coevolution laura conner, susan hester, anne-marie hoskinson, mary beth leigh, andy martin, tom...
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![Page 1: Coevolution Laura Conner, Susan Hester, Anne-Marie Hoskinson, Mary Beth Leigh, Andy Martin, Tom Powers Context: LD evolution or ecology, 30-150 students](https://reader036.vdocuments.us/reader036/viewer/2022062308/56649cda5503460f949a4f09/html5/thumbnails/1.jpg)
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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Unit learning goals:•Understand that species interact on an evolutionary time scale•Know that other organisms can be powerful agents of selection
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Unit learning outcomes:1.Define coevolution. 2.Identify types of evidence that would help determine whether two species are currently in a coevolutionary relationship.3.Interpret and draw graphs.4.Evaluate evidence about whether two species are coevolving. 5.Make testable predictions based on the hypothesis that two species are coevolving.6.Predict the outcome of a perturbation to a coevolved system.
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Teachable tidbit learning outcome:1.Define coevolution. 2.Identify the evidence that would help determine whether two species are currently in a coevolutionary relationship.3.Interpret and draw graphs.4.Evaluate evidence about whether two species are coevolving. 5.Make testable predictions based on the hypothesis that two species are coevolving.6.Predict the outcome of a perturbation to a coevolved system.
![Page 5: Coevolution Laura Conner, Susan Hester, Anne-Marie Hoskinson, Mary Beth Leigh, Andy Martin, Tom Powers Context: LD evolution or ecology, 30-150 students](https://reader036.vdocuments.us/reader036/viewer/2022062308/56649cda5503460f949a4f09/html5/thumbnails/5.jpg)
Coevolution requires…
• Geographic overlap• Reciprocal effects on traits
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How is this coevolution?
What happens to the gazelles when the cheetahs get faster?
http://www.arkive.org/cheetah/acinonyx-jubatus/video-08c.html
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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?
Red squirrels Crossbill birds Lodgepole pine cone
After http://evolution.berkeley.edu/evosite/evo101/IIIF1Casestudyofcoevo.shtml)
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Exhibit 1
From Benkman (2001) Evolution 55: 282-294.
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Exhibit 2
Bill Depth (mm)
Survival
From Benkman (2003) Evolution 57: 1176-1181.
1 = survived0 = died
Upper CI*
Best fit line
Lower CI*
* CI = confidence interval
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Exhibit 3
From Benkman (2003) American Naturalist 162: 182-194.
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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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Learning Objective Active learning Assessment Diversity
Evaluate evidence about whether two species are coevolving.
• Case study• Group
processing• Figure
interpretation• Relationship
map
Formative: • Group processing about presence/direction of interaction• Clicker question
• Video clip• Individual and
group learning• Verbal, graphical,
tactile information
Summative:“Here are data for two species. Are they coevolving, or not? Why?”