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Q1. Which of the following statement is correct? (A) Reliability ensures the validity (B) Validity ensures reliability (C) Reliability and validity are independent of each other (D) Reliability does not depend on objectivity
Answer: (C)
Q2. Which of the following statements is correct? (A) Objectives of research are stated in first chapter of the thesis (B) Researcher must possess analytical ability (C) Variability is the source of problem (D) All the above
Answer: (D)
Q3. The first step of research is: (A) Selecting a problem (B) Searching a problem (C) Finding a problem (D) Identifying a problem
Q4. Research can be conducted by a person who: (A) holds a postgraduate degree (B) has studied research methodology (C) possesses thinking and reasoning ability (D) is a hard worker
Answer: (B)
Q5. Research can be classified as: (A) Basic, Applied and Action Research (B) Philosophical, Historical, Survey and Experimental Research (C) Quantitative and Qualitative Research (D) All the above
Q6. To test null hypothesis, a researcher uses: (A) t test (B) ANOVA (C) X 2 (D) factorial analysis
Answer: (B)
Q7. Bibliography given in a research report: (A) shows vast knowledge of the researcher (B) helps those interested in further research (C) has no relevance to research (D) all the above
Q8. A research problem is feasible only when: (A) it has utility and relevance (B) it is researchable (C) it is new and adds something to knowledge (D) all the above
Q9. The study in which the investigators attempt to trace an effect is known as: (A) Survey Research (B) Summative Research (C) Historical Research (D) ‘Ex-post Facto’ Research
Answer: (D)
Q10. Generalized conclusion on the basis of a sample is technically known as: (A) Data analysis and interpretation (B) Parameter inference (C) Statistical inference (D) All of the above
Answer: (A)
Q11. Fundamental research reflects the ability to: (A) Synthesize new ideals (B) Expound new principles (C) Evaluate the existing material concerning research (D) Study the existing literature regarding various topics
Q12. The main characteristic of scientific research is: (A) empirical (B) theoretical (C) experimental (D) all of the above
Q13. Authenticity of a research finding is its: (A) Originality (B) Validity (C) Objectivity (D) All of the above
Q14. Which technique is generally followed when the population is finite? (A) Area Sampling Technique (B) Purposive Sampling Technique (C) Systematic Sampling Technique (D) None of the above
Q15. Research problem is selected from the stand point of: (A) Researcher’s interest (B) Financial support (C) Social relevance (D) Availability of relevant literature
Q16. The research is always – (A) verifying the old knowledge (B) exploring new knowledge (C) filling the gap between knowledge (D) all of these
Q17. Research is (A) Searching again and again (B) Finding a solution to any problem (C) Working in a scientific way to search for the truth of any problem (D) None of the above
Q20. A common test in research demands much priority on (A) Reliability (B) Useability (C) Objectivity (D) All of the above
Q21. Which of the following is the first step in starting the research process? (A) Searching sources of information to locate the problem. (B) Survey of related literature (C) Identification of the problem (D) Searching for solutions to the problem
Answer: (C)
Q22. Which correlation coefficient best explains the relationship between creativity and intelligence? (A) 1.00 (B) 0.6 (C) 0.5 (D) 0.3
Q23. Manipulation is always a part of (A) Historical research (B) Fundamental research (C) Descriptive research (D) Experimental research
Explanation: In experimental research, researchers deliberately manipulate one or more independent variables to observe their effects on dependent variables. The goal is to establish cause-and-effect relationships and test hypotheses. This type of research often involves control groups and random assignment to ensure the validity of the findings. Manipulation is an essential aspect of experimental research to assess the impact of specific variables and draw conclusions about their influence on the outcome.
Q24. The research which is exploring new facts through the study of the past is called (A) Philosophical research (B) Historical research (C) Mythological research (D) Content analysis
Q25. A null hypothesis is (A) when there is no difference between the variables (B) the same as research hypothesis (C) subjective in nature (D) when there is difference between the variables
Q26. We use Factorial Analysis: (A) To know the relationship between two variables (B) To test the Hypothesis (C) To know the difference between two variables (D) To know the difference among the many variables
Explanation: Factorial analysis, specifically factorial analysis of variance (ANOVA), is used to investigate the effects of two or more independent variables on a dependent variable. It helps to determine whether there are significant differences or interactions among the independent variables and their combined effects on the dependent variable.
Q27. Which of the following is classified in the category of the developmental research? (A) Philosophical research (B) Action research (C) Descriptive research (D) All the above
Q28. Action-research is: (A) An applied research (B) A research carried out to solve immediate problems (C) A longitudinal research (D) All the above
Explanation: Action research is an approach to research that encompasses all the options mentioned. It is an applied research method where researchers work collaboratively with practitioners or stakeholders to address immediate problems or issues in a real-world context. It is often conducted over a period of time, making it a longitudinal research approach. So, all the options (A) An applied research, (B) A research carried out to solve immediate problems, and (C) A longitudinal research are correct when describing action research.
Q29. The basis on which assumptions are formulated: (A) Cultural background of the country (B) Universities (C) Specific characteristics of the castes (D) All of these
Q30. How can the objectivity of the research be enhanced? (A) Through its impartiality (B) Through its reliability (C) Through its validity (D) All of these
Q31. A research problem is not feasible only when: (A) it is researchable (B) it is new and adds something to the knowledge (C) it consists of independent and dependent var i ables (D) it has utility and relevance
Explanation: A research problem is considered feasible when it can be studied and investigated using appropriate research methods and resources. The presence of independent and dependent variables is not a factor that determines the feasibility of a research problem. Instead, it is an essential component of a well-defined research problem that helps in formulating research questions or hypotheses. Feasibility depends on whether the research problem can be addressed and answered within the constraints of available time, resources, and methods. Options (A), (B), and (D) are more relevant to the feasibility of a research problem.
Q32. The process not needed in experimental research is: (A) Observation (B) Manipulation and replication (C) Controlling (D) Reference collection
In experimental research, reference collection is not a part of the process.
Q33. When a research problem is related to heterogeneous population, the most suitable sampling method is: (A) Cluster Sampling (B) Stratified Sampling (C) Convenient Sampling (D) Lottery Method
Explanation: When a research problem involves a heterogeneous population, stratified sampling is the most suitable sampling method. Stratified sampling involves dividing the population into subgroups or strata based on certain characteristics or variables. Each stratum represents a relatively homogeneous subset of the population. Then, a random sample is taken from each stratum in proportion to its size or importance in the population. This method ensures that the sample is representative of the diversity present in the population and allows for more precise estimates of population parameters for each subgroup.
Q34. Generalised conclusion on the basis of a sample is technically known as: (A) Data analysis and interpretation (B) Parameter inference (C) Statistical inference (D) All of the above
Explanation: Generalized conclusions based on a sample are achieved through statistical inference. It involves using sample data to make inferences or predictions about a larger population. Statistical inference helps researchers draw conclusions, estimate parameters, and test hypotheses about the population from which the sample was taken. It is a fundamental concept in statistics and plays a crucial role in various fields, including research, data analysis, and decision-making.
Q35. The experimental study is based on
(A) The manipulation of variables (B) Conceptual parameters (C) Replication of research (D) Survey of literature
Q36. Which one is called non-probability sampling? (A) Cluster sampling (B) Quota sampling (C) Systematic sampling (D) Stratified random sampling
Q37. Formulation of hypothesis may NOT be required in: (A) Survey method (B) Historical studies (C) Experimental studies (D) Normative studies
Q38. Field-work-based research is classified as: (A) Empirical (B) Historical (C) Experimental (D) Biographical
Q39. Which of the following sampling method is appropriate to study the prevalence of AIDS amongst male and female in India in 1976, 1986, 1996 and 2006? (A) Cluster sampling (B) Systematic sampling (C) Quota sampling (D) Stratified random sampling
Q40. The research that applies the laws at the time of field study to draw more and more clear ideas about the problem is: (A) Applied research (B) Action research (C) Experimental research (D) None of these
Answer: (A)
This simplified approach to choosing the right methodology uses five questions to guide researchers in determining whether to opt for secondary, qualitative or quantitative research and emphasizes the importance of aligning the chosen method with the target audience and research goals.
