89
Assigned readings Chapter 1 of Zimmer and Emlen text--The virus and the whale: how scientists study evolution.

Assigned readings

Embed Size (px)

DESCRIPTION

Assigned readings. Chapter 1 of Zimmer and Emlen text--The virus and the whale: how scientists study evolution. Biological evolution. Any change in the inherited traits (genetic structure) of a population that occurs from one generation to the next. - PowerPoint PPT Presentation

Citation preview

Page 1: Assigned readings

Assigned readings

Chapter 1 of Zimmer and Emlen text--The virus and the whale: how scientists study evolution.

Page 2: Assigned readings

Biological evolution

Any change in the inherited traits (genetic structure) of a population that occurs from one generation to the next.

Note that evolution is a population process that occurs from generation to generation.

The above definition is a definition of Microevolution.

Page 3: Assigned readings

Biological evolution

The microevolutionary changes in genetic structure of a population over time can lead to substantial changes in the morphology of organisms over time and the origin of new species.

Such changes are referred to as Macroevolution.

Page 4: Assigned readings

Why study evolution?

Evolution explains the diversity of life. All living things are related to each other and are the products of millions of years of evolution.

Understanding evolution allows us to understand why the living world is the way it is. We can understand e.g., the similarities and differences between species, as well as their adaptations and their distributions.

Page 5: Assigned readings

Why study evolution?

There are also practical reasons to study evolution.

Evolution allows us to understand the evolution of disease organisms such as viruses and bacteria and combat them.

Page 6: Assigned readings

Why study evolution?

Evolution also gives us insight into such “big” questions as:

“How did we get here?” and “How did thought and language

evolve?”

Page 7: Assigned readings

Evolution case studies

Whales: mammals gone to sea Viruses: the deadly escape artists

Page 8: Assigned readings

How do we know whales are mammals?

Whales share synapomorphies (shared derived characters) with mammals› Mammary glands› Three middle ear bones› Single jaw bone (dentary)› Hair (in developing embryos)

Similarities with fish [streamlining, fins] arose through convergent evolution

Page 9: Assigned readings

Whale evolution

Whales are aquatic mammals that evolved from terrestrial ancestors through the process of natural selection by which individuals that possessed traits that best fitted them to life in water left behind the most offspring.

Page 10: Assigned readings

Fossil whales

The evolution of whales is well documented by fossil discoveries.

Modern whales have peg-like teeth or baleen for feeding. Early fossil whales such as Dorudon (40 mya) however had more complex teeth that were similar to those of contemporary terrestrial mammals.

Page 11: Assigned readings

Dorudon

Page 12: Assigned readings

Dorudon and modern whales share numerous features of the skull in common, including a distinctively thick-walled ectotympanic bone.

The same distinctive bone is found in Pakicetus a terrestrial wolf-like animal from 50 mya.

Page 13: Assigned readings
Page 14: Assigned readings

Pakicetus

Pakicetus also possesses a distinctive ankle bone called the astragalus. In Pakicetus it has a double-pulley like morphology and this structure is found only in artiodactyls (hoofed mammals such as cows, pigs and deer).

Page 15: Assigned readings

Fossils reveal links to land mammals

• Shape of astragalus connects to artiodactyls

Page 16: Assigned readings

These and other fossil discoveries have enabled biologists to construct a phylogentic tree (a tree of branching relationships) that depicts the evolutionary history of the group.

Page 17: Assigned readings
Page 18: Assigned readings

Evolution case studies

Whales: mammals gone to sea Viruses: the deadly escape artists

Page 19: Assigned readings

Viruses

Your text has a nice discussion of the evolution of the flu virus. You need to read it and be familiar with it.

We will discuss a different example in class– the HIV virus to illustrate the process of natural selection.

Page 20: Assigned readings
Page 21: Assigned readings

Natural History of HIV/AIDS

Acquired Immune Deficiency Syndrome (AIDS) caused by Human Immunodeficiency Virus (HIV).

Page 22: Assigned readings

Scale of problem

WHO estimate in 2012 -- 35.3 million people living with HIV/AIDS

In 2012 1.3 million people died of AIDS

Page 23: Assigned readings

The Human Immunodeficiency Virus

HIV is an intracellular parasite Parasitizes macrophages and T-cells of

immune system Uses cells enzymatic machinery to

copy itself. Kills host cell in process.

