphimixis they may still interbreed.

Page 28: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Finally, selection acting on a trait can be either real - phenotypes which we watch really affect fitness - or only apparent - phenotypes which we watch do not affect fitness but are connected to some variation which does. This connection can be due to non-independent distribution or pleiotropy.

This issue will be addressed later.

Page 29: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Quiz:

Draw a fitness landscape and a population on each such that selection within this population is:

1) directional and positive,

2) directional and negative,

3) directional and narrowing,

4) directional and widening.

Page 30: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

3) Describing and assaying within-population variation

Three kinds of traits, structureless, characterized by their entropy or virtual heterozygosity; quantitative, characterized by their mean, variance, and higher moments; and complex, can be used to describe variation.

A structureless trait A with I states A1, ... AI, is fully described by [Ai] (i = 1, ..., I), the frequency of the i-th state of the trait (any I-1 of them are sufficient, because ). Mathematically, the best characteristic of variation of a structureless trait is Shannon's entropy:

I

iii

AAE1

][log][ 2

However, biologists prefer to use virtual heterozygosity:

I

iH

1

2[Ai]1

Virtual heterozygosity is the probability that two randomly drawn alleles are different. Both E and H equal to zero only if the population is monomorphic.

Page 31: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Often, we need to consider simultaneously several variable, structureless traits. Joint distribution of two structureless traits A and B is described simply by the frequencies of individuals carrying each possible combination of their states, [AiBj]. Two traits are distributed independently within the population if [A iBj] = [Ai][Bj]. Otherwise, statistical association between two traits (loci), can be characterized, in the simplest case when each trait has just two states (alleles), A1 and A2, and B1 and B2 by coefficient of association ("linkage disequilibrium") DA,B:

DA,B = [A1B1] [A2B2] - [A1B2] [A2B1]

If traits A and B are distributed independently of each other,

DA,B = [A1][B1][A2][B2] - [A1][B2][A2][B1] = 0.

Under given allele frequencies, D deviates from 0 maximally when no more than three genotypes are present in the population. In other words, association between loci is maximal, where their joint distribution is hierarchical.

In a special case when [A1] = [B1] (or [A1] = [B2]), DA,B deviates from 0 maximally, being DA,B = [A1]2 (or DA,B = -[A1]2) if this hierarchy is poor, i. e., if A1 always occurs together with B1 (or with B2).

Page 32: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

A quantitative trait, as well as a structureless trait, can describe both genotypes and phenotypes of individuals, for example, the number of deleterious alleles or a body mass. Expressions for a continuous quantitative trait x are presented here, but the corresponding expressions for a discrete trait are analogous. Variation of a quantitative trait x within the population is described by its probability density p(x), such that p(x)dx is the fraction of individuals within the population which possess the trait values between x and x+dx.

)2/()( 22

2

1)(

Mxexp

Page 33: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

A distribution can be characterized by its moments. The most important of them are the first moment (mean) and the second central moment (variance):

M[p] = max

min

)(x

x

dxxxp

max

min

)(])[( 2x

x

dxxppMxV[p] =

Often, instead of the variance, it is convenient to deal with the standard deviation of the trait, , which has the same dimensionality as the mean.][ pV

Page 34: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

dxdyyxrqMypMxx

x

y

y

),(])[(])[(max

min

max

min

Cx,y =

A joint distribution of two quantitative traits x and y is described by the corresponding probability density r(x,y). The two traits are distributed independently if r(x,y) = p(x)q(y). Otherwise, non-independence of their distributions can be characterized by the coefficient of covariance

In a variety of cases, we need to consider complex traits that can accept values that are not equally dissimilar from each other but also cannot be naturally ordered:1. A segment of sequence consisting, say, of 10 nucleotide sites. Clearly, some states of such a trait (e. g., ATGCATGCAT and ATGCATGCAA) are closer to each other than others (e. g., ATGCATGCAT and CGAAGCGTCC), but there is no natural order within this space of sequences.2. Many phenotypic traits (e. g., the shape of a wing) are, in effect, infinite-dimensional. Again, two shapes can be similar to different extents, but all possible shapes cannot be ordered in a useful way.3. A trait may be an algorithm used by individuals in a particular situation. For example, individuals can form pairs and interact repeatedly within a pair. If you partner, before the current moment cooperated, defected, defected, and cooperated again, what will you do?

Page 35: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

The salient property of within-population genetic variation is that, if we ignore extremely rare variants, it can be resolved into distinct variable traits (loci). This property follows from high levels of similarity between genotypes within a population.