David Lyndon is head of operations at Reputation Leaders Ltd. He can be reached at [email protected] .
Here at our firm, our team was recently asked to recommend a research approach by a client without previous research experience. Our conversations revolved around five key questions and eventually turned into the accompanying flowchart. Use these five questions to simplify the research methodology decision-making:
Doubtless, each situation will need more thought than the simple diagram shown in the flowchart but I hope that common sense can fill in the gaps.
If you’re in the same situation as our stick figure in the flowchart – wanting to do some research but uncertain of the best methodology – work through the questions in the flowchart and see if the resulting strategy makes sense. (Perhaps it’s more than one!)
This is a broad-brushstroke look at reasons to use different research methodologies and why you might choose one over the other but the principles should be clear.
The proper methodology is found at the intersection of who you want to talk to and what you want to know. The five questions, asked in the right way, can guide your decision-making.
We’ve explained more about each methodology below and how the answers to the five questions can cause you to choose them.
Secondary research. Secondary research takes many forms but primarily consists of finding and reading what other researchers have already done. Using the internet, what used to take weeks can be completed in minutes. Academic reviews, social media searches and basic web searches can quickly tell you if someone else has already answered your questions or gathered the data to allow you to do so.
Choose this type of research if you know the work’s already been done. If you’re not sure, take the time to do some secondary research and find out. It may save you weeks of effort and thousands of dollars.
After this review, you can think about some primary research if there are still unanswered questions or if the available data is out of date.
Primary research. Necessary when you need to get data that is not readily available, primary research is usually more demanding, more prolonged and more expensive than secondary research. However, it can be much more valuable. Primary research is often split into two types – qualitative and quantitative.
Qualitative research. Qualitative research is descriptive rather than definitive. Digging deeper into experiences, reasons and opinions, qualitative researchers use observation and conversation to understand the answers to questions like why and how.
In-depth interviews allow researchers to dig deep into a topic with a few people. We often use these to reach experts who can bring their experience and observations to bear on complex subjects that only a few people understand.
We choose in-depth interviews when the people who can answer our questions are hard to reach. Because of their expertise, their time is valuable, so scheduling interviews and compensating these individuals takes effort and money.
We often use in-depth interviews to talk to CEOs in specific industries, members of think tanks or political policy experts.
Focus groups are a tried and proven method if you need to explore a particular topic and discover ideas you’ve not yet considered. Get a small number of people (six-to-10) in the same room and have a guided conversation. The strength of focus groups is when different members connect and spark new avenues to explore. Multiple groups with different demographics or opinions round out the results.
A well-moderated focus group is an excellent choice if you can gather these people in one place and want to dig into the why and how of a subject. There’s also a chance to do some small quantitative exercises and ask about who, what, where, when and how much, but the small number of responses means these results are guidelines at best.
If you want the benefits of focus groups but can’t gather everyone in one place, don’t despair. Online focus groups have come of age. Either chat-based or video-based groups can work. Chat-based groups can even be better when discussing emotionally challenging topics to help respondents feel free to share without having to face other people.
These groups still aim to understand a subject’s why and how and need experienced moderators. Polls and ranking exercises can also add quantitative data but the small number of responses still means these results are guidelines at best.
Unlike focus groups, online communities run asynchronously and last for days or weeks. Think of online communities like a temporary Facebook group with message boards, comments, polls, photos, videos and almost anything else you can imagine, guided by your research questions.
Because participants don’t all need to be online simultaneously, you can include many more people than a focus group. We’ve done communities as small as 12 people and as large as 200.
And with the extended time frame, you have time to think about what you want to ask and adjust as time goes on or dig into particular topics with subgroups. Online communities are one of the most agile forms of research. They are mainly used like focus groups to explore subjects qualitatively but can also be large enough to achieve quantitative results.
Quantitative research . You need to do quantitative research if you’re trying to prove a hypothesis or get statistics to drive PR and media headlines. This is all about the numbers, but unlike qualitative research, you only really get out what you put in. If you forget to include a question, there’s no chance to correct it. Quantitative researchers use predefined answer choices to answer who, what, when and where. This type of data then allows for analyses like segmentation, driver and principal components.
If you want to know what general consumers in your market think and do, an online survey is quick, simple and cost-effective. You can ask a lot of single-choice or multiple-choice questions and gather hundreds of data points in a matter of hours or days.
Even better, if you’re reaching people across different languages, you can translate your survey into their language but get the answers back in your language. Truly global research is possible for everyone.
Whereas phone-based research used to be preferable, with internet penetration rising and well over 90% in places like the U.K. and the U.S., you can easily reach a representative sample. Good screeners, quotas and weighting strategies also minimize natural bias.
If simple answers to closed-end questions can’t meet your needs but you still need to reach many people across languages, geographies and the social spectrum, more advanced online survey options exist.
You can incorporate video, audio, interactive communications, gamification, message highlighting and other next-gen tools into a laptop or mobile-device survey. Find out what people look at in stores, what they hate about your planned advertisement or what draws their attention when they see your new website.
Setting up an online survey experience like this can be a lot of work but the results can be invaluable.
Sometimes your target audience is smaller and more defined. Perhaps you’re trying to reach decision-makers in companies using AI or part-time workers who spend their spare time making YouTube videos. These niche audiences can usually be found in a specialist panel. They are more expensive to reach because the panel company must spend more to attract and engage them and you won’t be able to reach as many of them as general consumers. Still, you can get robust data from specialist groups worldwide through online surveys.
In other cases, you might have access to your audience yourself. They might be your customers or your employees. Perhaps there’s a hybrid approach, where you get some of your audience from a panel and some from your own database. You can set up an online survey and do quantitative research with this audience in these cases.
Sometimes there’s no better way to reach your audience and find out what they think than to go to them in person. Whether you’re finding shoppers at the mall, workers in a factory or voters outside the polls, going and doing the research on-site is a guaranteed way to gather your data.
Interviewers can ask respondents to take a survey on a dedicated iPad, snap a QR code to take the survey on their own device or talk the respondent through the survey and record the answers.
This is slower and more time-intensive than reaching people online but it can be the best alternative when the target audience is difficult to reach and their usual location is known.
Selecting the right research methodology is a crucial step in any research endeavor. The five key questions outlined in the flowchart serve as a valuable compass, helping you navigate through the maze of choices and ultimately guiding you to the methodology that best suits your objectives. While the decision-making process may often require additional consideration and nuance, the principles remain clear: your choice should be at the intersection of your target audience and your research goals. Whether you opt for secondary research to leverage existing knowledge, delve into qualitative research for deeper insights or harness the power of quantitative research for statistical validation, the method should align with your unique circumstances. Furthermore, the emergence of online tools and communities has expanded the horizons of research possibilities, offering flexibility and scalability. So, remember to weigh the options carefully, use these questions as your guide and embark on your research journey with confidence, knowing that the right methodology is within your reach.
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Click here to download a .pdf copy of our Beginner’s Guide to Research !
Last updated : July 18, 2024
Consider keeping a printed copy to have when writing and revising your resume! If you have any additional questions, make an appointment or email us at [email protected] !
Most professors will require the use of academic (AKA peer-reviewed) sources for student writing. This is because these sources, written for academic audiences of specific fields, are helpful for developing your argument on many topics of interest in the academic realm, from history to biology. While popular sources like news articles also often discuss topics of interest within academic fields, peer-reviewed sources offer a depth of research and expertise that you cannot find in popular sources. Therefore, knowing how to (1) identify popular vs. academic sources, (2) differentiate between primary and secondary sources, and (3) find academic sources is a vital step in writing research. Below are definitions of the two ways scholars categorize types of sources based on when they were created (i.e. time and place) and how (i.e. methodology):
Finding appropriate academic sources from the hundreds of different journal publications can be daunting. Therefore, it is important to find databases –digital collections of articles–relevant to your topic to narrow your search. Albertson’s Library has access to several different databases, which can be located by clicking the “Articles and Databases” tab on the website’s homepage, and navigating to “Databases A-Z” to refine your search. Popular databases include: Academic Search Premier and Proquest Central (non-specific databases which include a wide variety of articles), JSTOR (humanities and social sciences, from literature to history), Web of Science (formal sciences and natural sciences such as biology and chemistry), and Google Scholar (a web search engine that searches scholarly literature and academic sources). If you are unable to access articles from other databases, make sure you’re signed in to Alberton’s Library through Boise State!
