{"id":28304,"date":"2020-05-04T12:29:00","date_gmt":"2020-05-04T10:29:00","guid":{"rendered":"https:\/\/www.embl.org\/ells\/teachingbase\/treetops-2\/"},"modified":"2021-06-17T14:18:04","modified_gmt":"2021-06-17T14:18:04","slug":"treetops","status":"publish","type":"teachingbase","link":"https:\/\/www.embl.org\/ells\/teachingbase\/treetops\/?lang=cs","title":{"rendered":"\u2018TreeTOPS\u2018 \u2013 fylogenetick\u00e1 zah\u0159\u00edvac\u00ed hra"},"content":{"rendered":"\n<div class=\"vf-tabs\"><ul class=\"vf-tabs__list\" data-vf-js-tabs=\"true\"><li class=\"vf-tabs__item\"><a class=\"vf-tabs__link\" href=\"#vf-tabs__section-0c7f4e6c-588c-47f2-814c-f43cfdb38712\">\u00davod<\/a><\/li><li class=\"vf-tabs__item\"><a class=\"vf-tabs__link\" href=\"#vf-tabs__section-3bbaaafd-c443-4067-98bc-d37932c30a04\">Pozad\u00ed<\/a><\/li><li class=\"vf-tabs__item\"><a class=\"vf-tabs__link\" href=\"#vf-tabs__section-a6116520-2467-4baa-9642-dd516aeae3e0\">Hern\u00ed materi\u00e1ly<\/a><\/li><li class=\"vf-tabs__item\"><a class=\"vf-tabs__link\" href=\"#vf-tabs__section-57ca16e7-3901-4f39-8ec6-91ff757d2e7d\">Pokyny ke h\u0159e<\/a><\/li><li class=\"vf-tabs__item\"><a class=\"vf-tabs__link\" href=\"#vf-tabs__section-19787a7e-6c4c-4dd4-ba62-75ba1f3b01fe\">Galerie<\/a><\/li><\/ul><div class=\"vf-tabs-content\" data-vf-js-tabs-content=\"true\">\n<section class=\"vf-tabs__section\" id=\"vf-tabs__section-0c7f4e6c-588c-47f2-814c-f43cfdb38712\"><h2>\u00davod<\/h2>\n<p>Tato zah\u0159\u00edvac\u00ed hra (\u201cicebreaker\u201d) m\u00e1 za \u00fakol uv\u00e9st hr\u00e1\u010de do fylogenetiky \u2013 discipl\u00edny zab\u00edvaj\u00edc\u00ed se evolu\u010dn\u00edmi vztahy mezi taxonomick\u00fdmi skupinami (nap\u0159. organismy, druhy a populacemi) a jin\u00fdmi biologick\u00fdmi jednotkami (geny a proteiny). Hr\u00e1\u010di pracuj\u00ed ve skupin\u011b a sna\u017e\u00ed se vytvo\u0159it fylogenetick\u00fd strom na z\u00e1klad\u011b kr\u00e1tk\u00fdch prou\u017ek\u016f s barevn\u00fdmi vzory, kter\u00e9 reprezentuj\u00ed pomysln\u00e9 taxonomick\u00e9 skupiny \u010di biologick\u00e9 jednotky.<\/p>\n<\/section>\n\n\n\n<section class=\"vf-tabs__section\" id=\"vf-tabs__section-3bbaaafd-c443-4067-98bc-d37932c30a04\"><h2>Pozad\u00ed<\/h2>\n<details  class=\"vf-details\" id=\"\"  >\n<summary class=\"vf-details--summary\">\nKlasick\u00e1 versus molekul\u00e1rn\u00ed fylogenetika<\/summary>\n<div class=\"acf-innerblocks-container\">\n\n<p>Rekonstrukce fylogeneze hr\u00e1la kl\u00ed\u010dovou \u00falohu v porozum\u011bn\u00ed evolu\u010dn\u00edm proces\u016fm. Tradi\u010dn\u00ed metody klasifikace, kter\u00e9 byly zalo\u017eeny na morfologick\u00fdch pozorov\u00e1n\u00edch a znac\u00edch, sledovaly evolu\u010dn\u00ed vztahy biologick\u00fdch kategori\u00ed jako jsou rody, druhy a populace. Rychl\u00e9 pokroky v molekul\u00e1rn\u00ed biologii v posledn\u00edch n\u011bkolika dek\u00e1d\u00e1ch v\u0161ak p\u0159inesly revoluci ve studiu fylogenetick\u00fdch vztah\u016f cel\u00fdch organism\u016f i jejich