On October 25^th, 2018, Dr. Jason C. Slot, a fungal evolutionary genomics researcher, attended our Biology 3401 class to discuss his research and observations on the impact of analyzing the genomic information of distinct species to gain evolutionary information. Specifically, Dr. Slot delved into the two cases of the Podospora anserina and the Psilocybin mushrooms, which are both a type of fungus that display a level of horizontal gene transfer that illuminate phylogenetic information about their type of organism. While it will be elaborated upon, the awareness of the metabolic pathway gene transfer in Podospora anserina and the occurrence of unique gene clusters in Psilocybin mushrooms that do not correlate with close relatives can imply meaningful results in the presence of horizontal gene transfer (HGT).

First, it is important to note that the evolutionary history of Podospora anserina could not be understood to its greatest extent had it not been for the understanding of HGT, which is the “Duplication of genetic material from a genetic locus in one species to one in another species” (Slot 2018). After the analysis of the genes in the fungi, it was extraordinary to see that 14.5%of the horizontally transferred genes were determined to be genes responsible for secondary metabolite synthesis, transport, and catabolism (Slot 2018). Furthermore, a study done on Podospora anserina further concluded the fact that the necessity to metabolize from different complex carbon sources required horizontal gene transfer to form a dynamic evolutionary history of the fungi (Espagne et al. 2008). Moving onward to HGT, as it pertains to the specific mechanisms, it was vital that students understood the “selfish cluster hypothesis”, which communicated the idea that weakly selected genes can survive through the clustering of their gene with others to transfer to distinct species (Slot 2018). It is believed that the clustering is the reason that Psilocybin, which is a cluster of different chemicals, has been identified as a prevailing feature in mushrooms, due to its absence in close relatives signaling HGT in recent history to dung (why dung is preferred is still in question). Also, research done on HGT now extrapolates such results to challenge previous notions that eukaryotes could not observe HGT, as there has been increasing results suggesting the prevalence of this genetic transfer throughout the entire tree of life (Qiu et al. 2016). This allows us to be aware of the changing dynamics in evolutionary research, and the further finding will always enhance our understanding of the most core theorems and truths of biology.

While the information may have seemed daunting throughout the presentation, having to complete some independent research and analyze professional publications was an opportunity to digest material that was slightly beyond my understanding. Such work better prepares me for future endeavors in the scientific field, which requires that the populace of, in my case, dental professionals have the ability to collaborate with other people and to understand new studies done in the field, no matter the specific content’s relevance to your own work.

1. Slot, Jason. 2018, October, 25. Reading the genomes of microorganisms to form ecological

and evolutionary hypotheses. Seminar presented at: Biology 3401, Ohio State     University. Columbus, Ohio.

2. Espagne E et al. The genome sequence of the model ascomycete fungus Podospora anserina.

2008 May 6 [accessed 2018 Nov 1]. https://genomebiology.biomedcentral.com/articles/10.1186/gb-2008-9-5-r77

3. Qiu H et al. Extensive horizontal gene transfers between plant pathogenic fungi. 2016 May

23 [accessed 2018 Nov 1]. https://bmcbiol.biomedcentral.com/articles/10.1186/s12915-016-0264-3

On October 25, 2018, Dr. Jason C. Slot will be visiting my Biology 3401 (Integrative Biology) class and giving a guest seminar with the following title, “Reading the genome of microorganisms to form ecological and evolutionary hypotheses”. The topic actually invites a peculiar view on the entire profession of dental, medical, and any form of health care, specifically in the necessity of understanding evolutionary changes in microorganisms, which is the topic of the seminar, but also of humans. Many of the biological studies done on animals, and some on humans, analyze microorganisms to evaluate key vectors of concern or safety towards the tested variables of that study, wherein results usually impact medicine development or treatments to ailments. An understanding of the evolution of microorganisms can facilitate the growth of a more detailed view on the future of public health and dental care, as well as create a more educated physician or dental professional community. Furthermore, the theoretical exploration into the evolutionary patterns of microorganisms can extend to the analysis of the development of human and animal features over time in response to external stimuli, and can help garner the propagation of ideas that aid professionals in examining patient history and explaining the presence of features that would not be easily understandable without proper historical context. A followup post will be created to reflect on the information from the seminar, and what lessons can be applied to dentistry specifically.

As my first semester at The Ohio State University winds down, I have finally begun reflecting upon the numerous changes that I have encountered, whether in an academic, extracurricular, or social setting, and I can conclude that I have successfully overcome some my most fearfully anticipated challenges at college. Most importantly, the manner in which I faced the social aspect of college was the most surprising, mostly to myself, due to the fact that it marked a significant transition between the introverted lifestyle I led during high school and the noticeably more active effort of meeting people during college. Advertised as an all-encompassing experience, no student can venture through the long journey that is the college experience without dealing with the social aspect of communicating with other people and creating connections that extend past their education. Accordingly, I have taken an active role in solidifying my initial connections with all suite mates, and as many classmates and superiors as possible, in order to not only expand my capability to escape my comfort zone, but to also prepare for the practical communication-based nature of the work environment after college. Furthermore, my honed ability to value the respect-based relationships with other people has allowed for me to draw from the unique knowledge of all people I have met, which will be invaluable in my undergraduate experience, where any problem I have will most likely have a solution from one of the people I have built a connection with during my first semester. With respect to the aforementioned academic and extracurricular aspects of college, the prior commitments to education and extracurricular practices that I made before college have directly translated to a relatively easy management of my current priorities and responsibilities, and I eagerly await the opportunity to encounter the truly challenging course-work that defines the academic maturation of college students.