Adaptation and evolution of hummingbirds, sunbirds, and lizards
Rauri Bowie, Professor
Integrative Biology, Museum of Vertebrate Zoology
Applications for Fall 2024 are closed for this project.
We are working on a project to study the adaptation and evolutionary history of hummingbirds and sunbirds. Hummingbirds and sunbirds are two groups of birds that have independently adopted nectar as a major component of their diet and have evolved to be morphologically similar. Our project aims to explore whether convergent genetic evolution is responsible for adaptation in these two bird groups. We aim to collect genetic data from all known species of hummingbirds and sunbirds. This genetic data will be used to reconstruct the phylogenetic relationships among the species in each group of birds to better understand their evolutionary history. We will then reconstruct how particular genes of interest have evolved in different ecological conditions. For example, a number of hummingbird and sunbird species have independently colonized high-elevation habitats and we will be looking to see if these species share similar genetic changes in genes that promote survival in low-oxygen conditions.
We also have a similar project that is studying adaptation and evolution in side-blotched lizards. Male side-blotched lizards exhibit three mating strategies whose competitive dynamics are the first known example of a biological rock-paper-scissors game. Orange-throated males can dominate blue males and control large territories with many females because of their greater mass and testosterone levels. Blue-throated males closely guard their females and thereby exclude yellow males. Yellow-throated males mimic females and sneak onto other males’ territories to obtain mates, which works well in the large territories of orange males. The male morphs cycle in frequency over time because each has high fitness when one other type is common. We are investigating the genetic basis of these color morphs, how they evolved, and how the mating system has changed in different geographic locations.
Role: The initial role for the student would be to assist with the extraction of DNA from field collected samples from birds or lizards. The student would need to learn basic molecular genetics techniques, such as how to extract, quantify, and visualize DNA. Students who show a strong interest in the project may also be involved in additional laboratory techniques (e.g. PCR, DNA sequencing, making genomic libraries) and the analysis of the genetic data. This project would be a good fit for students interested in evolutionary biology that have with a strong desire to learn genetic laboratory skills. Critical skills for laboratory work are high levels of attention to detail and strong organizational skills. Previous laboratory experience is not required, but students with prior experience are encouraged to apply, as they will be able to make more rapid progress in the lab. The DNA extraction protocol requires being in the lab for 6-8 hours. Thus, students need to have sufficient time open in their schedules to permit an extended stretch of lab work. It is also desirable to work with students that can be involved with the project for multiple semesters, because of the time required for initial training in the laboratory.
Students will be mentored by Ammon Corl, who is a postdoctoral researcher in the lab who has mentored six URAP students in the past, two of whom have done an undergraduate thesis project with him. The goal for the students will be to have them learn common molecular genetics techniques, gain hands-on experience with evolutionary research, and achieve a high level of understanding of biological research. If students desire to do an undergraduate thesis project, they will be guided through the steps of collecting data, analyzing the data, and writing up their findings. Prior students have used their apprenticeship as a way to gain in-depth experiences in biology, which have helped them in their subsequent careers in graduate school, medical school, wildlife biology, and public health.
Science benefits from a diversity of scientists. Science requires thinking about problems from new perspectives and scientific progress comes from the collective action of a multitude of scientists approaching problems with different expertise, viewpoints, and backgrounds. Our lab welcomes students of all races, ethnicities, and cultures. We aim to have an inclusive and safe space where all people can learn about and practice science.
Qualifications: Students applying for this position are encouraged to write about the following topics in their URAP application: 1) How this project would fit with their personal and career interests; 2) Whether they have prior research experience; and 3) Why this particular project is of interest. 4) How much time they have available for lab work during weekdays between 9:00-4:00. It is essential that the student has the ability to be in the lab for 6-8 hours during at least one day per week. The student also needs to be able to come in for smaller blocks of time during another day or two in the week.
Day-to-day supervisor for this project: Ammon Corl, Post-Doc
Hours: 9-11 hrs
Related website: https://ammoncorl.github.io/
Related website: https://bowie.berkeley.edu/