Synonymous but not the same: the causes and consequences of codon bias

Despite their name, synonymous mutations have significant consequences for cellular processes in all taxa. As a result, an understanding of codon bias is central to fields as diverse as molecular evolution and biotechnology. Although recent advances in sequencing and synthetic biology have helped to resolve longstanding questions about codon bias, they have also uncovered striking patterns that suggest new hypotheses about protein synthesis. Ongoing work to quantify the dynamics of initiation and elongation is as important for understanding natural synonymous variation as it is for designing transgenes in applied contexts.     

Epigenetics and plant evolution

A fundamental precept of evolutionary biology is that natural selection acts on phenotypes determined by DNA sequence variation within natural populations. Recent advances in our understanding of gene regulation, however, have elucidated a spectrum of epigenetic molecular phenomena capable of altering the temporal, spatial, and abundance patterns of gene expression. These modifications may have morphological, physiological, and ecological consequences, and are heritable across generations, suggesting they are important in evolution. A corollary is that genetic variation per se is not always a prerequisite to evolutionary change. Here, we provide an introduction to epigenetic mechanisms in plants, and highlight some of the empirical studies illustrative of the possible connections between evolution and epigenetically mediated alterations in gene expression and morphology.     

The causes of repeated genetic evolution

A general understanding of the evolutionary process is limited by the contingency of each evolutionary event, making it difficult, even retrospectively, to explain why things have unfolded the way they have. The repeated evolution of similar traits in organisms facing similar environmental conditions is a pervasive phenomenon, including for animal morphology, and is considered a strong evidence for adaptive evolution. Examples of repeated evolution of particular traits offer a unique opportunity to ask whether evolution has followed similar or different genetic paths. Case studies reveal that although multiple genetic paths were often possible to evolve a morphological trait, similar evolutionary trajectories have been followed repeatedly in independent lineages, suggesting that biases influence the course of genetic evolution. In the light of these examples we examine several factors influencing the genetic paths of adaptive evolution and in particular how the interplay between natural selection and genetic variations carves out predictable genetic trajectories of morphological evolution.     

The effect of teaching the nature of science on students’ acceptance and understanding of evolution: myth or reality?

The results of studies of the nature of science (NOS) as a factor that enhances students’ understanding of evolution have been inconclusive. Therefore, the main purpose of this study was to test the role of NOS instruction in enhancing students’ learning about evolution. We used a quasi-experimental design with pre- and post-tests to investigate the impact of teaching evolution with and without NOS in two classes with 15–16-year-old students, who were randomly assigned to these two classes. To measure their understanding of NOS and their acceptance and understanding of evolution, we used three different instruments that have been shown to generate reliable and valid inferences in comparable populations. The main results of this study were that, in the class in which the teaching of evolution included NOS instruction, the students’ understanding of NOS and their acceptance of evolution significantly improved. However, irrespective of the use of NOS instruction, both classes increased their understanding of evolution. These results support the claim that NOS instruction may influence students’ acceptance of evolution but not their understanding of evolution and natural selection.     

The Inability of Primary School to Introduce Children to the Theory of Biological Evolution

A great number of research papers in the English literature of science education present difficulties pupils have in understanding natural selection. Studies show that children have essentialist and teleological intuitive ideas when dealing with organisms and that these biases hinder their ability to understand the theory of evolution by natural selection. Consequently, it is interesting to ascertain if and how the school education offered today deals with the problem, i.e., helps the children confront these biases. To that purpose, this study answered the two following research questions: (a) How is biological evolution presented—from the past to the present day—in the official documentation of primary school education, namely the science curricula and the textbooks of Greece? and (b) what are the conceptions held by Greek primary school teachers of the concepts of evolutionary theory and relevant issues that they have to teach? Our research found that not only are the intuitive ideas not “confronted” but they are also “affirmed” in Greek primary education. This phenomenon, as some other international studies have shown, must not be only a Greek one. A drastic change in the content and structure of primary school curricula and the training of educators is necessary in order to improve and facilitate the teaching of biological evolution.     

Quantitative genetic analysis of natural populations

Quantitative genetic studies in natural populations have been rare because they require large breeding programmes or known pedigrees. The relatedness that has been estimated from molecular markers can now be used to substitute for breeding, allowing studies of previously inaccessible species. Many behavioural ecologists have a sufficient number of markers and study species with characteristics that are amenable to this approach. It is now time to combine studies of selection with studies of genetic variation for a more complete understanding of behavioural evolution.     

Teleological reasoning,not acceptance of evolution,impacts students’ ability to learn natural selection

Background

How acceptance of evolution relates to understanding of evolution remains controversial despite decades of research. It even remains unclear whether cultural/attitudinal factors or cognitive factors have a greater impact on student ability to learn evolutionary biology. This study examined the influence of cultural/attitudinal factors (religiosity, acceptance of evolution, and parents’ attitudes towards evolution) and cognitive factors (teleological reasoning and prior understanding of natural selection) on students’ learning of natural selection over a semester-long undergraduate course in evolutionary medicine.