molekul\u00e1rn\u00ed podstaty. Metody jako polymer\u00e1zov\u00e1 \u0159et\u011bzov\u00e1 reakce (PCR), polymorfismus d\u00e9lky restrik\u010dn\u00edch fragment\u016f (RFLP) a v posledn\u00ed dob\u011b zejm\u00e9na sekvenace DNA na \u00farovni cel\u00fdch genom\u016f spole\u010dn\u011b s ohromn\u00fdm n\u00e1r\u016fstem objemu dat v biologick\u00fdch datab\u00e1z\u00edch z\u00e1sadn\u011b zm\u011bnily rozm\u011br fylogenetiky a umo\u017enily badatel\u016fm vytv\u00e1\u0159et fylogenetick\u00e9 stromy na z\u00e1klad\u011b molekul\u00e1rn\u00edch charakteristik. Molekul\u00e1rn\u00ed data se tak stala prvotn\u00edm zdrojem informac\u00ed pro vytv\u00e1\u0159en\u00ed fylogenetick\u00fdch strom\u016f.<\/p>\n\n\n\n<p>Lze uv\u00e9st mnoho p\u0159\u00edklad\u016f, ve kter\u00fdch molekul\u00e1rn\u00ed fylogenetika pomohla objasnit slo\u017eit\u00e9 evolu\u010dn\u00ed vztahy. Nap\u0159\u00edklad a\u017e do 70. let 20. stolet\u00ed byly pl\u00edsn\u011b klasifikov\u00e1ny jako pod\u0159\u00ed\u0161e rostlin. Teprve anal\u00fdza molekul\u00e1rn\u00edch dat uk\u00e1zala, \u017ee pl\u00edsn\u011b jsou bl\u00ed\u017ee \u017eivo\u010dich\u016fm ne\u017e rostlin\u00e1m, a pl\u00edsn\u011b tak byly p\u0159e\u0159azeny do vlastn\u00ed \u0159\u00ed\u0161e. Sekvence biologick\u00fdch molekul tak\u00e9 pomohla v\u011bdc\u016fm l\u00e9pe klasifikovat viry, geny a proteiny a objasnit tak cel\u00e9 spektrum probl\u00e9m\u016f v l\u00e9ka\u0159sk\u00fdch a p\u0159\u00edrodov\u011bdeck\u00fdch oborech. D\u00edky molekul\u00e1rn\u00edm dat\u016fm byla umo\u017en\u011bna p\u0159esn\u011bj\u0161\u00ed identifikace vztah\u016f mezi p\u0159edky dne\u0161n\u00edch organism\u016f a d\u00e1le tak pom\u00e1h\u00e1 lep\u0161\u00edmu v\u00fdb\u011bru modelov\u00fdch organism\u016f, kter\u00fd zohled\u0148uje podobnost dan\u00e9ho organismu k jeho evolu\u010dn\u00edm p\u0159edk\u016fm.<\/p>\n\n<\/div>\n<\/details>\n\n\n\n<details  class=\"vf-details\" id=\"\"  >\n<summary class=\"vf-details--summary\">\nFylogenetick\u00e9 stromy<\/summary>\n<div class=\"acf-innerblocks-container\">\n\n<p>Ve fylogenetick\u00fdch stromech je vz\u00e1jemn\u00e1 evolu\u010dn\u00ed p\u0159\u00edbuznost vyj\u00e1d\u0159ena pomoc\u00ed v\u011btven\u00ed a pozic biologick\u00fdch jednotek na konc\u00edch v\u011btv\u00ed. Bl\u00edzce p\u0159\u00edbuzn\u00e9 jednotky jsou ve fylogenetick\u00e9m stromu vz\u00e1jemn\u011b bl\u00ed\u017ee, zat\u00edmco vzd\u00e1len\u011b p\u0159\u00edbuzn\u00e9 entity se objevuj\u00ed na velice vzd\u00e1len\u00fdch v\u011btv\u00edch fylogenetick\u00e9ho stromu. V n\u00ed\u017ee uveden\u00e9m textu jsou porovn\u00e1ny dva nejzn\u00e1m\u011bj\u0161\u00ed typy fylogenetick\u00fdch strom\u016f a vysv\u011btleny d\u016fle\u017eit\u00e9 pojmy pro pr\u00e1ci s nimi.