Page 24: Assigned readings

How HIV enters the cell

HIV binds to two protein receptors on cell’s surface : CD4 and a coreceptor, usually CCR5.

Host cell membrane and viral coat fuse and virus contents enter cell.

Page 25: Assigned readings
Page 26: Assigned readings

What the virus inserts

RNA genome and three enzymes:

Reverse transcriptase

Integrase

Protease

Page 27: Assigned readings
Page 28: Assigned readings

Viral DNA inserted in host DNA produces HIV mRNA and all components of virus.

Viral particles self assemble and bud from host cell.

Page 29: Assigned readings

HIV budding from human immune cell

Page 30: Assigned readings

HIV hard to treat

Because HIV hijacks the host’s own enzymatic machinery: ribosomes, transfer RNAs, polymerases, etc. it is hard to treat.

Why would that be?

Page 31: Assigned readings

How HIV causes AIDS

Immune system destroys virus particles in bloodstream and cells infected with virus.

Unfortunately, HIV infects cells critical to immune system function.

Page 32: Assigned readings

How HIV causes AIDS

HIV invades immune system cells called helper T cells.

When a helper T cell is activated (by encountering an antigen [something foreign], it divides into memory T cells and effector T cells.

Page 33: Assigned readings

Memory T cells

Memory T cells are :› long-lived › generate an immune response quickly if

the same foreign protein is encountered again.

Page 34: Assigned readings

Effector T cells

Effector T cells attack HIV by: 1. Producing chemokines that stimulate B cells

to produce antibodies to the virus.

2. Stimulating macrophages to ingest cells infected with the virus.

3. Stimulating killer T cells to destroy infected cells displaying viral proteins.

Page 35: Assigned readings

Why is HIV hard to treat?Viral disguise

First round of infection with HIV reduces the pool of CD4 Helper T cells .

Loss of CD4 helper T cells cells is bad, but immune system now ready to recognize HIV.

What’s the problem?

Page 36: Assigned readings

Why is HIV hard to treat?Viral disguise

Virus mutates and the proteins on its outer surface (gp120 and gp41) change.

The new surface proteins are not recognized by the immune systems memory cells.

Mutants evade immune system and begin new round of infection

Page 37: Assigned readings

Why is HIV hard to treat?Viral disguise

Each cycle of mutation and infection reduces the numbers of helper T cells because they are infected by virus and destroyed.

Over time the body’s supply of helper T cells becomes exhausted and the immune system collapses.

Page 38: Assigned readings

Why is HIV hard to treat?Drug resistance.

AZT (azidothymidine) -- first HIV wonder drug

AZT interferes with HIV’s reverse transcriptase, [the enzyme the virus uses to convert its RNA into DNA so it can be inserted in the host’s geneome].

Page 39: Assigned readings

Why is HIV hard to treat?Drug resistance.

AZT is similar to thymidine (one of 4 bases of DNA nucleotides) but it has an azide group (N3) in place of hydroxyl group (OH).

An AZT molecule added to DNA strand prevents the strand from growing.

Page 40: Assigned readings
Page 41: Assigned readings

Why is HIV hard to treat?Drug resistance.

AZT successful in tests but patients quickly stopped responding to treatment.

Evolution of AZT-resistant HIV in patients usually took only about 6 months.

Page 42: Assigned readings
Page 43: Assigned readings

How does resistant virus differ?

The reverse transcriptase gene in resistant strains of HIV differs from non-resistant strains.

Mutations are located in active site of reverse transcriptase.

These changes prevent AZT binding to DNA chain but allow other nucleotides to bind.

Page 44: Assigned readings
Page 45: Assigned readings

How did resistance develop?

HIV reverse transcriptase very error prone.

About half of all DNA transcripts produced contain an error (mutation).

There is thus VARIATION in the HIV population in a patient.

Page 46: Assigned readings

HIV’s high mutation rate makes the occurrence just by chance of AZT-resistant mutations almost certain.

NATURAL SELECTION now starts to act in the presence of AZT

Page 47: Assigned readings
Page 48: Assigned readings

Selection in action

The presence of AZT suppresses replication of non-resistant strains.

Resistant strains are BETTER ADAPTED to the environment.