Method

Pre-post course surveys measured cognitive factors, including teleological reasoning and prior understanding of natural selection, and also cultural/attitudinal factors, including acceptance of evolution, parent attitudes towards evolution, and religiosity. We analyzed how these measures influenced increased understanding of natural selection over the semester.

Results

After controlling for other related variables, parent attitude towards evolution and religiosity predicted students’ acceptance of evolution, but did not predict students’ learning gains of natural selection over the semester. Conversely, lower levels of teleological reasoning predicted learning gains in understanding natural selection over the course, but did not predict students’ acceptance of evolution.

Conclusions

Acceptance of evolution did not predict students’ ability to learn natural selection over a semester in an evolutionary medicine course. However, teleological reasoning did impact students’ ability to learn natural selection.

     

The Role of Intuitive Ontologies in Scientific Understanding – the Case of Human Evolution

Psychological evidence suggests that laypeople understand the world around them in terms of intuitive ontologies which describe broad categories of objects in the world, such as ‘person’, ‘artefact’ and ‘animal’. However, because intuitive ontologies are the result of natural selection, they only need to be adaptive; this does not guarantee that the knowledge they provide is a genuine reflection of causal mechanisms in the world. As a result, science has parted ways with intuitive ontologies. Nevertheless, since the brain is evolved to understand objects in the world according to these categories, we can expect that they continue to play a role in scientific understanding. Taking the case of human evolution, we explore relationships between intuitive ontological and scientific understanding. We show that intuitive ontologies not only shape intuitions on human evolution, but also guide the direction and topics of interest in its research programmes. Elucidating the relationships between intuitive ontologies and science may help us gain a clearer insight into scientific understanding.     

Evolution of plant resistance at the molecular level: ecological context of species interactions

Molecular data regarding the diversity of plant loci involved in resistance to herbivores or pathogens are becoming increasingly available. These genes demonstrate variable patterns of diversity, suggesting that they differ in their evolutionary history. In parallel, the study of natural variation for resistance, generally conducted at the phenotypic level, has shown that resistance does not evolve solely under selection pressures exerted by enemies. Metapopulation dynamics and other ecological characteristics of interacting species also appear to have a large impact on resistance evolution. Until now, studies of resistance at the molecular level have been conducted separately from ecological studies in extant populations. Future progress requires an evolutionary approach integrating both molecular and ecological aspects of resistance evolution. Such an approach will contribute greatly to our understanding of the evolution of molecular diversity at loci involved in biotic stress.     

Review. Studying cumulative cultural evolution in the laboratory

Cumulative cultural evolution is the term given to a particular kind of social learning, which allows for the accumulation of modifications over time, involving a ratchet-like effect where successful modifications are maintained until they can be improved upon. There has been great interest in the topic of cumulative cultural evolution from researchers from a wide variety of disciplines, but until recently there were no experimental studies of this phenomenon. Here, we describe our motivations for developing experimental methods for studying cumulative cultural evolution and review the results we have obtained using these techniques. The results that we describe have provided insights into understanding the outcomes of cultural processes at the population level. Our experiments show that cumulative cultural evolution can result in adaptive complexity in behaviour and can also produce convergence in behaviour. These findings lend support to ideas that some behaviours commonly attributed to natural selection and innate tendencies could in fact be shaped by cultural processes.     

Intra-population comparison of vegetative and floral trait heritabilities estimated from molecular markers in wild Aquilegia populations

Measuring heritable genetic variation is important for understanding patterns of trait evolution in wild populations, and yet studies of quantitative genetic parameters estimated directly in the field are limited by logistic constraints, such as the difficulties of inferring relatedness among individuals in the wild. Marker-based approaches have received attention because they can potentially be applied directly to wild populations. For long-lived, self-compatible plant species where pedigrees are inadequate, the regression-based method proposed by Ritland has the appeal of estimating heritabilities from marker-based estimates of relatedness. The method has been difficult to implement in some plant populations, however, because it requires significant variance in relatedness across the population. Here, we show that the method can be readily applied to compare the ability of different traits to respond to selection, within populations. For several taxa of the perennial herb genus Aquilegia, we estimated heritabilities of floral and vegetative traits and, combined with estimates of natural selection, compared the ability to respond to selection of both types of traits under current conditions. The intra-population comparisons showed that vegetative traits have a higher potential for evolution, because although they are as heritable as floral traits, selection on them is stronger. These patterns of potential evolution are consistent with macroevolutionary trends in the European lineage of the genus.     