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><b><i>Nezako\u0159en\u011bn\u00e9 versus zako\u0159enen\u00e9 fylogenetick\u00e9 stromy<\/i><\/b><\/h3>\n\n\n\n<div class=\"vf-grid | vf-grid__col-2\"><div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"337\" height=\"320\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Trees_Explained_Unrooted_web.png\" alt=\"\" class=\"wp-image-1413\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Trees_Explained_Unrooted_web.png 337w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Trees_Explained_Unrooted_web-300x285.png 300w\" sizes=\"auto, (max-width: 337px) 100vw, 337px\" \/><figcaption class=\"vf-figure__caption\"><em>Nezako\u0159enen\u00fd<\/em><br><em>fylogenetick\u00fd strom<\/em><\/figcaption><\/figure>\n\n<\/div>\n<\/div>\n\n\n<div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"467\" height=\"308\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Trees_Explained_Rooted_web.png\" alt=\"\" class=\"wp-image-1412\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Trees_Explained_Rooted_web.png 467w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Trees_Explained_Rooted_web-300x198.png 300w\" sizes=\"auto, (max-width: 467px) 100vw, 467px\" \/><figcaption class=\"vf-figure__caption\"><em>Zako\u0159en\u011bn\u00fd<\/em><br><em>fylogenetick\u00fd strom<\/em><\/figcaption><\/figure>\n\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<p>Nezako\u0159en\u011bn\u00fd fylogenetick\u00fd strom neposkytuje \u017e\u00e1dnou informaci o posledn\u00edm spole\u010dn\u00e9m p\u0159edku dan\u00e9 skupiny. M\u016f\u017ee v\u0161ak b\u00fdt v\u017edy p\u0159eveden na strom zako\u0159en\u011bn\u00fd, kter\u00fd ji\u017e obsahuje informaci od spole\u010dn\u00e9m p\u0159edku (ko\u0159eni) dan\u00e9 skupiny. Porovn\u00e1n\u00edm toho, zda jsou dan\u00e9 znaky p\u0159\u00edtomn\u00e9 pouze ve studovan\u00e9 skupin\u011b (ingroup) nebo i ve vzd\u00e1len\u011b p\u0159\u00edbuzn\u00fdch skupin\u00e1ch, je mo\u017en\u00e9 ur\u010dit, zda se jedn\u00e1 o p\u016fvodn\u00ed znak (p\u0159\u00edtomn\u00fd v posledn\u00edm spole\u010dn\u00e9m p\u0159edku) nebo o znak odvozen\u00fd \u2013 specifick\u00fd pro danou skupinu.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><b><i><strong>T<\/strong>erminologie fylogenetick\u00fdch strom\u016f<\/i><\/b><\/h3>\n\n\n\n<div class=\"vf-grid | vf-grid__col-2\"><div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<h4 class=\"wp-block-heading\">V\u011btev (Branch)<\/h4>\n\n\n\n<p>V\u011btev propojuje dva uzly stromu a p\u0159edstavuje tak evolu\u010dn\u00ed cestu dan\u00e9 linie (biologick\u00e9 jednotky).<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Ko\u0159en (Root)<\/h4>\n\n\n\n<p>Ko\u0159en stromu je uzel, kter\u00fd reprezentuje spole\u010dn\u00e9ho p\u0159edka v\u0161ech uzl\u016f v dan\u00e9m stromu.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Uzel (Node)<\/h4>\n\n\n\n<p>Vnit\u0159n\u00ed uzel: p\u0159edstavuje hypotetick\u00e9ho p\u0159edka podskupiny biologick\u00fdch jednotek.<br>Koncov\u00fd uzel (list): p\u0159edstavuje (v\u011bt\u0161inou dne\u0161n\u00ed) taxony (populace, druhy, geny, proteiny atd.) porovn\u00e1van\u00e9 se zbytkem stromu.