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Eat and Speciate

Eat and Speciate. Kate Aubrecht, Melissa Fierke, Jeffrey Levinton, Greg McGee, Peg Riley Jen Nauen & Christov Roberson Northeast Summer Institute 2013. Evolution Unit: Intro Biology Learning Goals. Know what a species is Know how species evolve

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Eat and Speciate

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  1. Eat and Speciate Kate Aubrecht, Melissa Fierke, Jeffrey Levinton, Greg McGee, Peg Riley Jen Nauen & Christov Roberson Northeast Summer Institute 2013

  2. Evolution Unit: Intro BiologyLearning Goals • Know what a species is • Know how species evolve • Understand how speciation increases biodiversity

  3. Activity Learning Outcomes • Students should be able to: • Describe processes leading to speciation • Interpret experimental data

  4. Which of the following are different species? Red and blue individuals coexisting in the same population Two groups of individuals that look similar but can not produce fertile offspring when they mate A population of fish that is separated and placed into two different fish tanks Clicker Question 1Review

  5. Clicker Question 2Review This schematic represents what type of speciation? Allopatric Sympatric Neither

  6. Fruit flies reared on diets of starch or cornmeal/molasses/yeast (CMY) for 11 generations CMY Reared for 1 generation Mating arena From Shannon et al., 2010. PNAS

  7. Group-think-share Data from: Shannon et al., 2010. PNAS 107 (46): 20051-20056

  8. Add antibiotics to food… + antibiotics + antibiotics

  9. Group-think-share Data reconstructed from: Shannon et al., 2010. PNAS 107 (46): 20051-20056

  10. Clicker Question 3 Was there evidence of speciation during this experiment? • Yes • No

  11. Group-think-share If this experiment was allowed to continue (without antibiotics), could speciation occur? If so, how? Genetic divergence due to reproductive isolation.

  12. Let’s look at a real life example of speciation potentially aided by microbiome differences Species of parasitoid wasps Nasonia, closely related but with different microbiomes Brucker & Bordenstein 2013 Science

  13. Cross closely related Nasonia vitripennis & N. longicornis • Different species have different microbiomes • Crosses lethal for >90% of males! • Administer antibiotics and they produce viable offspring • Different species have likely evolved differently in response to their species microbiome • Leads to increases in biodiversity

  14. Muddiest Point • Don’t forget… by 6:00 today go onto the course website and post the least clear aspect of today’s exercise.

  15. Data from: Shannon et al., 2010. PNAS 107 (46): 20051-20056

  16. Data from: Shannon et al., 2010. PNAS 107 (46): 20051-20056

  17. Data from: Shannon et al., 2010. PNAS 107 (46): 20051-20056

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