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May 10, 2008

Regulation of sex ratios in plants

“Under drought conditions,” says Bänziger, CIMMYT’s director for corn research, “the maize plant puts more resources into pollen formation and less into seeds.” From the plant’s point of view this makes sense. Pollen is much cheaper energy-wise for the plant to make, and, if the pollen manages to fertilize another plant’s seed, the drought-afflicted parent will still contribute 50% of its genes to the offspring. But this is of little help to farmers, who sell kernels, not pollen." -- Nature 452:273

Maize plants are hermaphrodites, having both male (pollen-producing) and female (seed-producing) flowers. Other plant and animal species have two sexes, such as males and females. From the title, “Density-dependent regulation of sex ratio in an annual plant”, I assumed that this week’s paper (by Marcel Dorken and John Pannell, published in American Naturalist) would be about how parent plants adjust the male:female ratio in their offspring, a topic I have discussed previously.

But no. Mercurialis annua is stranger than that. Its two “sexes” are male and hermaphrodite.

When a hermaphrodite plant pollinates itself or is pollinated by another hermaphrodite plant, all of its seeds grow up to be hermaphrodites. When a hermaphrodite is pollinated by a male plant, half its seeds are hermaphrodites and half are male.

Male plants don’t produce seeds, so an isolated population of only male plants will die out. An isolated population of only hermaphrodites will stay hermaphrodite-only. Real-world populations tend to be between 0 and 40% male. Maleness is genetically determined in this species, so it can evolve, changing the frequency of males over generations. But in which direction?

The authors hypothesized that males would become more common at high density, when lots of M. annua plants are crowded together, but less common at low density. One reason is that isolated hermaphrodites (the only sex that produces seeds, in this species) would mainly pollinate themselves, producing more hermaphrodites. At higher population density, however, hermaphrodites would receive more wind-blown pollen from nearby male plants. If the males produce enough pollen to swamp that from the hermaphrodites, up to half of the resulting seeds would be male.

But what if the hermaphrodites change their investment in pollen vs. seeds with changing conditions, as maize plants apparently do under drought? The authors hypothesized that hermaphrodites would produce less pollen at high than at low density. If so, then other plants (some of them males) would be responsible for a larger fraction of pollination at high density. More pollination by males, rather than self-pollination by hermaphrodites, would lead to a higher percentage of male seeds. So high density could lead to more males, in two apparently independent ways.

To test this hypothesis, the authors collected seeds from several locations and grew each batch of seed at high density (closely-spaced plants) and low density (widely-spaced plants). They measured pollen production and the sex ratio in seeds produced.

Consistent with their hypothesis, “hermaphrodites produced 3.6 times as much pollen per unit biomass under low densities.” Most populations also evolved in the predicted directions, increasing in percent male at high density and decreasing at low density.

The paper doesn’t seem to explain why wider spacing would increase pollen production by hermaphrodites. I can see that this would be beneficial if a hermaphrodite needed to supplement its neighbors’ pollen with more of its own, but wouldn't closer neighbors also increase the success rate for any pollen it sent drifting on the wind? Also, how can plants tell how many other members of their species are nearby? Are they just responding to the amount of nonself pollen they receive, or are other signals (perhaps gases) being exchanged?

Your homework assignment is to explain the implications of these findings for human sexual morality. Blank sheets of paper will receive full credit.

May 07, 2008

Real vs. fake controversy

I liked this essay comparing areas in evolutionary biology where there is genuine controversy -- i.e., where people who are actually collecting data and publishing on a topic disagree -- vs. the phony controversies imagined by creationists. Group selection may still almost qualify as a controversy, a question I may address in a later post, but age of the earth, common ancestry of all species (at least those studied so far!), and the power of natural selection to solve difficult problems are not at all controversial among those actively publishing on related topics.

The question of how much exposure high school students should have to genuine scientific controversies seems a bit more complex to me. I agree that helping students get enough of the basics to understand active controversies in any depth is a big challenge. On the other hand, I've been amazed how many high school students (and their parents) think that the only definition of "research" is looking up information in a library or on the web. If we want students to understand that scientific research is an exciting, ongoing activity, some kind of exposure to areas where scientists disagree seems essential. Areas of research that are easier to understand, like the mindless screening of drugs, don't convey the intellectual excitement of real science.

Here's a seminar class I've thought about for either high school seniors or first-year college students. First, let's set the minimum standard for a scientific controversy as: at least two conflicting points of view, each represented by data-containing papers from at least two nonoverlapping groups, in journals with an impact factor of at least 1.0. Each week we consider one question, such as:
1) What causes AIDS?
2) What is killing amphibians around the world?
3) How old is the earth (within 10%, say)?
4) What living species is the closest relative of chimpanzees?
Students get points for showing that each topic was controversial, at least at one time, with a big bonus for whoever shows controversy most recently. Then we could make a time-line, showing when each question was settled (pending new data, of course!).

May 03, 2008

Sharing diseases with relatives and neighbors

Not enough people voted on the Reader’s Choice, so this week’s paper is “Phylogeny and geography predict pathogen community similarity in wild primates and humans” by Jonathan Davies and Amy Pedersen, published in Proceedings of the Royal Society.