Databases include many different types of sources besides academic journals, however, including book reviews and other periodicals. Using the search bar , you can limit search results to those containing specific keywords or phrases like “writing center” or “transfer theory.” Utilizing keywords in your search–names of key concepts, authors, or ideas–rather than questions is the most effective way to find articles in databases. When searching for a specific work by title, placing the title in quotation marks will ensure your search includes only results in that specific word order. In the example below, search terms including the author (“Virginia Woolf”) and subject (“feminism”) are entered into the popular database EBSCOhost:
Many databases have a bar on the left of the screen where you can further refine your results. For example, if you are only interested in finding complete scholarly articles, or peer-reviewed ones, you can toggle these different options to further limit your search. These options are located under the “Refine Results” bar in EBSCOhost, divided into different sections, with a display of currently selected search filters and filter options to refine your search based on your specific needs, as seen in the figure below:
Search results can also be limited by subject : If you search “Romeo and Juliet” on Academic Search Premier to find literary analysis articles for your English class, you’ll find a lot of other sources that include this search term, such as ones about theater production or ballets based on Shakespeare’s play. However, if you’re writing a literary paper on the text of the play itself, you might limit your search results to “fiction” to see only articles that discuss the play within the field of literature. Alternatively, for a theater class discussing the play, you might limit your search results to “drama.”
1. | |
A. | Wilkinson |
B. | CR Kothari |
C. | Kerlinger |
D. | Goode and Halt |
Answer» D. Goode and Halt |
2. | |
A. | Marshall |
B. | P.V. Young |
C. | Emory |
D. | Kerlinger |
Answer» C. Emory |
3. | |
A. | Young |
B. | Kerlinger |
C. | Kothari |
D. | Emory |
Answer» A. Young |
4. | |
A. | Experiment |
B. | Observation |
C. | Deduction |
D. | Scientific method |
Answer» D. Scientific method |
5. | |
A. | Deduction |
B. | Scientific method |
C. | Observation |
D. | experience |
Answer» B. Scientific method |
6. | |
A. | Objectivity |
B. | Ethics |
C. | Proposition |
D. | Neutrality |
Answer» A. Objectivity |
7. | |
A. | Induction |
B. | Deduction |
C. | Research |
D. | Experiment |
Answer» A. Induction |
8. | |
A. | Belief |
B. | Value |
C. | Objectivity |
D. | Subjectivity |
Answer» C. Objectivity |
9. | |
A. | Induction |
B. | deduction |
C. | Observation |
D. | experience |
Answer» B. deduction |
10. | |
A. | Caroline |
B. | P.V.Young |
C. | Dewey John |
D. | Emory |
Answer» B. P.V.Young |
11. | |
A. | Facts |
B. | Values |
C. | Theory |
D. | Generalization |
Answer» C. Theory |
12. | |
A. | Jack Gibbs |
B. | PV Young |
C. | Black |
D. | Rose Arnold |
Answer» B. PV Young |
13. | |
A. | Black James and Champion |
B. | P.V. Young |
C. | Emory |
D. | Gibbes |
Answer» A. Black James and Champion |
14. | |
A. | Theory |
B. | Value |
C. | Fact |
D. | Statement |
Answer» C. Fact |
15. | |
A. | Good and Hatt |
B. | Emory |
C. | P.V. Young |
D. | Claver |
Answer» A. Good and Hatt |
16. | |
A. | Concept |
B. | Variable |
C. | Model |
D. | Facts |
Answer» C. Model |
17. | |
A. | Objects |
B. | Human beings |
C. | Living things |
D. | Non living things |
Answer» B. Human beings |
18. | |
A. | Natural and Social |
B. | Natural and Physical |
C. | Physical and Mental |
D. | Social and Physical |
Answer» A. Natural and Social |
19. | |
A. | Causal Connection |
B. | reason |
C. | Interaction |
D. | Objectives |
Answer» A. Causal Connection |
20. | |
A. | Explain |
B. | diagnosis |
C. | Recommend |
D. | Formulate |
Answer» B. diagnosis |
21. | |
A. | Integration |
B. | Social Harmony |
C. | National Integration |
D. | Social Equality |
Answer» A. Integration |
22. | |
A. | Unit |
B. | design |
C. | Random |
D. | Census |
Answer» B. design |
23. | |
A. | Objectivity |
B. | Specificity |
C. | Values |
D. | Facts |
Answer» A. Objectivity |
24. | |
A. | Purpose |
B. | Intent |
C. | Methodology |
D. | Techniques |
Answer» B. Intent |
25. | |
A. | Pure Research |
B. | Action Research |
C. | Pilot study |
D. | Survey |
Answer» A. Pure Research |
26. | |
A. | Pure Research |
B. | Survey |
C. | Action Research |
D. | Long term Research |
Answer» B. Survey |
27. | |
A. | Survey |
B. | Action research |
C. | Analytical research |
D. | Pilot study |
Answer» C. Analytical research |
28. | |
A. | Fundamental Research |
B. | Analytical Research |
C. | Survey |
D. | Action Research |
Answer» D. Action Research |
29. | |
A. | Action Research |
B. | Survey |
C. | Pilot study |
D. | Pure Research |
Answer» D. Pure Research |
30. | |
A. | Quantitative |
B. | Qualitative |
C. | Pure |
D. | applied |
Answer» B. Qualitative |
31. | |
A. | Empirical research |
B. | Conceptual Research |
C. | Quantitative research |
D. | Qualitative research |
Answer» B. Conceptual Research |
32. | |
A. | Clinical or diagnostic |
B. | Causal |
C. | Analytical |
D. | Qualitative |
Answer» A. Clinical or diagnostic |
33. | |
A. | Field study |
B. | Survey |
C. | Laboratory Research |
D. | Empirical Research |
Answer» C. Laboratory Research |
34. | |
A. | Clinical Research |
B. | Experimental Research |
C. | Laboratory Research |
D. | Empirical Research |
Answer» D. Empirical Research |
35. | |
A. | Survey |
B. | Empirical |
C. | Clinical |
D. | Diagnostic |
Answer» A. Survey |
36. | |
A. | Ostle |
B. | Richard |
C. | Karl Pearson |
D. | Kerlinger |
Answer» C. Karl Pearson |
37. | |
A. | Redmen and Mory |
B. | P.V.Young |
C. | Robert C meir |
D. | Harold Dazier |
Answer» A. Redmen and Mory |
38. | |
A. | Technique |
B. | Operations |
C. | Research methodology |
D. | Research Process |
Answer» C. Research methodology |
39. | |
A. | Slow |
B. | Fast |
C. | Narrow |
D. | Systematic |
Answer» D. Systematic |
40. | |
A. | Logical |
B. | Non logical |
C. | Narrow |
D. | Systematic |
Answer» A. Logical |
41. | |
A. | Delta Kappan |
B. | James Harold Fox |
C. | P.V.Young |
D. | Karl Popper |
Answer» B. James Harold Fox |
42. | |
A. | Problem |
B. | Experiment |
C. | Research Techniques |
D. | Research methodology |
Answer» D. Research methodology |
43. | |
A. | Field Study |
B. | diagnosis tic study |
C. | Action study |
D. | Pilot study |
Answer» B. diagnosis tic study |
44. | |
A. | Social Science Research |
B. | Experience Survey |
C. | Problem formulation |
D. | diagnostic study |
Answer» A. Social Science Research |
45. | |
A. | P.V. Young |
B. | Kerlinger |
C. | Emory |
D. | Clover Vernon |
Answer» B. Kerlinger |
46. | |
A. | Black James and Champions |
B. | P.V. Young |
C. | Mortan Kaplan |
D. | William Emory |
Answer» A. Black James and Champions |
47. | |
A. | Best John |
B. | Emory |
C. | Clover |
D. | P.V. Young |