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Klad (Clade)<\/h4>\n\n\n\n<p>Klad je evolu\u010dn\u00ed v\u011btev fylogenetick\u00e9ho stromu, kter\u00e1 zahrnuje spole\u010dn\u00e9ho p\u0159edka a v\u0161echny z n\u011bho vze\u0161l\u00e9 potomky.<br><\/p>\n\n<\/div>\n<\/div>\n\n\n<div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"506\" height=\"403\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Trees-Explained_Terminology_small.png\" alt=\"\" class=\"wp-image-1414\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Trees-Explained_Terminology_small.png 506w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/Trees-Explained_Terminology_small-300x239.png 300w\" sizes=\"auto, (max-width: 506px) 100vw, 506px\" \/><figcaption class=\"vf-figure__caption\"><em>Terminologie ko\u0159enov\u00e9ho stromu<\/em><\/figcaption><\/figure>\n\n<\/div>\n<\/div>\n<\/div>\n\n<\/div>\n<\/details>\n\n\n\n<details  class=\"vf-details\" id=\"\"  >\n<summary class=\"vf-details--summary\">\nPot\u00ed\u017ee p\u0159i konstrukci fylogenetick\u00e9ho stromu<\/summary>\n<div class=\"acf-innerblocks-container\">\n\n<p>P\u0159i pokusech zjistit, jak spolu vz\u00e1jemn\u011b souvis\u00ed r\u016fzn\u00e9 biologick\u00e9 entity, \u010del\u00edme pot\u00ed\u017e\u00edm, kter\u00e9 n\u00e1m p\u0159ipravuj\u00ed hypotetick\u00e9 evolu\u010dn\u00ed procesy jako paraleln\u00ed, konvergentn\u00ed a s\u00ed\u0165ovit\u00e1 (retikul\u00e1rn\u00ed) evoluce. Tyto procesy, kter\u00e9 jsou kr\u00e1tce shrnut\u00e9 v n\u00e1sleduj\u00edc\u00edm textu, mus\u00ed b\u00fdt zohledn\u011bny p\u0159i konstrukci fylogenetick\u00e9ho stromu.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Paraleln\u00ed evoluce<\/h3>\n\n\n\n<p>Paraleln\u00ed evoluce je proces, b\u011bhem kter\u00e9ho organismy, taxony a biologick\u00e9 entity (geny, proteiny atd.)&nbsp;<strong>vych\u00e1zej\u00edc\u00ed ze stejn\u00e9ho spole\u010dn\u00e9ho p\u0159edka<\/strong>&nbsp;z\u00edskaly nez\u00e1visle na sob\u011b podobn\u00e9 (analogick\u00e9) znaky. Paraleln\u00ed evoluce m\u016f\u017ee b\u00fdt v\u00fdsledkem nap\u0159. adaptace na stejnou ekologickou niku nebo podobn\u00fdch selektivn\u00edch evolu\u010dn\u00edch tlak\u016f.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Konverg<strong>ence<\/strong><\/h3>\n\n\n\n<p>Konvergence (konvergentn\u00ed evoluce) je proces, b\u011bhem kter\u00e9ho organismy, taxony a biologick\u00e9 entity (geny, proteiny atd.),&nbsp;<strong>kter\u00e9 nevych\u00e1zej\u00ed ze stejn\u00e9ho spole\u010dn\u00e9ho p\u0159edka<\/strong>, z\u00edskaly nez\u00e1visle na sob\u011b podobn\u00e9 (analogick\u00e9) znaky. Konvergence m\u016f\u017ee b\u00fdt v\u00fdsledkem nap\u0159. adaptace na stejnou ekologickou niku nebo podobn\u00fdch selektivn\u00edch evolu\u010dn\u00edch tlak\u016f.