Using case-study based modules to promote a better understanding of evolution in an undergraduate anatomy and physiology course

ABSTRACT

The impact of evolutionary processes in understanding human health and disease is an important idea for future health professionals to understand. These students, however, typically receive little to no formal instruction in the role of evolution in not only understanding human health, but its impact on how to treat human diseases. To address this issue, we developed and implemented a case-study based learning module designed with a learning cycle implementation as part of a larger evolution across the curriculum program. The module focused on the evolution of skin color to illustrate that natural selection occurs in humans, and that the process of evolution involves tradeoffs (a balance of costs and benefits). Student understanding of the tradeoffs of natural selection was assessed through a pre- post- test design, with students answering a set of questions before instruction and again after. The modules helped improve student comprehension of natural selection, particularly for lower-performing students who were not biology majors, and for those whom reported less interest in evolution.     

Why Are Some Evolutionary Trees in Natural History Museums Prone to Being Misinterpreted?

Today, the picture of an evolutionary tree is a very well-known visual image. It is almost impossible to think of the ancestry and relationships of living beings without it. As natural history museums play a major role in the public understanding of evolution, they often present a wide variety of evolutionary trees. However, many studies have shown (Baum and Offner 2008; Baum et al. 2005; Catley and Novick 2008; Evans 2009; Gregory 2008; Matuk 2007; Meir et al. 2007b; Padian 2008) that even though evolutionary trees have the potential to engage visitors of natural history museums with the phenomena of evolution, many of them unwittingly might lead to misunderstandings about the process. As valuable research and educational institutions, one of the museum’s important missions should be the careful design of their exhibits on evolution considering, for example, common preconceptions visitors often bring, such as the notion that evolution is oriented from simple toward complex organisms (incarnating the idea of a single ladder of life amidst the extraordinary diversity of organisms) and that humans are at the pinnacle of the evolutionary story, as well as na?ve interpretations of phylogenies. Our aim in this article is to show from history where many of these misunderstandings come from and to determine whether five important Western natural history museums inadvertently present “problematic” evolutionary trees (which might lead to non-scientific notions).     

You say you want an evolution? A role for scientists in science education

We conducted a national survey of likely U.S. voters to examine acceptance of evolution, attitudes toward science and scientists, and opportunities for promoting science education. Most respondents accepted that life evolved, many accepted that it evolved through natural processes, and more favored teaching evolution than creationism or intelligent design in science classes. The majority ranked developing medicines and curing diseases as the most important contributions of science to society, and they found promoting understanding of evolutionary science's contribution to medicine to be a convincing reason to teach evolution. Respondents viewed scientists, teachers, and medical professionals favorably, and most were interested in hearing from these groups about science, including evolution. These data suggest that the scientific community has an important role to play in encouraging public support for science education.     

Bacterial Genomes: Habitat Specificity and Uncharted Organisms

The capability and speed in generating genomic data have increased profoundly since the release of the draft human genome in 2000. Additionally, sequencing costs have continued to plummet as the next generation of highly efficient sequencing technologies (next-generation sequencing) became available and commercial facilities promote market competition. However, new challenges have emerged as researchers attempt to efficiently process the massive amounts of sequence data being generated. First, the described genome sequences are unequally distributed among the branches of bacterial life and, second, bacterial pan-genomes are often not considered when setting aims for sequencing projects. Here, we propose that scientists should be concerned with attaining an improved equal representation of most of the bacterial tree of life organisms, at the genomic level. Moreover, they should take into account the natural variation that is often observed within bacterial species and the role of the often changing surrounding environment and natural selection pressures, which is central to bacterial speciation and genome evolution. Not only will such efforts contribute to our overall understanding of the microbial diversity extant in ecosystems as well as the structuring of the extant genomes, but they will also facilitate the development of better methods for (meta)genome annotation.     

Evidence That Mutation Is Universally Biased towards AT in Bacteria

Mutation is the engine that drives evolution and adaptation forward in that it generates the variation on which natural selection acts. Mutation is a random process that nevertheless occurs according to certain biases. Elucidating mutational biases and the way they vary across species and within genomes is crucial to understanding evolution and adaptation. Here we demonstrate that clonal pathogens that evolve under severely relaxed selection are uniquely suitable for studying mutational biases in bacteria. We estimate mutational patterns using sequence datasets from five such clonal pathogens belonging to four diverse bacterial clades that span most of the range of genomic nucleotide content. We demonstrate that across different types of sites and in all four clades mutation is consistently biased towards AT. This is true even in clades that have high genomic GC content. In all studied cases the mutational bias towards AT is primarily due to the high rate of C/G to T/A transitions. These results suggest that bacterial mutational biases are far less variable than previously thought. They further demonstrate that variation in nucleotide content cannot stem entirely from variation in mutational biases and that natural selection and/or a natural selection-like process such as biased gene conversion strongly affect nucleotide content.     