Answer» D. P.V. Young |
48. | |
A. | Belief |
B. | Value |
C. | Confidence |
D. | Overconfidence |
Answer» D. Overconfidence |
49. | |
A. | Velocity |
B. | Momentum |
C. | Frequency |
D. | gravity |
Answer» C. Frequency |
50. | |
A. | Research degree |
B. | Research Academy |
C. | Research Labs |
D. | Research Problems |
Answer» A. Research degree |
51. | |
A. | Book |
B. | Journal |
C. | News Paper |
D. | Census Report |
Answer» D. Census Report |
52. | |
A. | Lack of sufficient number of Universities |
B. | Lack of sufficient research guides |
C. | Lack of sufficient Fund |
D. | Lack of scientific training in research |
Answer» D. Lack of scientific training in research |
53. | |
A. | Indian Council for Survey and Research |
B. | Indian Council for strategic Research |
C. | Indian Council for Social Science Research |
D. | Inter National Council for Social Science Research |
Answer» C. Indian Council for Social Science Research |
54. | |
A. | University Grants Commission |
B. | Union Government Commission |
C. | University Governance Council |
D. | Union government Council |
Answer» A. University Grants Commission |
55. | |
A. | Junior Research Functions |
B. | Junior Research Fellowship |
C. | Junior Fellowship |
D. | None of the above |
Answer» B. Junior Research Fellowship |
56. | |
A. | Formulation of a problem |
B. | Collection of Data |
C. | Editing and Coding |
D. | Selection of a problem |
Answer» D. Selection of a problem |
57. | |
A. | Fully solved |
B. | Not solved |
C. | Cannot be solved |
D. | half- solved |
Answer» D. half- solved |
58. | |
A. | Schools and Colleges |
B. | Class Room Lectures |
C. | Play grounds |
D. | Infra structures |
Answer» B. Class Room Lectures |
59. | |
A. | Observation |
B. | Problem |
C. | Data |
D. | Experiment |
Answer» B. Problem |
60. | |
A. | Solution |
B. | Examination |
C. | Problem formulation |
D. | Problem Solving |
Answer» C. Problem formulation |
61. | |
A. | Very Common |
B. | Overdone |
C. | Easy one |
D. | rare |
Answer» B. Overdone |
62. | |
A. | Statement of the problem |
B. | Gathering of Data |
C. | Measurement |
D. | Survey |
Answer» A. Statement of the problem |
63. | |
A. | Professor |
B. | Tutor |
C. | HOD |
D. | Guide |
Answer» D. Guide |
64. | |
A. | Statement of the problem |
B. | Understanding the nature of the problem |
C. | Survey |
D. | Discussions |
Answer» B. Understanding the nature of the problem |
65. | |
A. | Statement of the problem |
B. | Understanding the nature of the problem |
C. | Survey the available literature |
D. | Discussion |
Answer» C. Survey the available literature |
66. | |
A. | Survey |
B. | Discussion |
C. | Literature survey |
D. | Re Phrasing the Research problem |
Answer» D. Re Phrasing the Research problem |
67. | |
A. | Title |
B. | Index |
C. | Bibliography |
D. | Concepts |
Answer» A. Title |
68. | |
A. | Questions to be answered |
B. | methods |
C. | Techniques |
D. | methodology |
Answer» A. Questions to be answered |
69. | |
A. | Speed |
B. | Facts |
C. | Values |
D. | Novelty |
Answer» D. Novelty |
70. | |
A. | Originality |
B. | Values |
C. | Coherence |
D. | Facts |
Answer» A. Originality |
71. | |
A. | Academic and Non academic |
B. | Cultivation |
C. | Academic |
D. | Utilitarian |
Answer» B. Cultivation |
72. | |
A. | Information |
B. | firsthand knowledge |
C. | Knowledge and information |
D. | models |
Answer» C. Knowledge and information |
73. | |
A. | Alienation |
B. | Cohesion |
C. | mobility |
D. | Integration |
Answer» B. Cohesion |
74. | |
A. | Scientific temper |
B. | Age |
C. | Money |
D. | time |
Answer» A. Scientific temper |
75. | |
A. | Secular |
B. | Totalitarian |
C. | democratic |
D. | welfare |
Answer» D. welfare |
76. | |
A. | Hypothesis |
B. | Variable |
C. | Concept |
D. | facts |
Answer» C. Concept |
77. | |
A. | Abstract and Coherent |
B. | Concrete and Coherent |
C. | Abstract and concrete |
D. | None of the above |
Answer» C. Abstract and concrete |
78. | |
A. | 4 |
B. | 6 |
C. | 10 |
D. | 2 |
Answer» D. 2 |
79. | |
A. | Observation |
B. | formulation |
C. | Theory |
D. | Postulation |
Answer» D. Postulation |
80. | |
A. | Formulation |
B. | Postulation |
C. | Intuition |
D. | Observation |
Answer» C. Intuition |
81. | |
A. | guide |
B. | tools |
C. | methods |
D. | Variables |
Answer» B. tools |
82. | |
A. | Metaphor |
B. | Simile |
C. | Symbols |
D. | Models |
Answer» C. Symbols |
83. | |
A. | Formulation |
B. | Calculation |
C. | Abstraction |
D. | Specification |
Answer» C. Abstraction |
84. | |
A. | Verbal |
B. | Oral |
C. | Hypothetical |
D. | Operational |
Answer» C. Hypothetical |
85. | |
A. | Kerlinger |
B. | P.V. Young |
C. | Aurthur |
D. | Kaplan |
Answer» B. P.V. Young |
86. | |
A. | Same and different |
B. | Same |
C. | different |
D. | None of the above |
Answer» C. different |
87. | |
A. | Greek |
B. | English |
C. | Latin |
D. | Many languages |
Answer» D. Many languages |
88. | |
A. | Variable |
B. | Hypothesis |
C. | Data |
D. | Concept |
Answer» B. Hypothesis |
89. | |
A. | Data |
B. | Concept |
C. | Research |
D. | Hypothesis |
Answer» D. Hypothesis |
90. | |
A. | Lund berg |
B. | Emory |
C. | Johnson |
D. | Good and Hatt |
Answer» D. Good and Hatt |
91. | |
A. | Good and Hatt |
B. | Lund berg |
C. | Emory |
D. | Orwell |
Answer» B. Lund berg |
92. | |
A. | Descriptive |
B. | Imaginative |
C. | Relational |
D. | Variable |
Answer» A. Descriptive |
93. | |
A. | Null Hypothesis |
B. | Working Hypothesis |
C. | Relational Hypothesis |
D. | Descriptive Hypothesis |
Answer» B. Working Hypothesis |
94. | |
A. | Relational Hypothesis |
B. | Situational Hypothesis |
C. | Null Hypothesis |
D. | Casual Hypothesis |
Answer» C. Null Hypothesis |
95. | |
A. | Abstract |
B. | Dependent |
C. | Independent |
D. | Separate |
Answer» C. Independent |
96. | |
A. | Independent |
B. | Dependent |
C. | Separate |
D. | Abstract |
Answer» B. Dependent |
97. | |
A. | Causal |
B. | Relational |
C. | Descriptive |
D. | Tentative |
Answer» B. Relational |
98. | |
A. | One |
B. | Many |
C. | Zero |
D. | None of these |
Answer» C. Zero |
99. | |
A. | Statistical Hypothesis |
B. | Complex Hypothesis |
C. | Common sense Hypothesis |
D. | Analytical Hypothesis |
Answer» C. Common sense Hypothesis |
100. | |
A. | Null Hypothesis |
B. | Casual Hypothesis |
C. | Barren Hypothesis |
D. | Analytical Hypothesis |
Answer» D. Analytical Hypothesis |
Done Reading?
Ai generator.
Navigating the intricacies of research begins with crafting well-defined research questions and hypothesis statements. These essential components guide the entire research process, shaping investigations and analyses. In this comprehensive guide, explore the art of formulating research questions and hypothesis statements. Learn how to create focused, inquiry-driven questions and construct research hypothesis statements that capture the essence of your study. Unveil examples and invaluable tips to enhance your research endeavors.
Research Question: How does regular exercise impact the mental well-being of college students?