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>S\u00ed\u0165ovit\u00e1 (retikul\u00e1rn\u00ed) evoluce <\/strong><\/h3>\n\n\n\n<p>S\u00ed\u0165ovit\u00e1 evoluce je proces, b\u011bhem kter\u00e9ho se slu\u010duj\u00ed geneticky nez\u00e1visl\u00e9 linie\/druhy a daj\u00ed tak vzniknout nov\u00e9mu reproduk\u010dn\u011b izolovan\u00e9mu druhu. Tatov\u00e1to speciace se pak naz\u00fdv\u00e1 hybridn\u00ed speciace. P\u0159i konstrukci fylogenetick\u00e9ho stromu je tak t\u0159eba m\u00edt na v\u011bdom\u00ed, \u017ee striktn\u011b hierarchick\u00e1 struktura stromu nemus\u00ed v p\u0159\u00edpad\u011b tohoto druhu evoluce odr\u00e1\u017eet p\u0159esn\u00e9 evolu\u010dn\u00ed vztahy dan\u00e9 skupiny.<\/p>\n\n\n\n<p>Podobn\u011b jako je mo\u017en\u00e9 zkoumat p\u0159\u00edbuznost klasick\u00fdch biologick\u00fdch jednotek jako jsou druhy a populace, je mo\u017eno studovat evoluci gen\u016f a protein\u016f porovn\u00e1v\u00e1n\u00edm&nbsp;<em>homologn\u00edch<\/em>&nbsp;\u00fasek\u016f DNA \u010di aminokyselinov\u00fdch \u0159et\u011bzc\u016f.&nbsp;<em>Homologn\u00ed sekvence<\/em>&nbsp;jsou sekvence, kter\u00e9 si jsou velmi podobn\u00e9 \u010di toto\u017en\u00e9 a maj\u00ed spole\u010dn\u00fd evolu\u010dn\u00ed p\u016fvod. Vzhledem k tomu, \u017ee existuje mnoho zp\u016fsob\u016f, kter\u00fdmi m\u016f\u017ee doj\u00edt ke vzniku homologn\u00edch znak\u016f, je t\u0159eba m\u00edt v\u017edy na z\u0159eteli mo\u017en\u00e9 evolu\u010dn\u00ed procesy, kter\u00e9 formovaly danou studovanou skupinu. Dva nej\u010dast\u011bj\u0161\u00ed p\u0159\u00edklady homologn\u00edch proces\u016f jsou pops\u00e1ny n\u00ed\u017ee.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Ortologie<\/strong><\/h4>\n\n\n\n<p>Homologn\u00ed biologick\u00e9 jednotky (nap\u0159. geny a proteiny) jsou ortologick\u00e9, jestli\u017ee jsou p\u0159\u00edtomny v n\u011bkolika r\u016fzn\u00fdch druz\u00edch a poch\u00e1zej\u00ed ze spole\u010dn\u00e9ho p\u0159edka. Ortology vznikaj\u00ed speciac\u00ed ze spole\u010dn\u00e9ho p\u0159edka a v\u011bt\u0161inou si v pr\u016fb\u011bhu evoluce zachov\u00e1vaj\u00ed stejnou nebo podobnou funkci.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Paralogie<\/strong><\/h4>\n\n\n\n<p>Homologn\u00ed biologick\u00e9 jednotky (nap\u0159. geny a proteiny) jsou paralogick\u00e9, jestli\u017ee jsou p\u0159\u00edtomny v t\u00e9m\u017ee druhu (organismu) a vznikly v\u011bt\u0161inou ned\u00e1vnou duplikac\u00ed gen\u016f v r\u00e1mci tohoto druhu. V pr\u016fb\u011bhu evoluce se paralogn\u00ed geny \u010dasto specializuj\u00ed ve sv\u00fdch funkc\u00edch a m\u00edrn\u011b pozm\u011bn\u00ed svoji sekvenci.<\/p>\n\n<\/div>\n<\/details>\n<\/section>\n\n\n\n<section class=\"vf-tabs__section\" id=\"vf-tabs__section-a6116520-2467-4baa-9642-dd516aeae3e0\"><h2>Hern\u00ed materi\u00e1ly<\/h2>\n<p>Download the game material as pdf files by clicking here:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/TreeTOPS_TeachersGuide_Webdownload.pdf\">Teacher\u2019s Guide<\/a> (contains background material, game instructions and solutions)&nbsp;<\/li><li>Printable playing cards<ul><li><a href=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/TreeTOPS_PlayingCards_Colour.pdf\">Coloured version<\/a><\/li><li><a