Genotype 1 CTCAAACaAATC---GGGCAAAAgGTGG-TATTGAcAGGGenotype 2 CTCAAACaAATCggtGGGCAAAAtGTGG-TATTGAaAGGGenotype 3 CTCAAACaAATCggtGGGCAAAAgGTGGaTATTGAcAGGGenotype 4 CTCAAACgAATCggtGGGCAAAAgGTGG-TATTGAaAGGAncestral State CTCAAACaAATCggtGGGCAAAAgGTGG-TATTGAaAGG

Genotype 1 GCTCCctAACGAAA ... GTAAAattgATCCCGenotype 2 GCTCCgaAACGAAA ... GTAAA----ATCCCGenotype 3 GCTCCgaAACGAAA ... GTAAAatcgATCCCGenotype 4 GCTCCgaAACGAAA ... GTAAAattgATCCCAncestral State GCTCCgaAACGAAA ... GTAAAattgATCCC

Page 36: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Every opportunity to simply things further, by lumping some elementary sequence-level traits together, should be used. For example, if we study the balance between deleterious mutations and negative selection against them within a protein-coding gene, all drastic sequence variants can be lumped into one allele, as they all have the same impact on fitness.

HB407 17761,C→T 116,Arginine→StopCalgary 24 17756,-G FrameshiftUK 246 17782,T→C 123,Serine→ProlineSao Paulo 4 20360,T→G Splicing acceptor splice

A sample of descriptions of loss-of function alleles of an X-linked gene that encodes the protein known as factor IX of blood coagulation in humans. All these alleles lead, in males, to severe hemophilia B.

Page 37: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Complete description of genetic variation consists of frequencies of all possible genotypes, i. e., of combinations of alleles at all the polymorphic loci. The number of such combinations, 2n, for n diallelic loci, can be huge. However, a simpler description may be enough. Frequencies of individual alleles at all loci are sufficient to describe the population, as long as alleles of different loci are distributed independently.

In a diploid population with one locus A and two alleles A1 and A2 an individual is characterized by its maternal and paternal alleles, so that four genotypes A1A1, A1A2, A2A1, and A2A2 are possible. Then, a population is fully described by frequencies of any 3 genotypes, because [A1A1] + [A1A2] +[A2A1] + [A2A2] = 1.

We often can treat two reciprocal heterozygotes together, using the same notation A1A2 for both. Then, there are only three genotypes A1A1, A1A2, and A2A2, and frequencies of any two of them are enough.

Moreover, amphimixis with random mating leads to independent assortment of alleles and, if maternal and paternal allele frequencies are the same, 

[A1A1] = [A1][A1] [A1A2] = 2[A1][A2] [A2A2] = [A2][A2]  These relationships are known as Hardy-Weinberg law. If so, only one number, for example the frequency of allele A1, (because [A1] + [A2] = 1), is sufficient to describe the population.

Page 38: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Similarly, if we consider two diallelic loci A and B, two variables, frequencies of alleles [A1] and [B1], may sufficient to describe a haploid population, instead of any 3 of the 4 genotype frequencies ([A1B1], [A1B2], [A2B1], and [A2B2]), as long as alleles at the two loci are distributed independently and DA,B = 0.

When many variable loci are considered simultaneously and their alleles are not distributed independently, it may still be possible to take into account only pairwise associations between them, and ignore higher-order associations.

In contrast, distributions of alleles at tightly linked loci may be so strongly correlated that only some combinations of their alleles, for example A1B1 and A2B2 are present at most moments. Such tightly linked loci may be approximately treated as one locus.

Even knowing frequencies of all genotypes may be not enough - but this is crazy.

Page 39: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

We need to consider the smallest portion of the genome which evolves more or less independently of the rest. The main factor which forces us to consider different loci together is epistatic selection.

Fitness landscape over two loci, corresponding to two sites that harbor nucleotides interacting in an RNA secondary structure.

High fitness is conferred by Watson-Crick pairs G:C (the best) and A:U, as well as by a relatively stable G:U pair, and other pairs lead to lower fitness. Clearly, neither of these loci can be studied separately.

Bottom line: divide et impere.

Page 40: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Variable population is a constellation of points within the space of genotype, and each point has its own brightness (frequency). Microevolution is a slow movement of this constellation.

Page 41: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Alternatively, we can think of the space of all such constellations, or of possible compositions of the population.

Simple example: if we consider haploids with one locus A and two alleles, A1 and A2, the space of genotypes consists of just two points. The corresponding space of population compositions is the segment of a line from 0 to 1, as we describe the population by [A1] (which is sufficient, because [A1] + [A2] = 1).

The same space of compositions can be used to describe a diploid population, where 3 different genotypes can be present, if it obeys Hardy-Weinberg law.

If we consider one haploid locus with 4 alleles, A, T, G, and C, the space of population compositions is a part of a 3-dimensional cube (excluding one of the alleles, for example, C), limited by a plane [A] + [T] + [G] = 1.