Hypothesis Statement: College students who engage in regular exercise experience improved mental well-being compared to those who do not exercise regularly.
In this example, the research question focuses on the relationship between exercise and mental well-being among college students. The hypothesis statement predicts a specific outcome, stating that there will be a positive impact on mental well-being for those who exercise regularly. The hypothesis guides the research process and provides a clear expectation for the study’s results.
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Education | How does the integration of technology impact student engagement in elementary classrooms? | Elementary students exposed to technology-enhanced lessons exhibit higher levels of engagement. |
Health | What is the relationship between sleep quality and stress levels among working professionals? | Working professionals who experience higher sleep quality report lower levels of stress. |
Environment | How does exposure to urban green spaces influence residents’ mental well-being? | Residents with regular access to urban green spaces exhibit higher levels of mental well-being. |
Economics | What impact does minimum wage increase have on small business profitability? | Small businesses in regions with minimum wage increases experience decreased profitability. |
Social Media | How do social media influencers affect consumer purchasing decisions? | Consumers are more likely to make decisions based on recommendations from social media influencers. |
Gender Studies | What is the perception of gender roles among adolescents in a multicultural society? | Adolescents in multicultural societies have fluid perceptions of traditional gender roles. |
Nutrition | Is there a correlation between diet quality and academic performance among college students? | College students with healthier diets show better academic performance. |
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Criminal Justice | What factors contribute to recidivism rates among juvenile offenders? | Juvenile offenders with strong support systems are less likely to engage in recidivism. |
Cultural Studies | How does exposure to diverse cultural experiences impact cultural sensitivity among students? | Students engaging in diverse cultural experiences develop higher cultural sensitivity. |
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Language Acquisition | How does bilingualism impact cognitive development in children? | Bilingual children exhibit enhanced cognitive flexibility and problem-solving skills. |
Urban Planning | What are the effects of green infrastructure on urban heat island mitigation? | Urban areas with green infrastructure experience lower temperatures during heatwaves. |
Parenting Styles | What role does authoritative parenting play in adolescent self-esteem development? | Adolescents raised by authoritative parents tend to have higher self-esteem levels. |
Workplace Diversity | How does workplace diversity impact employee satisfaction and job performance? | Diverse workforces lead to higher employee satisfaction and improved job performance. |
Cultural Influence on Perception | How do cultural backgrounds affect individuals’ perception of facial expressions? | Cultural backgrounds influence how individuals interpret facial expressions. |
Music and Mood | Does listening to music of different genres have varying effects on mood regulation? | Different music genres evoke distinct emotional responses, influencing mood regulation. |
Advertising Effectiveness | What factors contribute to the effectiveness of online banner advertisements? | Personalized online banner ads with compelling visuals are more effective in user engagement. |
Relationship Satisfaction | How does communication style affect relationship satisfaction among couples? | Open and empathetic communication leads to higher relationship satisfaction among couples. |
Cultural Identity and Mental Health | How does the integration of cultural identity influence mental health outcomes among immigrants? | Immigrant adolescents who maintain cultural identity tend to exhibit better mental health. |
Education | How does the integration of technology impact student engagement in elementary classrooms? | Elementary students exposed to technology-enhanced lessons exhibit higher levels of engagement. |
Health | What is the relationship between sleep quality and stress levels among working professionals? | Working professionals who experience higher sleep quality report lower levels of stress. |
Environment | How does exposure to urban green spaces influence residents’ mental well-being? | Residents with regular access to urban green spaces exhibit higher levels of mental well-being. |
Economics | What impact does minimum wage increase have on small business profitability? | Small businesses in regions with minimum wage increases experience decreased profitability. |
Social Media | How do social media influencers affect consumer purchasing decisions? | Consumers are more likely to make decisions based on recommendations from social media influencers. |
Gender Studies | What is the perception of gender roles among adolescents in a multicultural society? | Adolescents in multicultural societies have fluid perceptions of traditional gender roles. |
Nutrition | Is there a correlation between diet quality and academic performance among college students? | College students with healthier diets show better academic performance. |
Political Science | How does media framing influence public opinion on climate change policies? | Media framing significantly impacts public opinion on climate change policies. |
Criminal Justice | What factors contribute to recidivism rates among juvenile offenders? | Juvenile offenders with strong support systems are less likely to engage in recidivism. |
Cultural Studies | How does exposure to diverse cultural experiences impact cultural sensitivity among students? | Students engaging in diverse cultural experiences develop higher cultural sensitivity. |
Technology Adoption | What factors influence the adoption of e-commerce platforms among older adults? | Older adults with higher digital literacy levels are more likely to adopt e-commerce platforms. |
Language Acquisition | How does bilingualism impact cognitive development in children? | Bilingual children exhibit enhanced cognitive flexibility and problem-solving skills. |
Urban Planning | What are the effects of green infrastructure on urban heat island mitigation? | Urban areas with green infrastructure experience lower temperatures during heatwaves. |
Parenting Styles | What role does authoritative parenting play in adolescent self-esteem development? | Adolescents raised by authoritative parents tend to have higher self-esteem levels. |
Workplace Diversity | How does workplace diversity impact employee satisfaction and job performance? | Diverse workforces lead to higher employee satisfaction and improved job performance. |
Cultural Influence on Perception | How do cultural backgrounds affect individuals’ perception of facial expressions? | Cultural backgrounds influence how individuals interpret facial expressions. |
Music and Mood | Does listening to music of different genres have varying effects on mood regulation? | Different music genres evoke distinct emotional responses, influencing mood regulation. |
Advertising Effectiveness | What factors contribute to the effectiveness of online banner advertisements? | Personalized online banner ads with compelling visuals are more effective in user engagement. |
Relationship Satisfaction | How does communication style affect relationship satisfaction among couples? | Open and empathetic communication leads to higher relationship satisfaction among couples. |
Cultural Identity and Mental Health | How does the integration of cultural identity influence mental health outcomes among immigrants? | Immigrant adolescents who maintain cultural identity tend to exhibit better mental health. |
Educational Psychology | How does feedback delivery method affect students’ motivation in online learning environments? | Students receiving personalized feedback in online courses show higher motivation levels. |
Healthcare Access | What factors influence individuals’ access to quality healthcare services in rural areas? | Rural residents with reliable transportation options have better access to quality healthcare. |
Environmental Impact | How does deforestation impact biodiversity in tropical rainforests? | Increased rates of deforestation lead to a decline in biodiversity within tropical rainforests. |
Consumer Behavior | What role do product reviews play in consumers’ purchasing decisions on e-commerce platforms? | Consumers are more likely to choose products with positive reviews when shopping online. |
Language Perception | How does language fluency affect individuals’ perception of different accents? | Individuals fluent in a language are more likely to accurately differentiate between accents. |
Food Preferences | What factors contribute to the preference for spicy foods among certain cultural groups? | Cultural background significantly influences the preference for spicy foods among individuals. |
Urban Mobility | How does the availability of public transportation impact car usage in urban areas? | Cities with efficient public transportation systems experience reduced car usage by residents. |
Political Engagement | What factors determine young adults’ engagement in political activities? | Young adults with higher levels of education tend to be more engaged in political activities. |
Artificial Intelligence in Finance | How does the integration of AI-based algorithms impact stock trading accuracy? | AI algorithms improve stock trading accuracy when integrated into financial trading systems. |
Body Image Perception | How does exposure to idealized body images in media influence individuals’ self-perception? | Individuals exposed to idealized body images in media tend to have lower self-esteem levels. |
Technology Adoption | How does user interface design impact the adoption rate of mobile applications? | Mobile applications with intuitive user interfaces are more likely to have higher adoption rates. |
Cultural Influence on Education | How does cultural background affect students’ learning preferences and styles? | Students from different cultural backgrounds have varied learning preferences and styles. |
Economic Development | What role does foreign direct investment play in the economic growth of developing countries? | Developing countries with higher foreign direct investment experience greater economic growth. |
Social Interaction in Virtual Reality | How does virtual reality impact social interaction and communication among users? | Users of virtual reality platforms tend to experience enhanced social interaction and communication. |
Body-Mind Connection | What is the relationship between physical exercise and cognitive functioning in elderly adults? | Elderly adults who engage in regular physical exercise exhibit better cognitive functioning. |