href=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/TreeTOPS_PlayingCards_TxtColour.pdf\">Coloured version with nucleotide labelling<\/a><\/li><li><a href=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/TreeTOPS_PlayingCards_BW.pdf\">Black and white version with nucleotide labelling<\/a><\/li><\/ul><\/li><\/ul>\n<\/section>\n\n\n\n<section class=\"vf-tabs__section\" id=\"vf-tabs__section-57ca16e7-3901-4f39-8ec6-91ff757d2e7d\"><h2>Pokyny ke h\u0159e<\/h2>\n<h3 class=\"wp-block-heading\"><strong>Hern\u00ed materi\u00e1l<\/strong><\/h3>\n\n\n\n<ul class=\"wp-block-list\"><li>8 (7) karet \u201cpotomk\u016f\u201d (na magnetick\u00fdch prou\u017ec\u00edch \u010di laminovan\u00e9m pap\u00ed\u0159e)<\/li><li>1 karta \u201cspole\u010dn\u00e9ho p\u0159edka\u201d (Common ancestor) (na magnetick\u00e9ho prou\u017eku \u010di laminovan\u00e9ho pap\u00edru)<\/li><li>Magnetick\u00e1 tabule nebo n\u00e1st\u011bnka s \u010dist\u00fdm velkoform\u00e1tov\u00fdm listem pap\u00edru<\/li><li>Fix na psan\u00ed na magnetickou tabuli nebo pap\u00edr<\/li><li>Dal\u0161\u00ed materi\u00e1l pro instruktora:<ul><li>List s \u00favodem a n\u00e1vodem na hru<\/li><li>List s \u0159e\u0161en\u00edm<\/li><\/ul><\/li><\/ul>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Hr\u00e1\u010di<\/strong><\/h3>\n\n\n\n<p>8-9 (7-8) hr\u00e1\u010d\u016f podle toho, kter\u00e1 z her 1-3 se hraje.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>C\u00edl hry<\/strong><\/h3>\n\n\n\n<p>Ka\u017ed\u00e1 hrac\u00ed karta p\u0159edstavuje imagin\u00e1rn\u00ed biologickou jednotku. C\u00edlem hry je uspo\u0159\u00e1dat v\u0161echny tyto karty na z\u00e1klad\u011b p\u0159\u00edbuznosti a vytvo\u0159it tak fylogenetick\u00fd strom zako\u0159en\u011bn\u00fd ve \u201cspole\u010dn\u00e9m p\u0159edku\u201d.<\/p>\n\n\n\n<p><em>Pozn\u00e1mka:<\/em>&nbsp;V\u00fdsledn\u00e1 struktura fylogenetick\u00e9ho stromu m\u016f\u017ee b\u00fdt r\u016fzn\u00e1. C\u00edlem hry nen\u00ed nal\u00e9zt jedin\u00e9 \u201cspr\u00e1vn\u00e9\u201d \u0159e\u0161en\u00ed, n\u00fdbr\u017e pokusit se pomoc\u00ed v\u00fd\u0161e uveden\u00fdch teoretick\u00fdch z\u00e1klad\u016f argumentovat a vysv\u011btlit spoluhr\u00e1\u010d\u016fm a instruktor\u016fm, jak jste k dan\u00e9mu \u0159e\u0161en\u00ed do\u0161li.<\/p>\n\n\n\n<p>P\u0159i posuzov\u00e1n\u00ed \u201chierarchie\u201d a seskupov\u00e1n\u00ed karet ve va\u0161em stromu m\u011bjte na pam\u011bti, \u017ee na genetick\u00e9 \u00farovni postupuje evoluce v\u011bt\u0161inou skrze mal\u00e9 zm\u011bny jako delece, duplikace, inverze a substituce.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Rozd\u011blen\u00ed karet<\/strong><\/h3>\n\n\n\n<p>8 (7) hr\u00e1\u010d\u016f:&nbsp;ka\u017ed\u00fd hr\u00e1\u010d dostane jednu kartu \u201cpotomka\u201d. Karta \u201cspole\u010dn\u00e9ho p\u0159edka\u201d (Common ancestor) je um\u00edst\u011bna do spodn\u00ed \u010d\u00e1sti hrac\u00ed plochy jako v\u00fdchoz\u00ed bod a \u201cko\u0159en\u201d fylogenetick\u00e9ho stromu.