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Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT HOST INTERACTION: timing, physical/chemical interaction, basic genetic compatibility leads to virulence, gene for gene hypothesis, pathogenicity
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Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Jan 18, 2016

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Gwenda Cooper
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Page 1: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Summary of previous lesson

• Dominant vs. codominant genetic markers

• Concept of “genotype”

• Alternatively fixed allele vs.difference in frequencies

• PLANT HOST INTERACTION: timing, physical/chemical interaction, basic genetic compatibility leads to virulence, gene for gene hypothesis, pathogenicity

Page 2: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Categories of wild plant diseases

• Seed decay

• Seedling diseases

• Foliage diseases

• Systemic infections

• Parasitic plants

• Cankers, wilts , and diebacks

• Root and butt rots

• Floral diseases

Page 3: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Seed diseases

• Up to 88% mortality in tropical Uganda

• More significant when seed production is episodic

Page 4: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 5: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Stress cone crop BS on DF

Page 6: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Seedling diseases

• Specific diseases, but also diseases of adult trees can affect seedlings

• Pythium, Phytophthora, Rhizoctonia, Fusarium are the three most important ones

• Pre- vs. post-emergence• Impact: up to 65% mortality in black cherry.

These diseases build up in litter• Shady and moist environment is very conducive to

these diseases

Page 7: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Foliar diseases

• In general they reduce photosynthetic ability by reducing leaf area. At times this reduction is actually beneficial

• Problem is accentuated in the case of small plants and in the case other health issues are superimposed

• Often, e.g. with anthracnose,needle cast and rust diseases leaves are point of entry for twig and branch infection with permanent damage inflicted

Page 8: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 9: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 10: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Systemic infections

• Viral?

• Phytoplasmas

• Peronospora and smuts can lead to over 50% mortality

• Endophytism: usually considered beneficial

Page 11: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Grass endophytes

• Clavicipetaceae and grasses, e.g. tall fescue• Mutualism: antiherbivory, protection from

drought, increased productivity• Classic example of coevolutionary

development: Epichloe infects “flowers” of sexually reproducing fescue, Neotyphodium is vertically transmitted in species whose sexual reproductive ability has been aborted

Page 12: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Parasitic plants

• True (Phoradendron) and dwarf mistletoe (Arceuthobium)

• Effects: – Up to 65% reduction in growth (Douglas-fir)

– 3-4 fold mortality rate increase

– Reduced seed and cone production

Problem accentuated in multistoried uneven aged forests

Page 13: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 14: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 15: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 16: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 17: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Cankers, wilts, and die-backs

• Includes extremely aggressive, often easy to import tree diseases: pine pitch canker, Dutch elm disease, Chestnut blight, White pine blister rust

• Lethal in most cases, generally narrow host range with the exception of Sudden Oak Death

Page 18: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Root diseases

• Extremely common, probably represent the most economically damaging type of diseases

• Effects: tree mortality (direct and indirect), cull, effect on forest structure, effect on composition, stand density, growth rate

• Heterobasidion, Armillaria, Phellinus weirii, Phytophthora cinnamomi

Page 19: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 20: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 21: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 22: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 23: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Removing food base causes infection of roots of other trees

Hyphae in plant tissue or soil (short-lived)

Melanin-covered rhizomorphs willallow for fungus to move to new food Sources (Armillaria mellea)

Page 24: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 25: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 26: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 27: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Effects of fire exclusion

Page 28: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 29: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Floral diseases

• Pollinator vectored smut on silene offers an example of well known dynamic interaction in which pathogen drives genetic variability of hosts and is affected by environmental condition

• Puccinia monoica produces pseudoflowers that mimic real flowers. Effects: reduction in seed production, reduction in pollinators visits

Page 30: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 31: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Density-dependence

• Most diseases show positive density dependence

• Negative dependence likely to be linked to limited inoculum: e.g. vectors limited

• If pathogen is host-specific overall density may not be best parameter, but density of susceptible host/race

• In some cases opposite may be true especially if alternate hosts are taken into account