Political Polarization | How does exposure to partisan media influence individuals’ political views? | Exposure to partisan media significantly shapes and reinforces individuals’ political views. |
Work-Life Balance | What factors contribute to employees’ perception of work-life balance in corporate settings? | Employees with flexible work arrangements tend to perceive better work-life balance. |
Genetic Influence on Behavior | To what extent does genetic predisposition influence risk-taking behavior in individuals? | Individuals with a genetic predisposition to risk-taking behavior are more likely to exhibit such behavior. |
Media Representation of Gender | How are gender roles and stereotypes portrayed in children’s animated television shows? | Children’s animated television shows often perpetuate traditional gender roles and stereotypes. |
Economic Inequality | What is the relationship between income inequality and social mobility in urban areas? | Urban areas with higher income inequality tend to have lower social mobility rates. |
Nutrition and Cognitive Function | How does dietary intake influence cognitive function in school-aged children? | School-aged children with balanced diets tend to exhibit better cognitive function. |
Technology Addiction | How does excessive smartphone usage impact individuals’ overall well-being? | Excessive smartphone usage is negatively correlated with individuals’ overall well-being. |
Creativity and Age | How does age influence individuals’ creativity and innovation levels? | Creativity and innovation levels tend to decrease with advancing age. |
Online Learning Effectiveness | What factors determine the effectiveness of online learning compared to traditional classroom learning? | Online learning is equally effective as traditional classroom learning in academic outcomes. |
Media Exposure and Body Image | How does exposure to digitally altered images in media impact body image dissatisfaction among adolescents? | Adolescents exposed to digitally altered images in media are more likely to experience body image dissatisfaction. |
Motivation in the Workplace | How does recognition and rewards affect employees’ motivation in the workplace? | Employees who receive regular recognition and rewards tend to exhibit higher levels of motivation. |
Social Media and Mental Health | What is the relationship between social media usage and mental health among adolescents? | Adolescents who spend excessive time on social media platforms tend to experience poorer mental health. |
Artistic Expression and Emotion | How does artistic expression influence emotional expression and regulation in individuals? | Individuals engaged in artistic activities tend to have enhanced emotional expression and regulation. |
Cultural Diversity in Education | How does a diverse teaching staff impact students’ cultural awareness and understanding? | Schools with a diverse teaching staff promote greater cultural awareness and understanding among students. |
Economic Impact of Tourism | What is the economic impact of tourism on local communities and businesses? | Tourism significantly contributes to the economic growth of local communities and businesses. |
Social Media and Self-Esteem | How does social media usage impact adolescents’ self-esteem and body image? | Adolescents who spend more time on social media platforms are more likely to experience lower self-esteem and body image issues. |
Gender Wage Gap | What factors contribute to the gender wage gap in the corporate sector? | Gender wage gaps in the corporate sector can be attributed to disparities in job roles, negotiation skills, and workplace biases. |
Influence of Parenting Styles | How do different parenting styles influence adolescents’ academic achievement? | Adolescents raised in authoritative parenting environments tend to achieve higher academic success compared to other styles. |
Peer Pressure and Risk Behavior | How does peer pressure influence risk behaviors among teenagers? | Teenagers who succumb to peer pressure are more likely to engage in risky behaviors, such as substance abuse and delinquency. |
Media Exposure and Violence | Is there a link between exposure to violent media and aggressive behavior in children? | Children exposed to violent media content are more likely to exhibit aggressive behaviors in real-life situations. |
Advertising Appeals | How do emotional appeals versus rational appeals influence consumer purchasing decisions? | Consumers are more likely to make emotional purchasing decisions when exposed to emotional advertising appeals. |
Work-Related Stress and Health | How does work-related stress impact employees’ physical and mental health? | Employees experiencing high levels of work-related stress are more prone to physical and mental health issues. |
Social Support and Mental Health | What role does social support play in promoting positive mental health outcomes? | Individuals with strong social support networks tend to exhibit better mental health outcomes and coping mechanisms. |
Impact of Music on Memory | Can listening to music improve memory recall in learning environments? | Background music with a moderate tempo and melody can enhance memory recall in learning environments. |
Urbanization and Air Quality | How does rapid urbanization affect air quality in metropolitan areas? | Rapid urbanization is associated with deteriorating air quality due to increased pollution levels in metropolitan areas. |
Impact of Social Media on Relationships | How does frequent social media use influence the quality of romantic relationships among young adults? | Young adults who spend more time on social media tend to have lower relationship satisfaction and communication. |
Cultural Diversity and Workplace | What is the impact of cultural diversity on workplace productivity and collaboration? | Workplaces that embrace cultural diversity experience increased productivity and better collaboration among employees. |
Technology and Academic Performance | How does the use of digital devices affect students’ academic performance in classrooms? | Students who use digital devices excessively during classes tend to have lower academic performance compared to those who limit usage. |
Influence of Family Structure | How does family structure influence adolescents’ emotional development and well-being? | Adolescents from single-parent households exhibit higher levels of emotional distress compared to those from two-parent households. |
Personality Traits and Leadership | What personality traits contribute to effective leadership in various organizational contexts? | Leaders with high levels of extroversion, emotional intelligence, and adaptability tend to be more effective in guiding teams and organizations. |
Exercise and Mental Health | Does regular exercise have a positive impact on individuals’ mental health and well-being? | Regular physical exercise is associated with improved mental health outcomes and reduced symptoms of anxiety and depression. |
Social Media and Political Engagement | How does social media usage influence individuals’ participation in political discussions and activities? | Individuals who engage in political discussions on social media are more likely to actively participate in offline political activities. |
Stress and Sleep Quality | How does chronic stress affect sleep quality and patterns in adults? | Adults experiencing chronic stress tend to have disrupted sleep patterns and lower sleep quality compared to those with lower stress levels. |
Role of Nutrition in Aging | What role does nutrition play in slowing down the aging process and promoting healthy aging? | Individuals who consume a diet rich in antioxidants and nutrients tend to experience slower aging and better overall health in older age. |
Gender Stereotypes in STEM Fields | How do gender stereotypes influence individuals’ career choices in STEM fields (science, technology, engineering, mathematics)? | Gender stereotypes contribute to the underrepresentation of women in STEM fields by discouraging their pursuit of STEM careers. |
Social Media and Body Image | What is the relationship between social media usage and body dissatisfaction among adolescents? | Adolescents who spend more time on social media platforms are more likely to experience negative body image and dissatisfaction. |
Impact of Arts Education on Creativity | How does participation in arts education programs influence students’ creative thinking skills? | Students who engage in arts education programs tend to exhibit enhanced creative thinking skills compared to those who do not. |
Urban Green Spaces and Mental Health | How do urban green spaces impact individuals’ mental health and well-being? | Access to urban green spaces is positively correlated with improved mental health outcomes and reduced stress levels among urban residents. |
Technology Use and Academic Achievement | How does the amount of time spent on digital devices impact students’ academic achievement? | Students who excessively use digital devices for non-academic purposes tend to have lower academic achievement compared to those who limit usage. |
Impact of Social Support on Recovery | Does having a strong social support system aid in the recovery process after major surgeries? | Patients with robust social support networks tend to experience faster recovery and better postoperative outcomes following major surgeries. |
Impact of Parental Involvement in Education | How does parental involvement affect students’ academic performance and motivation? | Students with actively involved parents tend to have higher academic performance and greater motivation in school. |
Influence of Peer Feedback on Learning | Does receiving peer feedback enhance students’ learning outcomes in collaborative projects? | Students who receive constructive peer feedback during collaborative projects show improved learning outcomes. |
Music and Stress Reduction | Can listening to music help reduce stress levels in high-stress work environments? | Employees who listen to soothing music during work breaks experience reduced stress and increased relaxation. |
Effects of Sleep on Memory | How does sleep duration impact memory consolidation and recall in college students? | College students with sufficient sleep duration tend to exhibit better memory consolidation and recall abilities. |
Cultural Sensitivity in Healthcare | How does cultural sensitivity training impact healthcare providers’ patient communication? | Healthcare providers who undergo cultural sensitivity training exhibit improved patient communication and trust. |
Impact of Outdoor Play on Child Development | Does outdoor play contribute to better motor skills and cognitive development in young children? | Young children who engage in outdoor play activities demonstrate improved motor skills and cognitive development. |