<\/p>\n\n\n\n<p>9 (8) hr\u00e1\u010d\u016f:&nbsp;jeden hr\u00e1\u010d dostane kartu \u201cspole\u010dn\u00e9ho p\u0159edka\u201d (Common ancestor). V\u0161ichni ostatn\u00ed dostanou kartu \u201cpotomka\u201d.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\"><strong>Hra<\/strong><\/h3>\n\n\n\n<p>1) Hr\u00e1\u010di se pokus\u00ed za pomoci \u201cspole\u010dn\u00e9ho p\u0159edka\u201d vytvo\u0159it skupiny a hierarchii stromu na z\u00e1klad\u011b podobnosti sv\u00fdch karet.<\/p>\n\n\n\n<p>2) Karta \u201cspole\u010dn\u00e9ho p\u0159edka\u201d je um\u00edst\u011bna na hrac\u00ed plochu a n\u00e1sledn\u011b jsou umis\u0165ov\u00e1ny dal\u0161\u00ed karty na z\u00e1klad\u011b rozhodnut\u00ed dan\u00e9 skupiny hr\u00e1\u010d\u016f.<\/p>\n\n\n\n<p>3) Hr\u00e1\u010di na\u010drtnou linie propojuj\u00edc\u00ed jednotliv\u00e9 karty a vytvo\u0159\u00ed tak topologickou strukturu stromu.<\/p>\n\n\n\n<p>4) Po dokon\u010den\u00ed stromu hr\u00e1\u010di vysv\u011btl\u00ed topologii stromu a sv\u00e1 rozhodnut\u00ed ostatn\u00edm p\u0159\u00edtomn\u00fdm a porovnaj\u00ed se skupinou hr\u00e1\u010d\u016f, kter\u00e1 pracovala se stejn\u00fdmi kartami.<\/p>\n<\/section>\n\n\n\n<section class=\"vf-tabs__section\" id=\"vf-tabs__section-19787a7e-6c4c-4dd4-ba62-75ba1f3b01fe\"><h2>Galerie<\/h2>\n<div class=\"vf-grid | vf-grid__col-3\"><div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"900\" height=\"675\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS3.jpg\" alt=\"\" class=\"wp-image-560\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS3.jpg 900w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS3-300x225.jpg 300w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS3-768x576.jpg 768w\" sizes=\"auto, (max-width: 900px) 100vw, 900px\" \/><figcaption class=\"vf-figure__caption\">TreeTOPs being played at ELLS Teacher Training Course<\/figcaption><\/figure>\n\n<\/div>\n<\/div>\n\n\n<div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"768\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS1-1024x768.jpg\" alt=\"\" class=\"wp-image-530\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS1-1024x768.jpg 1024w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS1-300x225.jpg 300w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS1-768x576.jpg 768w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS1-1536x1152.jpg 1536w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS1-2048x1536.jpg 2048w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><figcaption class=\"vf-figure__caption\">TreeTOPs being played at ELLS Teacher Training Course<\/figcaption><\/figure>\n\n<\/div>\n<\/div>\n\n\n<div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"900\" height=\"675\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS4.jpg\" alt=\"\" class=\"wp-image-580\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS4.jpg 900w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS4-300x225.jpg 300w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2021\/05\/ELLS-TreeTOPS-c-EMBL-ELLS4-768x576.jpg 