Investigative Macroevolution Investigators: Dianne Burpee, Shu-Mei Chang, Mark Farmer, Paula Lemons,...
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Transcript of Investigative Macroevolution Investigators: Dianne Burpee, Shu-Mei Chang, Mark Farmer, Paula Lemons,...
![Page 1: Investigative Macroevolution Investigators: Dianne Burpee, Shu-Mei Chang, Mark Farmer, Paula Lemons, Kim Nelson, and Denise Woodward UGA Facilitators:](https://reader035.fdocuments.in/reader035/viewer/2022070307/551a524c55034643688b4639/html5/thumbnails/1.jpg)
Investigative MacroevolutionInvestigators: Dianne Burpee, Shu-Mei
Chang, Mark Farmer, Paula Lemons, Kim Nelson, and Denise Woodward
UGAUGA
Facilitators: Kelley Harris-Johnson and Lillian Tong
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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
Investigative Macroevolution: Teachable Unit
Target Audience: Introductory Biology (Majors and Non-Majors)
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Learning Goal Measurable Outcome
Understand that classifications are a human-made construct and are subject to change based on new data
•Describe the history of classification from Aristotle to Woese•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
Investigative Macroevolution: Teachable Unit
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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
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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
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Recap From Last Class Chloroplast Cuticle Stomata Vascular Pollen Flowers
Green algae X
Mosses X X X
Ferns X X X X
Gymnosperms X X X X X
Angiosperms X X X X X X
Data Matrix
Resulting Phylogeny
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Activity • DO NOT start until you have been told to GO
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.
1 2 3 4 5 6 7 8 9 10 11 12C. elegans
1 2 3 7
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Clicker Q1. Which of the following phylogenetic trees matches the tree you constructed from your data matrix?A. B.
C. D.
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Chytrid
Myxozo
a
Trypanoso
me
Giardia
C. elegans
Ascaris
Chlamydia
Staphylo
-
coccu
sAmanita
Candida
Strepto-
coccu
s
The Correct Phylogeny - B
Bacteria Protists Fungi Animals
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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.
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• 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.
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• His physician took a sample of fluid from his lungs and isolated the microorganism seen below:
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Who am I ??
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Remove the new data strip from the envelope 2 and determine where this mystery organism fits within your data matrix
Chytrid
Myxozo
a
Trypanoso
me
Giardia
C. elegansAsca
ris
Chlamydia
Staphylo
-
coccu
s Amanita
Candida
Strepto-
coccu
s
Bacteria Protists Fungi Animals
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Clicker Q2. Which organism in the matrix is most closely related to the mystery pathogen?
A. MyxozoaB. C. elegansC. CandidaD. TrypanosomaE. Staphylococcus
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HELP !!!!!
• The clinical microbiologists now know this organism is most like Candida. Let’s determine a treatment for Roberto.
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Clicker Q3. Use the table below to select the drug you would try first to treat Roberto.
A. TamifluB. SulfisoxazoleC. CefazolinD. Natamycin
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.
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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.
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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?
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Microsporidia a Microsporidia a group of parasitic group of parasitic fungifungi