There is thus DIFFERENTIAL REPRODUCTIVE SUCCESS of HIV strains. Resistant strains produce more offspring than non-resistant.

Page 49: Assigned readings

Selection in action

Resistant strains replicate and pass on their resistant genes to the next generation.

Thus resistance is HERITABLE.

Page 50: Assigned readings

Selection in action

AZT-resistant strains replace non-resistant strains. The HIV gene pool changes from one generation to the next.

EVOLUTION has occurred.

Page 51: Assigned readings

Evolution of HIV population in an individual patient

Page 52: Assigned readings

Process of natural selection

There is variation in population – some members of population better adapted than others

That variation affects reproductive success – there is differential reproductive success as a result of natural selection.

Because the variation is heritable – beneficial alleles passed to offspring and alleles become more common in next generation.

Page 53: Assigned readings

Using selection to devise better treatment regimens.

Many different drugs have been developed to treat HIV.› Reverse transcriptase inhibitors (e.g. AZT).› Protease inhibitors (prevent HIV from

producing final viral proteins from precursor proteins).

› Fusion inhibitors prevent HIV entering cells.› Integrase inhibitors prevent HIV from

inserting HIV DNA into host’s genome.

Page 54: Assigned readings

Using selection to devise better treatment regimens.

We know treatment with a single drug will not be successful for long.

Why?

Page 55: Assigned readings

Using selection to devise better treatment regimens.

Multi-drug cocktails (referred to as HAART [Highly Active Anti-Retroviral Treatments] have proven successful.

HAART cocktails combine different drugs (e.g. two reverse transcriptase inhibitors and a protease inhibitor).

Why do HAART cocktails work?

Page 56: Assigned readings

Using selection to devise better treatment regimens.

Using multi-drug cocktails sets the evolutionary bar higher for HIV.

To be resistant a virus particle must possess mutations against all three drugs. The chances of this occurring is a single virus particle are very low.

Page 57: Assigned readings

Multi-drug treatments have proven very successful in reducing viral load and reducing mortality of patients.

Page 58: Assigned readings

Using selection to devise better treatment regimens.

However, HIV infection is not cured. Reservoir of HIV hides in resting white blood cells. Patients who go off HAART therapy experience increased HIV loads.

Page 59: Assigned readings

Using selection to devise better treatment regimens.

For patients on HAART whether HIV replication is stopped completely or not is crucial. In some HIV appears dormant and no replication means no evolution.

In other patients replication occurs, although slowly. However, this allows HIV to mutate and resistance to develop. So far, few HAART regimens are effective for more than 3 years.

Page 60: Assigned readings

Using selection to devise better treatment regimens.

A downside of HAART therapy is that many patients experience severe side effects.

Because of severe side effects some doctors have advocated “drug holidays” for their patients (i.e. to have patients stop taking drugs for a while). From an evolutionary perspective does this seem like a good idea or not?

Page 61: Assigned readings

Origins of HIV

Where did HIV come from?

HIV similar to a virus in monkeys and apes called SIV (simian immunodeficiency virus).

To identify ancestry of HIV scientists have sequenced various HIV strains and compared them to various SIV strains.

Page 62: Assigned readings

Origins of HIV

HIV-1 is most similar to an SIV found in chimps

http://animals.nationalgeographic.com/animals/mammals/chimpanzee/

Page 63: Assigned readings

Origins of HIV

HIV-2 is most similar to an SIV found in a monkey called the sooty mangabey.

http://pin.primate.wisc.edu/factsheets/entry/sooty_mangabey/cons

Page 64: Assigned readings
Page 65: Assigned readings

Origins of HIV

HIV-1 occurs in three different subgroups (called M,N and O) and each appears closely related to a different chimpanzee SIV strain.

Page 66: Assigned readings
Page 67: Assigned readings

Origins of HIV

Thus appears that HIV-1 jumped to humans from chimps on at least 3 occasions.

Most likely acquired through killing and butchering chimps and monkeys in the “bushmeat” trade.

Page 68: Assigned readings

When did HIV move to humans?

Sequence data from several group M strains has been used to estimate when HIV moved from chimps to humans.

Korber et al. (2000) analyzed nucleotide sequence data for 159 samples of HIV-1 strain M. Extrapolating from rates of change of different strains suggests that subgroup M probably infected humans in the early 1930’s.