768w\" sizes=\"auto, (max-width: 900px) 100vw, 900px\" \/><figcaption class=\"vf-figure__caption\">TreeTOPs being played at ELLS Teacher Training Course<\/figcaption><\/figure>\n\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"vf-grid | vf-grid__col-3\"><div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"450\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0007.jpeg\" alt=\"\" class=\"wp-image-28107\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0007.jpeg 800w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0007-300x169.jpeg 300w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0007-768x432.jpeg 768w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><figcaption class=\"vf-figure__caption\">TreeTOPs being played at ELLS Teacher Training Course<\/figcaption><\/figure>\n\n<\/div>\n<\/div>\n\n\n<div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"714\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0008.jpeg\" alt=\"\" class=\"wp-image-28098\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0008.jpeg 800w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0008-300x268.jpeg 300w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0008-768x685.jpeg 768w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><figcaption class=\"vf-figure__caption\">TreeTOPs being played at ELLS Teacher Training Course<\/figcaption><\/figure>\n\n<\/div>\n<\/div>\n\n\n<div><!--[vf\/content]-->\n<div class=\"vf-content\">\n\n<figure class=\"vf-figure wp-block-image size-large\"><img loading=\"lazy\" decoding=\"async\" width=\"800\" height=\"346\" class=\"vf-figure__image\" src=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0009.jpeg\" alt=\"\" class=\"wp-image-28080\" srcset=\"https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0009.jpeg 800w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0009-300x130.jpeg 300w, https:\/\/www.embl.org\/ells\/wp-content\/uploads\/2020\/05\/ELLS_LLAB_Athens_2015_0009-768x332.jpeg 768w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\" \/><figcaption class=\"vf-figure__caption\">TreeTOPs being played at ELLS Teacher Training Course<\/figcaption><\/figure>\n\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<h2 class=\"wp-block-heading\"><\/h2>\n<\/section>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"featured_media":28305,"parent":0,"menu_order":0,"template":"","class_list":["post-28304","teachingbase","type-teachingbase","status-publish","has-post-thumbnail","hentry","age-group-16-19","topic-area-evolutionary-biology"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/teachingbase\/28304","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/teachingbase"}],"about":[{"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/types\/teachingbase"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/media\/28305"}],"wp:attachment":[{"href":"https:\/\/www.embl.org\/ells\/wp-json\/wp\/v2\/media?parent=28304"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}