Page 32: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Counterweights to numerical effects

• Compensatory response of survival can exceed negative effect of pathogen

• “carry over” effects?– NEGATIVE: progeny of infected individuals

less fit;– POSITIVE; progeny more resistant (shown

with herbivory)

Page 33: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Disease and competition

• Competition normally is conducive to increased rates of disease: limited resources weaken hosts, contagion is easier

• Pathogens can actually cryptically drive competition, by disproportionally affecting one species and favoring another

Page 34: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Janzen-Connol

• Regeneration near parents more at risk of becoming infected by disease because of proximity to mother (Botryosphaeria, Phytophthora spp.). Maintains spatial heterogeneity in tropical forests

• Effects are difficult to measure if there is little host diversity, not enough host-specificity on the pathogen side, and if periodic disturbances play an important role in the life of the ecosystem

Page 35: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Diseases and succession

• Soil feedbacks; normally it’s negative. Plants growing in their own soil repeatedly have higher mortality rate. This is the main reason for agricultural rotations and in natural systems ensures a trajectory towards maintaining diversity

• Phellinus weirii takes out Douglas fir and hemlock leaving room for alder

Page 36: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

The red queen hypothesis

• Coevolutionary arm race• Dependent on:

– Generation time has a direct effect on rates of evolutionary change

– Genetic variability available

– Rates of outcrossing (Hardy-weinberg equilibrium)

– Metapopulation structure

Page 37: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Diseases as strong forces in plant evolution

• Selection pressure

• Co-evolutionary processes– Conceptual: processes potentially leading to a

balance between different ecosystem components

– How to measure it: parallel evolution of host and pathogen

Page 38: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

• Rapid generation time of pathogens. Reticulated evolution very likely. Pathogens will be selected for INCREASED virulence

• In the short/medium term with long lived trees a pathogen is likely to increase its virulence

• In long term, selection pressure should result in widespread resistance among the host

Page 39: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

More details on:

• How to differentiate linear from reticulate evolution: comparative studies on topology of phylogenetic trees will show potential for horizontal transfers. Phylogenetic analysis neeeded to confirm horizontal transmission

Page 40: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Phylogenetic relationships Phylogenetic relationships within the within the HeterobasidionHeterobasidion complexcomplex

Het INSULARE

True Fir EUROPE

Spruce EUROPE

True Fir NAMERICA

Pine EUROPE

Pine NAMERICA

0.05 substitutions/site

NJ

Fir-SpruceFir-Spruce

Pine EuropePine Europe

Pine N.Am.Pine N.Am.

Page 41: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Geneaology of “S” DNA insertion into P Geneaology of “S” DNA insertion into P ISG confirms horizontal transfer.ISG confirms horizontal transfer.

Time of “cross-over” uncertainTime of “cross-over” uncertain

11.10 SISG CA

2.42 SISG CA

BBd SISG WA

F2 SISG MEX

BBg SISG WA

14a2y SISG CA

15a5y M6 SISG CA

6.11 SISG CA

9.4 SISG CA

AWR400 SPISG CA

9b4y SISG CA

15a1x M6 PISG CA

1M PISG MEX

9b2x PISG CA

A152R FISG EU

A62R SISG EU

A90R SISG EU

A93R SISG EU

J113 FISG EU

J14 SISG EU

J27 SISG EU

J29 SISG EU

0.0005 substitutions/site

NJ

890 bpCI>0.9

NA S

NA P

EU S

EU F

Page 42: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Complexity of forest diseases

• At the individual tree level: 3 dimensional

• At the landscape level” host diversity, microclimates, etc.