Page 69: Assigned readings
Page 70: Assigned readings
Page 71: Assigned readings

Benefits of evolutionary understanding

To summarize: our understanding of evolutionary biology has enabled us to:

1. understand why HIV is so hard to treat 2. devise treatment methods that take evolution into account and 3. reconstruct the likely history of the disease.

Page 72: Assigned readings

Common misconceptions about Evolution

The process of Evolution is widely misunderstood and many misperceptions are common.

Page 73: Assigned readings

Misconception: Evolution is “just” a theory

All scientific theories are backed by multiple lines of evidence› A theory is not just a “hunch.” › A theory is a broad, overarching

explanation for a major aspect of the natural world that has been extensively tested over time.

› Other scientific theories?

Page 74: Assigned readings

Misconception: Evolution is “just” a theory

Other scientific theories› Gravity› Plate tectonics› Germ theory› Atomic theory of matter

Page 75: Assigned readings

Misconception: Evolution violates the second law of thermodynamics

The second law holds that disorder increases in closed systems (entropy always increases).

Some creationists argue that because evolution often results in the development of more complex forms from less complex that the first law is violated.

What’s the flaw in the argument?

Page 76: Assigned readings

Misconception: Evolution violates the second law of thermodynamics

The Earth is not a closed system.

The sun provides a constant input of energy.

Page 77: Assigned readings

Misconception: Evolution is natural selection

Natural selection is a crucially important mechanism of evolutionary change but it is not the only one

Other mechanisms include:› Genetic drift› Sexual selection

Page 78: Assigned readings

Misconception: Evolution is just random

Evolution includes random and non-random components› Mutations occur randomly

› But, natural selection is completely non-random.

› Selection favors mutations that increase the survival and reproduction of the organisms that possess them.

› Selection allows beneficial changes to accumulate from generation to generation.

Page 79: Assigned readings

Misconception: Evolution is just random

Convergent evolution also demonstrates that evolution is non-random › Similar body forms evolve when

environments are similar.

› (E.g. fish, whales, seals and sharks all have streamlined bodies that easily move through water).

Page 80: Assigned readings

Misconception: Organisms evolve adaptations they “need”

Evolution cannot anticipate the needs of an organism› Mutations do not occur because they

would be useful.

› If beneficial mutations happen to occur by chance they may increase in frequency through selection

Page 81: Assigned readings

Misconception: Evolution is a march of progress

Evolution is not ladder-like› New species result from branching events› Evolutionary patterns are bush-like not ladder-like.

Page 82: Assigned readings

Misconception: Evolution always moves from simple to complex

Evolution can also move from complex to simple› e.g. mitochondria evolved from free-living

bacteria› Parasitic tapeworms have no digestive

system.

Page 83: Assigned readings

Misconception: Evolution results from individuals adapting to environment

Evolution only works on inherited traits› Acquired changes are not passed to

offspring. No matter how much you practice a musical instrument you cannot pass that ability on to your child.

Page 84: Assigned readings

Misconception: Evolution results from individuals adapting to environment

Populations evolve; individuals do not› Evolution results from changes in allele

frequencies that result from the success or failure of individuals to reproduce (e.g. as a result of natural selection or sexual selection)

Page 85: Assigned readings

Misconception: Evolution promotes selfishness and cruelty

Natural selection favors traits that increase reproductive success› Cooperative traits are beneficial under

many conditions.› Cruelty is a human concept Nature is not

cruel. Rather Nature is pitilessly indifferent.

Page 86: Assigned readings

Misconception: Life can be divided into higher and lower forms

“Higher” and “lower” are just human judgment calls. All organisms are well adapted to the environment

Page 87: Assigned readings

Misconception: Life can be divided into higher and lower forms

Remember: All living organisms are the product of millions of years of selection and it’s hard to improve them.

That’s why most mutations are harmful.

Page 88: Assigned readings

Misconception: Organisms are perfectly adapted to their environment

Constraints and trade-offs limit how well organisms can adapt.

Page 89: Assigned readings

Misconception: Evolution happens for the good of the species

Evolution selects traits that are beneficial for individuals or their genes› Traits that are bad for individuals (or

genes) will not be selected for even if they are good for the species as a whole.