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首页> 外文期刊>Evolution >Where Do I Come From? Using Student's Mitochondrial DNA to Teach About Phylogeny, Molecular Clocks, and Population Genetics
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Where Do I Come From? Using Student's Mitochondrial DNA to Teach About Phylogeny, Molecular Clocks, and Population Genetics

机译：我从哪里来？使用学生的线粒体DNA进行系统发育，分子钟和群体遗传学的教学

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摘要

Phylogenetic reconstruction, divergence times, and population genetics are critical concepts for a complete understanding of evolution. Unfortunately, students generally lack "tree-thinking" skills and are often unmotivated to explore these concepts using typical classroom exercises that feature taxa unknown to students or simulated datasets. To generate greater student interest, we have developed an affordable practical lab ($16 dollars per student) where students extract and sequence their own mtDNA and use it for exercises involving phylogenetic reconstruction (placement of own DNA into the world tree), divergence (speciation) time (comparing current student population with chimps, gorillas, and Neanderthal), and population genetics (demographic change calculation based on student's sample). In contrast to traditional labs, we found that students were highly motivated and enthusiastic throughout the four-week activity. Students had a 100% rate of success in obtaining DNA sequences and their evaluations report high satisfaction with the learning outcome. Here we provide all details and datasets needed to run the lab and discuss a series of assessments and possible exercises.
机译：系统发育重建，发散时间和种群遗传学是全面理解进化的关键概念。不幸的是，学生通常缺乏“树型思维”技能，并且通常无动于衷地使用典型的课堂练习来探索这些概念，这些练习具有学生或模拟数据集未知的分类单元。为了引起更大的学生兴趣，我们开发了一个负担得起的实践实验室（每位学生16美元），学生可以提取并测序自己的mtDNA，并将其用于涉及系统发育重建（将自己的DNA放入世界树），发散（物种形成）的练习中时间（将当前的学生人口与黑猩猩，大猩猩和尼安德特人比较）和人口遗传学（根据学生的样本进行人口统计变化计算）。与传统实验室相比，我们发现学生在为期四周的活动中充满了动力和热情。学生获得DNA序列的成功率达到100％，他们的评估报告对学习成果非常满意。在这里，我们提供了运行实验室所需的所有详细信息和数据集，并讨论了一系列评估和可能的练习。

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