• At the temporal level

Page 43: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Complexity of forest diseases

• Primary vs. secondary

• Introduced vs. native

• Air-dispersed vs. splash-dispersed, vs. animal vectored

• Root disease vs. stem. vs. wilt, foliar

• Systemic or localized

Page 44: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Stem cankerStem cankeron coast live oakon coast live oak

Page 45: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Progression of cankersProgression of cankers

Older canker with dry seepOlder canker with dry seep

HypoxylonHypoxylon, a secondary , a secondary sapwood decayer will appearsapwood decayer will appear

Page 46: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Root disease center in true fir caused by Root disease center in true fir caused by H. annosumH. annosum

Page 47: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 48: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 49: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

HOST-SPECIFICITY

• Biological species• Reproductively isolated• Measurable differential: size of structures• Gene-for-gene defense model• Sympatric speciation: Heterobasidion,

Armillaria, Sphaeropsis, Phellinus, Fusarium forma speciales

Page 50: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 51: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Phylogenetic relationships Phylogenetic relationships within the within the HeterobasidionHeterobasidion complexcomplex

Het INSULARE

True Fir EUROPE

Spruce EUROPE

True Fir NAMERICA

Pine EUROPE

Pine NAMERICA

0.05 substitutions/site

NJ

Fir-SpruceFir-Spruce

Pine EuropePine Europe

Pine N.Am.Pine N.Am.

Page 52: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Recognition of self vs. non self

• Intersterility genes: maintain species gene pool. Homogenic system

• Mating genes: recognition of “other” to allow for recombination. Heterogenic system

• Somatic compatibility: protection of the individual.

Page 53: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

INTERSTERILITY

• If a species has arisen, it must have some adaptive advantages that should not be watered down by mixing with other species

• Will allow mating to happen only if individuals recognized as belonging to the same species

• Plus alleles at one of 5 loci (S P V1 V2 V3)

Page 54: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

MATING

• Two haploids need to fuse to form n+n

• Sex needs to increase diversity: need different alleles for mating to occur

• Selection for equal representation of many different mating alleles

Page 55: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

SEX

• Ability to recombine and adapt

• Definition of population and metapopulation

• Different evolutionary model

• Why sex? Clonal reproductive approach can be very effective among pathogens

Page 56: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Long branches in between Long branches in between groups suggests no sex is groups suggests no sex is occurring in between occurring in between groupsgroups

Het INSULARE

True Fir EUROPE

Spruce EUROPE

True Fir NAMERICA

Pine EUROPE

Pine NAMERICA

0.05 substitutions/site

NJ

Fir-SpruceFir-Spruce

Pine EuropePine Europe

Pine N.Am.Pine N.Am.

Page 57: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Small branches within a clade indicate Small branches within a clade indicate sexual reproduction is ongoing within that sexual reproduction is ongoing within that

group of individualsgroup of individuals

11.10 SISG CA

2.42 SISG CA

BBd SISG WA

F2 SISG MEX

BBg SISG WA

14a2y SISG CA

15a5y M6 SISG CA

6.11 SISG CA

9.4 SISG CA

AWR400 SPISG CA

9b4y SISG CA

15a1x M6 PISG CA

1M PISG MEX

9b2x PISG CA

A152R FISG EU

A62R SISG EU

A90R SISG EU

A93R SISG EU

J113 FISG EU

J14 SISG EU

J27 SISG EU

J29 SISG EU

0.0005 substitutions/site

NJ

890 bpCI>0.9

NA S

NA P

EU S

EU F

Page 58: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

SOMATIC COMPATIBILITY

• Fungi are territorial for two reasons– Selfish– Do not want to become infected

• If haploids it is a benefit to mate with other, but then the n+n wants to keep all other genotypes out

• Only if all alleles are the same there will be fusion of hyphae

• If most alleles are the same, but not all, fusion only temporary

Page 59: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

The biology of the organism drives an epidemic

• Autoinfection vs. alloinfection• Primary spread=by spores• Secondary spread=vegetative, clonal spread, same

genotype . Completely different scales (from small to gigantic)

Coriolus

Heterobasidion

Armillaria

Phellinus

Page 60: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 61: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

OUR ABILITY TO:

• Differentiate among different individuals (genotypes)

• Determine gene flow among different areas

• Determine allelic distribution in an area

Page 62: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

WILL ALLOW US TO DETERMINE:

• How often primary infection occurs or is disease mostly chronic

• How far can the pathogen move on its own

• Is the organism reproducing sexually? is the source of infection local or does it need input from the outside

Page 63: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 64: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 65: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 66: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 67: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 68: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 69: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Evolution and Population genetics

• Positively selected genes:……• Negatively selected genes……• Neutral genes: normally population genetics

demands loci used are neutral• Loci under balancing selection…..