Page 42: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

For "points" in the infinite dimensional space of populations compositions if we characterize individuals consider one quantitative trait.

The space becomes just a two-dimensional Euclidean space, if the trait always has Gaussian distribution.

Bottom line: describe the population as simply as possible, but not too simple.

Page 43: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

The composition of a population must be inferred from a sample of individuals.

How to deduce the value of an unobservable parameter of the population from the observed data on a sample? The common approach is maximal likelihood (remember phylogenetic reconstructions?).

Here, our hypotheses H are different values of the unobservable parameter (e. g., allele frequency in the population), and our data D are the value of this parameter within the sample. As before, we seek such a hypothesis that produces the data with the maximal probability, and interpret this probability P(D|H) as the likelihood of the hypothesis given the data.

For example, if 500 individuals from a sample of size 1000 have genotype A1 (D = 0.5), the ML estimate of H is also 0.5: the chances of finding exactly 50% of A1 individuals within the sample are the highest when [A1] = 0.5.

Page 44: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

A ML, or any other estimate of H is just a number, which "most likely" corresponds to its real, unobservable, value. Because the chances of estimating H exactly are slim, we also need to know how good our estimate is.

Confidence interval with probability q is an interval that includes the true, unobservable value of H with probability q. 95% confidence intervals are commonly used.

The concept of a confidence interval. 4 out of 5 independently computed intervals include the true value of the unobservable parameter H.

Page 45: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

In a sample of K individuals, we will observe k A1 individuals with the probability

 Thus, under given H and K, k (which is our data D) has a binomial distribution.

The average value of our data D = k/K is H, and the standard deviation of D is

D is an unbiased ML estimate of H. When K is large enough, binomial distribution approaches Gaussian distribution.

For a Gaussian distribution, the probability of deviating, in either direction, by more than 2 standard deviations from the mean is ~2.5%. Thus, 95% confidence interval for this estimate of H is

k/H ±

kKk HHk

KKkHp

)1(),,(

KHH /)1(

KKkKk /)/1)(/(2

.

Page 46: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

4) Studying dynamics of within-population variation

Studies of any changes are based on investigating dynamical models. A dynamical model consists of a sufficiently detailed description of the changing object at a particular moment of time and of a transformation law that describes how these changes occur. Time can be treated as continuous or as discrete. The description of an object is provided by variables, and all possible combinations of their values constitute its phase space. Changes of the object can be represented by trajectories within the phase space. In addition to variables, a model usually contains parameters.

Let us build and study a simple deterministic dynamical model with one variable.

Consider a population of N individuals with two possible genotypes, A and a. Individuals breed true. Generations do not overlap, so that time is discrete. The expected numbers of offspring of an individual of genotypes A and a are wA and wa, respectively. Unless wA and wa are identical, selection operates within the population.

Page 47: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

The numbers of offspring with genotypes A and a will be almost precisely N[A]wA and N[a]]wa, respectively, as long as N is large enough.

The frequency of A in the next generation, [A]n+1, is provided by the ratio of the number of offspring of genotype A over the total number of offspring. Because [a] = 1 - [A], full description of our population consists of just one number, for example [A], and we obtain the following transformation law:

[A]n+1 = wA[A]/{wA[A]+wa(1-[A])}

It appears that dynamics of the population depends on two parameters, wA and wa. However, if we divide both the numerator and the denominator of the right-hand side by, say, wA, we can see that this is not so: 

[A]n+1 = [A]/{[A]+(wa/wA)(1-[A])}

The following four statements summarize what we achieved so far:

1) if N is very large, the model is deterministic,2) the phase space of our model is one-dimensional,3) the transformation law of our model does not depend of N,4) only the ratio of fitnesses of the two genotypes, wa/wA, is important.

Page 48: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Let us create a continuous-time version of the model. Dynamics with discrete and continuous time can be very different. Still, if selection is weak, i. e. that wa and wA are close to each other, there will be no long jumps and time can be treated in either way. Let us define selective advantage of A over a as s = 1 - wa /wA. s = 0 if fitnesses of A and a are equal, s > 0 if wa < wA, and s < 0 if wa > wA. Then: 

[A]n+1 = [A]/{[A] + (1-s)(1-[A])} = [A]/{1 - s(1-[A])}  Selection is weak if s is small, so that wa/wA is close to 1. Then, we can use an approximation 1/(1-e) ≈ 1 + e + O(e2) (e means a small number): 

[A]n+1 = [A] + s[A](1-[A]) Assume that velocity of [A], d[A]/dt, is equal to its increment between two successive moments in discrete-time treatment, [A]n+1 - [A]: 

d[A]/dt = s[A](1-[A])

This differential equation describes the most important process in Microevolution, an allele replacement driven by natural selection. Essentially the same equation also plays the key role in population ecology, where it describes population growth with self limitation (r is per capita growth rate and K is carrying capacity): 

dN/dt = rN(1-N/K)

Page 49: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Two ways of presenting the same model with discrete time graphically: by vectors that describe jumps from a value [A] to the corresponding value of [A]n+1 (two top figures) and by a function [A]n+1 = f([A]) (bottom).