Many humans diseases, from flu to AIDS, come from other species. Similarly, diseases from dogs are an increasing threat to lions, while cat diseases kill sea otters. Are there general rules that predict how likely two species are to share diseases?

To find out, the authors analyzed several large data sets on diseases of humans and 117 other species of primate (apes, monkeys, etc.). They hypothesized that species are more likely to share diseases if they live near each other and/or if they are more closely related, that is if they share a more recent common ancestor. This is similar to how we define relatedness in humans: brothers and sisters have more recent common ancestors (parents) than cousins do (grandparents). Fortunately, the family tree for primates is relatively uncontroversial, at least among scientists.

Overall patterns were consistent with both of their hypotheses. For example, pairs of species whose last common ancestor lived 20 million years ago were more than twice as likely to share diseases, relative to less-related pairs of species, whose last common ancestor lived 40 million years ago. Within each relatedness class, pairs of species were about three times more likely to share diseases if they live near each other.

How can species that don’t live near each other share the same disease-causing microbes? Maybe they lived near each other some time in the past, or maybe the microbes were spread by species that travel widely: migrating birds, say, or ecotourists. Wash the soil off your boots before you travel to the Galapagos, OK?

For protozoa (microbes bigger and more complex than bacteria), host relatedness was most important. But for viruses, host relatedness was less important. Because viruses evolve faster than protozoa, they can more easily adapt to new hosts.

Guns, Germs, and Steel suggested that the European diseases that killed so many Americans after 1492 originally came from livestock. Consistent with the results in this paper, these diseases were mostly caused by viruses, which could more easily adapt to new hosts.

Cows and sheep are much less related to humans and chimps than humans and chimps are to each other, but I've never gotten a clear answer from creationists as to where they think the boundaries of "created kinds" lie. Since they like to caricature evolution as a frog "turning into" a cow -- an even larger change that would take millions of generations -- maybe apes, or even mammals, are all the same "created kind"?

Also this week:

Environment-contingent sexual selection in a colour polymorphic fish


Encoding choosiness: female attraction requires prior physical contact with individual male scents in mice


Subtle cues of predation risk: starlings respond to a predator's direction of eye-gaze

Local resource competition and local resource enhancement shape primate birth sex ratios

May 01, 2008

Science fair secrets 3: The $250 science lab

This is part of a series (copyright R Ford Denison) on the secrets of winning science fair projects. Click "science fairs" under Categories (at right) for more.

It is quite possible to do good experimental science fair projects using only everyday materials (rulers, paper cups, etc.). However, a small investment in inexpensive scientific apparatus can greatly expand the range of feasible experiments. For a fraction of the cost of a desktop computer, you can measure weight (mass), volume, temperature, acidity (pH), and light, all with sufficient accuracy to generate useful data. Unlike a computer, this equipment won't be obsolete in two years, or in twenty. These prices are old, so it might be a $275 science lab by now. On the other hand, these are all new prices; used would be cheaper. Items earlier on the list are most widely useful. Add an inexpensive microscope and you'll be about as well-equipped as Darwin. Aside from the boat, gun, greenhouse, and assistants, of course.

Compare with this much more ambitious home lab. Before spending that kind of money, I would wait and see what direction my research was going.

Item.................................................................Price

Triple beam pan balance (600 g x 0.1 g).......$ 93.00
Graduated cylinders (100 mL).................2 for 11.00
Multitester (use with sensors below)..............24.99
Mini-hook adaptors for above.............................2.59
Thermistors, for temperature (2 @ 1.99)...........3.98
Photocell assortment, for light............................1.98
Red-fluid thermometers (2 @ $6.50)................13.00
Acid/base pH indicator paper...........................13.30
Range extension set for balance (2 kg) ........24.95
Stopwatch.......................................................10.00

Safety alcohol burner......................................16.80
Ring stand (support rod)..................................14.40
3" ring for above................................................8.10
Small object clamp for above.............................8.30

Total:...........................................................$ 246.39

Sources: Edmund Scientific, Radio Shack, Fisher

An example of an experiment you could do with only the above, plus a metal or Pyrex container from the kitchen, would be a comparison of the heat output of two different alcohols.

1) Put the alcohol burner on the balance, to measure fuel use as loss of weight.
2) Put the container (with water) above the burner, on the 3" ring on the ring stand.
3) Suspend a thermometer in the water, using the small object clamp.
4) Measure the water temperature as it heats up, and graph it over time. (While you're at it, stick a thermistor in there and measure how it's resistance changes, using the multimeter; plot these data together with the thermometer temperature and you've got a calibration curve for the thermistor, for future use. An extra data graph in your lab notebook, or even in your display, never hurts!)
5) Repeat with the second fuel (ethanol vs. propanol, say). Remember to test each fuel at least twice.

The slope of the temperature vs. time curve is proportional to the heat from the burning fuel. Each 1 C increase in temperature requires one calorie of energy from the fuel for each gram of water in the container. As a second measure of heat output, measure the rate of evaporation, once water reaches boiling. Each g evaporated takes 540 calories.

I plan to use this example again in a future Science Fair Secrets entry on how a little simple math can really add up.

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