Page 70: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Evolution and Population genetics

• Positively selected genes:……• Negatively selected genes……• Neutral genes: normally population genetics

demands loci used are neutral• Loci under balancing selection…..

Page 71: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Evolutionary history

• Darwininan vertical evolutionray models

• Horizontal, reticulated models..

Page 72: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Phylogenetic relationships Phylogenetic relationships within the within the HeterobasidionHeterobasidion complexcomplex

Het INSULARE

True Fir EUROPE

Spruce EUROPE

True Fir NAMERICA

Pine EUROPE

Pine NAMERICA

0.05 substitutions/site

NJ

Fir-SpruceFir-Spruce

Pine EuropePine Europe

Pine N.Am.Pine N.Am.

Page 73: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Geneaology of “S” DNA insertion into P Geneaology of “S” DNA insertion into P ISG confirms horizontal transfer.ISG confirms horizontal transfer.

Time of “cross-over” uncertainTime of “cross-over” uncertain

11.10 SISG CA

2.42 SISG CA

BBd SISG WA

F2 SISG MEX

BBg SISG WA

14a2y SISG CA

15a5y M6 SISG CA

6.11 SISG CA

9.4 SISG CA

AWR400 SPISG CA

9b4y SISG CA

15a1x M6 PISG CA

1M PISG MEX

9b2x PISG CA

A152R FISG EU

A62R SISG EU

A90R SISG EU

A93R SISG EU

J113 FISG EU

J14 SISG EU

J27 SISG EU

J29 SISG EU

0.0005 substitutions/site

NJ

890 bpCI>0.9

NA S

NA P

EU S

EU F

Page 74: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Because of complications such as:

• Reticulation

• Gene homogeneization…(Gene duplication)

• Need to make inferences based on multiple genes

• Multilocus analysis also makes it possible to differentiate between sex and lack of sex (Ia=index of association)

Page 75: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Basic definitions again

• Locus• Allele• Dominant vs. codominant marker

– RAPDS– AFLPs

Page 76: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

How to get multiple loci?

• Random genomic markers:– RAPDS– Total genome RFLPS (mostly dominant)– AFLPS

• Microsatellites• SNPs• Multiple specific loci

– SSCP– RFLP– Sequence information

Watch out for linked alleles (basically you are looking at the same thing!)

Page 77: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Sequence information

• Codominant

• Molecules have different rates of mutation, different molecules may be more appropriate for different questions

• 3rd base mutation

• Intron vs. exon

• Secondary tertiary structure limits

• Homoplasy

Page 78: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Sequence information

• Multiple gene genealogies=definitive phylogeny

• Need to ensure gene histories are comparable” partition of homogeneity test

• Need to use unlinked loci

Page 79: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Thermalcycler

DNA template

Forward primer Reverse primer

Page 80: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Gel electrophoresis to visualize PCR product

Ladder (to sizeDNA product)

Page 81: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

From DNA to genetic information (alleles are distinct DNA sequences)

• Presence or absence of a specific PCR amplicon (size based/ specificity of primers)

• Differerentiate through:– Sequencing– Restriction endonuclease– Single strand conformation polymorphism

Page 82: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Presence absence of amplicon

• AAAGGGTTTCCCNNNNNNNNN

• CCCGGGTTTAAANNNNNNNNN

AAAGGGTTTCCC (primer)

Page 83: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Presence absence of amplicon

• AAAGGGTTTCCCNNNNNNNNN

• CCCGGGTTTAAANNNNNNNNN

AAAGGGTTTCCC (primer)

Page 84: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

RAPDS use short primers but not too short

• Need to scan the genome

• Need to be “readable”

• 10mers do the job (unfortunately annealing temperature is pretty low and a lot of priming errors cause variability in data)