Page 50: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Two ways of presenting the same model with continuous time graphically: by vectors that describe velocities of [A] corresponding to its current values (two top figures) and by a function d[A]/dt = f([A]) (bottom).

Page 51: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Comprehensive solution of a dynamical model is a family of trajectories which show, for all possible initial values, how the variables will changes in the future. Model of selection-driven allele replacement is simple enough to be solved explicitly (x = [A]):

)1( xsxdt

dx

Gather different variables at different sides (useful mneumonics):

sdtxx

dx

)1(

Rewrite the differential equation in integral form:

t

t

tx

x

dsyy

dy

00

)(

)1(

Page 52: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

The right-hand side integral is simply s(t-t0), and the left-side integral is:

)1ln())(1ln(ln)(ln1)1( 00

)()()(

000

xtxxtxy

dy

y

dy

yy

dytx

x

tx

x

tx

x

||ln11

baya

dybay

because: . Further, the right-habd side is:

)1/(

))(1/()(ln

00 xx

txtx

)()1/(

))(1/()(ln 0

00

ttsxx

txtx

Thus, we now need to recover x(t) from:

))1(

1/(1))/1(1/(1)1/()( )(

0

0)(0

)(0

)(0

0000 ttsttsttstts ex

xeCeCeCtx

Page 53: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

This family of x(t) is a comprehensive solution of our model. Each trajectory corresponds to its own initial frequency of A, with the value x0 at time t0. Moreover, the dynamics of the frequency of A also depend on s, and for each value of s there exists its own family of trajectories. Naturally, x(t) increases with time if s > 0, decreases if s < 0, and does not change if s = 0.

Page 54: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

We can also investigate our model only qualitatively, finding attractors and their stability. This this only way, when there is not explicit comprehensive solution.

There are two exceptional initial frequencies of A, x1 = 0 and x2 = 1. Trajectories with such initial frequencies are flat, i. e. if x is equal to 0 or to 1 at some moment, it never changes and retains this value forever. Biologically, this result is obvious.

Values of variables that do not change are called equilibria. With s > 0, equilibrium x1 = 0 is unstable, in the sense that a small deviation from it will increase and equilibrium x2 = 1 is stable, because a small deviation from it will decrease. It is the other way around with s < 0. With s = 0, every value of x is an equilibrium, and all these equilibria are neutral.

Stable, unstable, and neutral equilibria are blue, red, and green, respectively.

Page 55: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

To find equilibria, we replace a dynamical equation with an algebraic equation. With discrete time, we ask that the next state is identical to the current state:

[A] = [A]/{[A]+(wa/wA)(1-[A])} which is a quadratic equation with two roots, [A]1 = 0 and [A]2 = 1. Only if wa/wA = 1, every value of [A] satisfies this equation.

With continuous time, we ask that the velocity is zero:

0 = s[A](1-[A])

which has the same roots.

Local stability of an equilibrium is determined by whether small deviations from it increase or decrease.

With continuous time, equilibrium is stable if dx/dt is a decreasing function at it, and unstbale if it is increasing.

Page 56: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

To complete qualitative investigation of the model, we need to understand transitions between its qualitatively different modes of dynamics. Here, there are three such modes: s < 0, s = 0, and s > 0.

When, for example, a negative s starts increasing very slowly, the rate of decline of allele A frequency will diminish, until everything freezes at s = 0, after which the frequencies will start growing slowly.

Page 57: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Direct problem of dynamical theory: we know what forces affect our object, how will it change?

Inverse problem of dynamical theory: we know ow our object changes, what forces are affecting it?

For example, one can try to estimate the strength of selection from the rate of changes of the genotype frequencies:

)1( xxdt

dxs

If the frequency of allele A changed from 50% to 51% in one generation, its selective advantage must be 0.04.

Factors that can affect dynamics of within-population variation are mutation, selection, mode of reproduction, population structure, and drift. Microevolution is due to their joint action.

However, before dealing with this joint action, we will first need to consider variation and each of the 5 factors acting separately.

Page 58: II. UNDERSTANDING MICROEVOLUTION Topic 10. Lectures 15-16. Populations and Tools for Studying Them 1) What is a population? Every individual belongs to.

Quiz:

Solve differential equation describing a positive selection-driven allele replacement. Make sure you understand every step – this is the key equation in both Microevolution theory and population ecology. Please do this not by just copying from text! Seek help if needed.