Relationship Between Diet and Heart Health | What is the connection between dietary habits and the risk of cardiovascular diseases? | Individuals with a diet high in saturated fats and sodium have an increased risk of cardiovascular diseases. |
Impact of Classroom Design on Learning | How does classroom design influence students’ engagement and learning outcomes in schools? | Classroom designs with flexible seating and interactive elements foster increased student engagement and learning. |
Technology Use and Family Communication | How does technology use affect family communication patterns and relationships? | Families that excessively rely on technology for communication experience reduced quality in family relationships. |
Motivation and Employee Productivity | How does intrinsic motivation impact employee productivity in the workplace? | Employees who are intrinsically motivated tend to exhibit higher levels of productivity in their work tasks. |
Impact of Nutrition on Cognitive Function | Can a balanced diet improve cognitive function and concentration in older adults? | Older adults with a balanced diet rich in antioxidants and nutrients tend to experience improved cognitive function. |
Factors Affecting Online Shopping Behavior | What factors influence consumers’ decision-making in online shopping? | Consumers’ online shopping behavior is influenced by factors such as price, reviews, convenience, and website design. |
Effectiveness of Online Learning Platforms | How effective are online learning platforms in enhancing students’ knowledge retention and engagement? | Students who use interactive online learning platforms show higher levels of knowledge retention and engagement. |
Media Exposure and Political Beliefs | Does media exposure shape individuals’ political beliefs and opinions? | Individuals exposed to polarized media content tend to develop more extreme political beliefs and opinions. |
Impact of Meditation on Stress Reduction | How does regular meditation practice contribute to stress reduction and mental well-being? | Regular meditation practice is associated with decreased stress levels and improved mental well-being in individuals. |
Social Media Influencer Marketing | What is the impact of social media influencer marketing on consumer purchasing decisions? | Consumers influenced by social media influencers are more likely to make purchasing decisions based on their recommendations. |
Factors Influencing Job Satisfaction | What factors contribute to employees’ job satisfaction in the workplace? | Employees’ job satisfaction is influenced by factors such as work-life balance, compensation, recognition, and job security. |
Impact of Early Childhood Education | How does early childhood education affect cognitive development and school readiness? | Children who receive quality early childhood education tend to demonstrate enhanced cognitive development and school readiness. |
Effects of Exercise on Mental Health | Can regular physical exercise improve mental health and reduce symptoms of anxiety and depression? | Individuals who engage in regular exercise experience improved mental health outcomes and reduced symptoms of anxiety and depression. |
Impact of Social Media on Self-Esteem | Does excessive social media use contribute to lower self-esteem levels among adolescents? | Adolescents who spend more time on social media platforms tend to have lower self-esteem compared to those who limit usage. |
Effects of Video Games on Aggression | What is the relationship between violent video game exposure and aggressive behavior in adolescents? | Adolescents exposed to violent video games are more likely to exhibit aggressive behavior compared to those who are not exposed. |
Impact of Gender Diversity on Team Performance | How does gender diversity influence team performance in corporate settings? | Teams with diverse gender compositions tend to achieve higher levels of performance compared to less diverse teams. |
Effect of Music Tempo on Consumer Behavior | Does music tempo influence consumers’ shopping behavior in retail stores? | Retail stores playing fast-tempo music tend to experience increased sales due to consumers’ faster shopping behavior. |
Influence of Parenting Style on Academic Success | How do different parenting styles impact students’ academic success and motivation? | Students raised in authoritative households tend to exhibit higher academic success and intrinsic motivation in school. |
Impact of Gender Stereotypes on Career Choices | How do gender stereotypes affect individuals’ career choices in traditionally male-dominated fields? | Individuals exposed to gender stereotypes are less likely to pursue careers in traditionally male-dominated fields. |
Effects of Climate Change on Ecosystems | What are the consequences of climate change on ecosystems and biodiversity? | Ecosystems exposed to rising temperatures experience shifts in species distribution and increased threats to biodiversity. |
Influence of Peer Pressure on Risky Behavior | How does peer pressure influence adolescents’ engagement in risky behaviors, such as substance abuse? | Adolescents under peer pressure are more likely to engage in risky behaviors like substance abuse compared to those who are not. |
Impact of Advertising on Consumer Preferences | Does advertising influence consumers’ preferences and purchasing decisions? | Consumers exposed to persuasive advertising tend to develop preferences for the advertised products and make purchasing decisions based on the ads. |
Effect of Teacher Feedback on Student Performance | How does the type of feedback provided by teachers affect students’ academic performance? | Students who receive specific and constructive feedback from teachers tend to demonstrate improved academic performance. |
In quantitative research, researchers aim to collect and analyze numerical data to answer specific research questions. A quantitative research question is designed to be measurable and testable, and it often involves examining the relationship between variables. The corresponding hypothesis statement predicts the expected outcome of the research based on previous knowledge or theories.
Effect of Exercise on Weight Loss | How does regular exercise impact weight loss in individuals? | Individuals who engage in regular exercise will experience greater weight loss. |
Relationship Between Sleep and Productivity | Is there a correlation between sleep duration and productivity levels? | Longer sleep durations are associated with higher levels of productivity. |
Impact of Smartphone Use on Academic Performance | How does smartphone use affect students’ academic performance? | Increased smartphone use leads to decreased academic performance in students. |
Influence of Social Support on Stress | How does social support mitigate stress levels in individuals? | Higher levels of social support result in lower stress levels among individuals. |
Effects of Advertising Frequency on Sales | Does the frequency of advertising exposure affect product sales? | Higher advertising frequency leads to increased product sales. |
Relationship Between Coffee Consumption and Alertness | Is there a relationship between coffee consumption and alertness levels? | Individuals who consume more coffee tend to experience higher levels of alertness. |
Impact of Study Time on Exam Scores | How does the amount of time spent studying affect exam scores? | Longer study hours are associated with improved exam scores. |
Effect of Age on Memory Recall | Does age have an impact on memory recall ability? | Older individuals exhibit lower memory recall compared to younger ones. |
Influence of Price on Consumer Preference | How does the price of a product influence consumers’ preferences? | Consumers are more likely to prefer products with lower prices. |
Relationship Between Screen Time and Sleep Quality | Is there a link between screen time and the quality of sleep? | Increased screen time before bed is linked to poorer sleep quality. |
Psychology is the scientific study of human behavior and mental processes. Psychology research questions delve into various aspects of human behavior, cognition, emotion, and more. These questions are designed to gain a deeper understanding of psychological phenomena. Hypothesis statements for psychology hypothesis research predict how certain factors or variables might influence human behavior or mental processes.
Impact of Mindfulness on Stress Reduction | How does practicing mindfulness meditation affect individuals’ stress levels? | Individuals who engage in mindfulness meditation experience reduced levels of stress. |
Relationship Between Parenting Style and Behavior | Is there a correlation between parenting styles and children’s behavior? | Authoritative parenting is associated with positive behavior outcomes in children compared to other styles. |
Effects of Music on Mood and Emotion | How does listening to different types of music influence individuals’ mood and emotional states? | Upbeat music genres are more likely to improve individuals’ mood and evoke positive emotions. |
Influence of Self-Efficacy on Achievement | How does individuals’ self-efficacy beliefs affect their academic and professional achievements? | Individuals with high self-efficacy tend to achieve greater success in both academic and professional domains. |
Impact of Color on Cognitive Performance | How does exposure to different colors affect cognitive performance and concentration? | Certain colors, like blue and green, enhance cognitive performance and attention compared to others. |
Relationship Between Personality and Leadership | Is there a link between personality traits and effective leadership skills? | Individuals with extroverted and conscientious personality traits tend to exhibit stronger leadership skills. |
Effects of Social Media on Body Image | How does frequent exposure to social media impact individuals’ body image perceptions? | Increased social media use contributes to negative body image perceptions and lowered self-esteem. |
Influence of Peer Pressure on Decision Making | How does peer pressure influence individuals’ decision-making processes? | Individuals under peer pressure are more likely to make decisions against their personal preferences. |
Impact of Childhood Trauma on Mental Health | Does childhood trauma have lasting effects on individuals’ mental health outcomes? | Individuals who experienced childhood trauma are more susceptible to long-term mental health issues. |
Relationship Between Empathy and Altruistic Behavior | Is there a connection between empathy levels and engaging in altruistic actions? | Individuals with higher empathy tend to engage in more frequent acts of altruism towards others. |
Testable research questions are formulated in a way that allows them to be tested through empirical observation or experimentation. These questions are often used in scientific and experimental research to investigate cause-and-effect relationships between variables. The corresponding hypothesis statements propose an expected outcome based on the variables being studied and the conditions of the experiment.
