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Context: LD evolution or ecology, 30-150 students

Coevolution Laura Conner, Susan Hester, Anne-Marie Hoskinson, Mary Beth Leigh, Andy Martin, Tom Powers. Context: LD evolution or ecology, 30-150 students Foundational knowledge: mechanisms of natural selection, adaptations, two-species interactions Preparation: definition of coevolution.

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Context: LD evolution or ecology, 30-150 students

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  1. CoevolutionLaura Conner, Susan Hester, Anne-Marie Hoskinson, Mary Beth Leigh, Andy Martin, Tom Powers • Context: LD evolution or ecology, 30-150 students • Foundational knowledge: mechanisms of natural selection, adaptations, two-species interactions • Preparation: definition of coevolution

  2. Unit learning goals: • Understand that species interact on an evolutionary time scale • Know that other organisms can be powerful agents of selection

  3. Unit learning outcomes: • Define coevolution. • Identify types of evidence that would help determine whether two species are currently in a coevolutionary relationship. • Interpret and draw graphs. • Evaluate evidence about whether two species are coevolving. • Make testable predictions based on the hypothesis that two species are coevolving. • Predict the outcome of a perturbation to a coevolved system.

  4. Teachable tidbit learning outcome: • Define coevolution. • Identify the evidence that would help determine whether two species are currently in a coevolutionary relationship. • Interpret and draw graphs. • Evaluate evidence about whether two species are coevolving. • Make testable predictions based on the hypothesis that two species are coevolving. • Predict the outcome of a perturbation to a coevolved system.

  5. Coevolution requires… • Geographic overlap • Reciprocal effects on traits

  6. How is this coevolution? What happens to the gazelles when the cheetahs get faster? http://www.arkive.org/cheetah/acinonyx-jubatus/video-08c.html

  7. The Plot: In the Rocky Mountains, red squirrels and crossbills both eat lodgepole pine seeds. In some locations, squirrels are absent. The species interact when they occur in the same place … but do they have reciprocal effects on one another’s traits? Crossbill birds Lodgepole pine cone Red squirrels After http://evolution.berkeley.edu/evosite/evo101/IIIF1Casestudyofcoevo.shtml)

  8. Exhibit 1 From Benkman (2001) Evolution 55: 282-294.

  9. Exhibit 2 Upper CI* Best fit line Lower CI* Survival 1 = survived 0 = died Bill Depth (mm) From Benkman (2003) Evolution 57: 1176-1181. * CI = confidence interval

  10. Exhibit 3 From Benkman (2003) American Naturalist 162: 182-194.

  11. Based on the data presented, ____________________ are in a coevolutionary relationship. (a) squirrels and pinecones (b) crossbills and pinecones (c) squirrels and crossbills (d) (a) and (b) (e) none of these species

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