Page 85: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

RAPDS use short primers but not too short

• Need to scan the genome

• Need to be “readable”

• 10mers do the job (unfortunately annealing temperature is pretty low and a lot of priming errors cause variability in data)

Page 86: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

RAPDS can also be obtained with Arbitrary Primed PCR

• Use longer primers

• Use less stringent annealing conditions

• Less variability in results

Page 87: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Result: series of bands that are present or absent (1/0)

Page 88: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 89: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Root disease center in true fir caused by Root disease center in true fir caused by H. annosumH. annosum

Page 90: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Ponderosa pine Incense cedar

Page 91: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Yosemite Lodge 1975 Root disease centers outlined

Page 92: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Yosemite Lodge 1997 Root disease centers outlined

Page 93: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 94: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 95: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 96: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Are my haplotypes sensitive enough?

• To validate power of tool used, one needs to be able to differentiate among closely related individual

• Generate progeny

• Make sure each meiospore has different haplotype

• Calculate P

Page 97: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

RAPD combination1 2

• 1010101010

• 1010101010

• 1010101010

• 1010101010• 1010000000

• 1011101010

• 1010111010

• 1010001010

• 1011001010• 1011110101

Page 98: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Conclusions

• Only one RAPD combo is sensitive enough to differentiate 4 half-sibs (in white)

• Mendelian inheritance?

• By analysis of all haplotypes it is apparent that two markers are always cosegregating, one of the two should be removed

Page 99: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Dealing with dominant anonymous multilocus markers

• Need to use large numbers (linkage)

• Repeatability

• Graph distribution of distances

• Calculate distance using Jaccard’s similarity index

Page 100: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Jaccard’s

• Only 1-1 and 1-0 count, 0-0 do not count

1010011

1001011

1001000

Page 101: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Jaccard’s

• Only 1-1 and 1-0 count, 0-0 do not count

A: 1010011 AB= 0.6 0.4 (1-AB)

B: 1001011 BC=0.5 0.5

C: 1001000 AC=0.2 0.8

Page 102: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Now that we have distances….

• Plot their distribution (clonal vs. sexual)

Page 103: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Now that we have distances….

• Plot their distribution (clonal vs. sexual)

• Analysis: – Similarity (cluster analysis); a variety of

algorithms. Most common are NJ and UPGMA

Page 104: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Now that we have distances….

• Plot their distribution (clonal vs. sexual)

• Analysis: – Similarity (cluster analysis); a variety of

algorithms. Most common are NJ and UPGMA– AMOVA; requires a priori grouping

Page 105: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

AMOVA groupings

• Individual

• Population

• Region

AMOVA: partitions molecular variance amongst a priori defined groupings

Page 106: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Now that we have distances….

• Plot their distribution (clonal vs. sexual)

• Analysis: – Similarity (cluster analysis); a variety of

algorithms. Most common are NJ and UPGMA– AMOVA; requires a priori grouping– Discriminant, canonical analysis

Page 107: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Results: Jaccard similarity coefficients

0.3

0.90 0.92 0.94 0.96 0.98 1.00

00.10.2

0.40.50.60.7

Coefficient

Fre

quen

cy

P. nemorosa

P. pseudosyringae: U.S. and E.U.

0.3

Coefficient0.90 0.92 0.94 0.96 0.98 1.00

00.10.2

0.40.50.60.7

Fre

quen

cy

Page 108: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Fre

quen

cy

0.9 0.91 0.92 0.93 0.94 0.95 0.96 0.97 0.98 0.99

Pp U.S.

Pp E.U.