A field guide for teaching evolution in the social sciences

The theory of evolution by natural selection has begun to revolutionize our understanding of perception, cognition, language, social behavior, and cultural practices. Despite the centrality of evolutionary theory to the social sciences, many students, teachers, and even scientists struggle to understand how natural selection works. Our goal is to provide a field guide for social scientists on teaching evolution, based on research in cognitive psychology, developmental psychology, and education. We synthesize what is known about the psychological obstacles to understanding evolution, methods for assessing evolution understanding, and pedagogical strategies for improving evolution understanding. We review what is known about teaching evolution about nonhuman species and then explore implications of these findings for the teaching of evolution about humans. By leveraging our knowledge of how to teach evolution in general, we hope to motivate and equip social scientists to begin teaching evolution in the context of their own field.     

Dissecting protein-protein interactions using directed evolution

Protein-protein interactions are essential for life. They are responsible for most cellular functions and when they go awry often lead to disease. Proteins are inherently complex. They are flexible macromolecules whose constituent amino acid components act in combinatorial and networked ways when they engage one another in binding interactions. It is just this complexity that allows them to conduct such a broad array of biological functions. Despite decades of intense study of the molecular basis of protein-protein interactions, key gaps in our understanding remain, hindering our ability to accurately predict the specificities and affinities of their interactions. Until recently, most protein-protein investigations have been probed experimentally at the single-amino acid level, making them, by definition, incapable of capturing the combinatorial nature of, and networked communications between, the numerous residues within and outside of the protein-protein interface. This aspect of protein-protein interactions, however, is emerging as a major driving force for protein affinity and specificity. Understanding a combinatorial process necessarily requires a combinatorial experimental tool. Much like the organisms in which they reside, proteins naturally evolve over time, through a combinatorial process of mutagenesis and selection, to functionally associate. Elucidating the process by which proteins have evolved may be one of the keys to deciphering the molecular rules that govern their interactions with one another. Directed evolution is a technique performed in the laboratory that mimics natural evolution on a tractable time scale that has been utilized widely to engineer proteins with novel capabilities, including altered binding properties. In this review, we discuss directed evolution as an emerging tool for dissecting protein-protein interactions.     

New insights into molecular evolution: prospects from the Barcode of Life Initiative (BOLI)

Geographic and temporal patterns of morphological and behavioral diversifications among species stimulated Darwin to propose a mechanism for evolutionary change through natural selection. Scientific developments have revealed an even more fundamental level of biological complexity: sequence variation in DNA. While genome projects yield spectacular insights into molecular evolution, they have targeted only a few species. In contrast, the Barcode of Life Initiative (BOLI) proposes a horizontal approach to genomics, examining short, standardized genome segments across the sweep of eukaryotic life, all 10 million species. BOLI will extend our understanding of evolution and speciation in varied ways. It will facilitate quantification of biological diversity by disclosing cryptic species and enabling a rapid survey of taxon diversity in groups that have hitherto received scant morphological examination. It will facilitate assignment of life history stages to known species and provide a first estimate of species ages. It will also reveal key features of the mitochondrial genome, because the evolutionary properties of barcodes relate to those in the mitochondrial genome as a whole, acting to flag taxonomic groups or species with unusual nucleotide composition or evolutionary rates. The growing volume of barcode records has revealed that sequence variability within species is generally much lower than divergence among species (barcoding gap), a pattern that occurs in diverse lineages, suggesting a pervasive evolutionary process. Low variability may reflect recurrent selective sweeps of favored mitochondrial variants propagating as single linkage units across species. If this hypothesis is substantiated, the implications are significant, particularly for our understanding of molecular evolution of mitochondrial DNA and its relationship with species delineation.     

Evolution of polyploid triticum wheats under cultivation: the role of domestication, natural hybridization and allopolyploid speciation in their diversification

The evolution of the polyploid Triticum wheats is distinctive in that domestication, natural hybridization and allopolyploid speciation have all had significant impacts on their diversification. In this review, I outline the phylogenetic relationships of cultivated wheats and their wild relatives and provide an overview of the recent progress and remaining issues in understanding the genetic and ecological factors that favored their evolution. An attempt is made to view the evolution of the polyploid Triticum wheats as a continuous process of diversification that was initiated by domestication of tetraploid emmer wheat and driven by various natural events ranging from interploidy introgression via hybridization to allopolyploid speciation of hexaploid common wheat, instead of viewing it as a group of discrete evolutionary processes that separately proceeded at the tetraploid and hexaploid levels. This standpoint underscores the important role of natural hybridization in the reticulate diversification of the tetraploid-hexaploid Triticum wheat complex and highlights critical, but underappreciated, issues that concern the allopolyploid speciation of common wheat.