0.0

0.1

0.2

0.3

0.4

0.5

0.6

Jaccard coefficient of similarity

0.7

P. pseudosyringae genetic similarity patterns are different in U.S. and E.U.

Page 109: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

0.1

4175A

p72

p39

p91

1050

p7

2502

p51

2055.2

2146.1

5104

4083.1

2512

2510

2501

2500

2204

2201

2162.1

2155.3

2140.2

2140.1

2134.1

2059.2

2052.2

HCT4

MWT5

p114

p113

p61

p59

p52

p44

p38

p37

p13

p16

2059.4

p115

2156.1

HCT7

p106

P. nemorosa

P. ilicisP. pseudosyringae

Results: Results: P. nemorosaP. nemorosa

Page 110: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Results: Results: P. pseudosyringaeP. pseudosyringae

0.1

4175A2055.2p44

FC2DFC2E

GEROR4 FC1B

FCHHDFCHHCFC1A

p80FAGGIO 2FAGGIO 1FCHHBFCHHAFC2FFC2CFC1FFC1DFC1Cp83p40

BU9715 p50

p94p92

p88p90

p56Bp45

p41p72p84p85p86p87p93p96p39p118p97p81p76p73p70p69p62p55p54

HELA2HELA 1

P. nemorosaP. ilicis

P. pseudosyringae

= E.U. isolate

Page 111: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Now that we have distances….

• Plot their distribution (clonal vs. sexual)

• Analysis: – Similarity (cluster analysis); a variety of algorithms. Most

common are NJ and UPGMA

– AMOVA; requires a priori grouping

– Discriminant, canonical analysis

– Frequency: does allele frequency match expected (hardy weinberg), F or Wright’s statistsis

Page 112: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 113: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 114: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 115: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

The “scale” of disease

• Dispersal gradients dependent on propagule size, resilience, ability to dessicate, NOTE: not linear

• Important interaction with environment, habitat, and niche availability. Examples: Heterobasidion in Western Alps, Matsutake mushrooms that offer example of habitat tracking

• Scale of dispersal (implicitely correlated to metapopulation structure)---

Page 116: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

S-P ratio in stumpsS-P ratio in stumps is highly dependent is highly dependent on distance from true fir and hemlock standson distance from true fir and hemlock stands.

.

San Diego

Page 117: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Have we sampled enough?

• Resampling approaches

• Saturation curves

Page 118: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 119: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 120: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

If we have codominant markers how many do I need

• Probability calculation based on allele frequency.

Page 121: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

White mangroves:Corioloposis caperata

Page 122: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

White mangroves:Corioloposis caperata

Coco Solo Mananti Ponsok DavidCoco Solo 0Mananti 237 0Ponsok 273 60 0David 307 89 113 0

Distances between study sites

Page 123: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Coriolopsis caperataCoriolopsis caperata on on Laguncularia racemosaLaguncularia racemosa

Forest fragmentation can lead to loss of gene flow among previously contiguous populations. The negative repercussions of such genetic isolation should most severely affect highly specialized organisms such as some plant-parasitic fungi.

AFLP study on single spores

Site # of isolates # of loci % fixed alleles

Coco Solo 11 113 2.6

David 14 104 3.7

Bocas 18 92 15.04

Page 124: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Distances =PhiST between pairs ofpopulations. Above diagonal is the ProbabilityRandom distance > Observed distance (1000iterations).

Coco Solo Bocas David

Coco Solo 0.000 0.000 0.000

Bocas 0.2083 0.000 0.000

David 0.1109 0.2533 0.000

Page 125: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

From Garbelotto and Chapela, From Garbelotto and Chapela, Evolution and biogeography of matsutakesEvolution and biogeography of matsutakes

Biodiversity within speciesBiodiversity within speciesas significant as betweenas significant as betweenspeciesspecies

Page 126: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 127: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.
Page 128: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Using DNA sequences

• Obtain sequence

• Align sequences, number of parsimony informative sites

• Gap handling

• Picking sequences (order)

• Analyze sequences (similarity/parsimony/exhaustive/bayesian

• Analyze output; CI, HI Bootstrap/decay indices

Page 129: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

Using DNA sequences

• Testing alternative trees: kashino hasegawa • Molecular clock• Outgroup• Spatial correlation (Mantel)

• Networks and coalescence approaches

Page 130: Summary of previous lesson Dominant vs. codominant genetic markers Concept of “genotype” Alternatively fixed allele vs.difference in frequencies PLANT.

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are needed to see this picture.