Effect of Vitamin C on Immune System | Can vitamin C supplementation enhance the immune system’s ability to fight off infections? | Individuals taking vitamin C supplements will experience fewer instances of infections. |
Relationship Between Study Methods and Grades | Is there a correlation between study methods and students’ academic grades? | Students who use active study methods will achieve higher grades compared to passive methods. |
Impact of Advertisement Placement on Sales | How does the placement of advertisements influence product sales in retail stores? | Advertisements placed near checkout counters lead to increased product sales. |
Influence of Sleep on Reaction Times | Does sleep duration affect individuals’ reaction times in cognitive tasks? | Individuals with adequate sleep will exhibit faster reaction times in cognitive tasks. |
Effects of Temperature on Productivity | How does room temperature impact employees’ productivity in an office environment? | Comfortable room temperatures enhance employees’ productivity compared to extreme temperatures. |
Relationship Between Exercise and Heart Health | Is there a link between regular exercise and improved heart health? | Individuals who engage in regular exercise have lower risks of heart-related health issues. |
Impact of Adjective Use on Persuasion | Can the use of positive adjectives enhance the persuasiveness of marketing messages? | Marketing messages incorporating positive adjectives lead to greater persuasion effects. |
Influence of Background Music on Creativity | How does background music affect individuals’ creativity levels during tasks? | Background music enhances individuals’ creativity during tasks requiring creative thinking. |
Relationship Between Diet and Blood Pressure | Is there a correlation between dietary habits and blood pressure levels? | Individuals following a low-sodium diet tend to have lower blood pressure readings. |
Effect of Leadership Style on Employee Morale | How does leadership style impact employee morale in a corporate setting? | Transformational leadership fosters higher employee morale compared to autocratic leadership. |
The hypothesis statement and research question statement are closely related but not the same. Both play crucial roles in research, but they serve distinct purposes.
Research question :.
Remember, both research questions and hypotheses play essential roles in guiding your research and framing the investigation’s purpose and expected outcomes.
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10 min read · Updated on June 03, 2024
Make sure your resume includes the Security Officer Skills employers want to see!
If you've devoted your career to protecting people and property, then you need a resume that highlights the Security Officer skills every hiring manager expects to see.
But do you know which core competencies you need to add to that resume to help you get noticed by employers?
Which key skills will they be looking for when your resume makes it to their desk?
We've created this Security Officer skills guide to help you find the answers to those and other important resume questions. In this guide, we'll offer some insight into Security Officer skills and explain why they're so vital for a successful job search. We'll also explore the core competencies you need to add to your resume and provide tips to help you maximize their impact.
Security Officer skills include all the core competencies needed to perform the duties of a security professional. Whether in a capacity as a security guard or security manager, these professionals are dedicated to the protection of people and property.
In that role, they engage in a variety of security-related duties, including
On-site threat and risk assessments
Security plan creation and implementation
Premise monitoring and patrolling
Response to emergencies and other incidents
Competent Security Officers rely on a balanced mix of hard technical skills and soft interpersonal skills to achieve their mission. The skills that you select for your resume should directly correspond to the key qualifications that employers are looking for in new hires. Those skills should include job-related technical skills, people skills that you can use to interact with others, and any relevant transferable skills that can bolster your qualifications.
Related reading: What Are Skills? (With Examples and Tips on How to Improve Them)
It's vital to understand the important role that your Security Officer skills play in your resume success. The right skills can help your resume make a powerful impression on any hiring manager who reviews your application.
At the same time, including the wrong skills could cause your application to be rejected out of hand – no matter how qualified you might be. With that in mind, it's easy to see why successful job seekers place such a strong emphasis on including the best skills to highlight their qualifications.
Related reading: Make the Perfect First Impression With Your Resume
If you've ever believed that hiring managers just focus on random qualifications when they review resumes, think again. Employers will almost always have a set of key competencies that they're looking for when they skim candidate resumes.
To understand which skills they expect to see, you need to know what they expect from the person they'll be hiring. What duties do they expect you to perform?
As a Security Officer, you will need to:
Conduct routine patrols and threat assessments
Operate, monitor, and analyze surveillance cameras and other security tools
Follow best practices for premise and personnel security management
Manage on-site access points in accordance with policy
Maintain compliance with company policies and governmental regulations
Initiate rapid response to incidents, alarms, and emergency situations
Maintain regular patrol, surveillance, and incident report documentation
Be proficient in fire security, traffic control, crowd management protocols
Experienced in law enforcement collaboration
Clear and consistent communication with team and management
Professional interaction with visitors, at access points and during premise escorts
Reviewing the chief duties and responsibilities we listed above should help you identify the kinds of Security Officer skills you need to add to your resume. By including a balanced mix of these skills, you can demonstrate your experience and ability to fulfill the role's key duties.
To help you further narrow that list of skills, let's examine some of the top hard and soft skills you should consider for your resume's core competencies section.
1. security procedures.
One of the most important Security Officer skills involves keen knowledge of security-related protocols, policies, and procedures. Your resume should reflect this expertise in everything from threat analysis to access management, patrolling, and emergency protocols.
The average Security Officer may not be required to engage in strenuous activity each day, but they should still maintain a level of fitness that enables them to perform their duties. There may be times when they need to chase intruders or detain suspects, so good physical condition is a must.
When incidents occur, the Security Officer must be prepared to respond in accordance with best practices and organizational protocols. To do that, they need a high level of confidence, familiarity with the organization's security processes, and strong interpersonal skills. In addition, they should be well-versed in emergency medical response procedures, including basic first aid.
In addition to knowledge about their organization's policies, Security Officers need to understand the legal restraints governing things like detaining suspects, use of force, and privacy concerns. Interactions with visitors, customers, and potential suspects should always be conducted in accordance with policy and applicable laws.
Security technology is in use throughout nearly every sector of the economy. Competent Security Officers will be familiar with technology tools like access control, surveillance cameras and systems, and various security management platforms.
As a Security Officer, you will need to maintain solid relationships with local law enforcement. When incidents occur, those law enforcement personnel will be among the first people you contact. You may need to request information or ask for them to dispatch officers to assist you. These basic skills will help you to understand how to coordinate with law enforcement to maintain a safe and secure environment.
In addition to knowing how to use surveillance technology, you should also possess well-developed surveillance skills to help you monitor your surroundings, identify security risks, and craft effective responses. You'll also need to be familiar with the right protocols for creating reports and maintaining timely documentation.
1. communication.
Excellent written and verbal communication skills are among the most vital Security Officer skills. Security guards and similar personnel need to be able to communicate information and ideas to many different types of people, including their team, clients, superiors, and members of the public.
Related reading : 11 Best Communication Skills for Your Resume (With Examples)
For a Security Officer, critical thinking skills empower their ability to solve problems. These skills include the ability to quickly analyze a situation, draw the right conclusions based on available evidence, and respond in a decisive and effective way.
Because the Security Officer role requires you to quickly respond to potential threats and other problems, situational awareness skills are essential for success. These skills include keen observation abilities, vigilance, and continual awareness of your surroundings.
It's also important to be detail-oriented. As a Security Officer, you need to be focused on the details of the job. The ability to read body language, remember faces, and identify questionable behavior is crucial for detecting potential risks before incidents occur. These skills are also important for accurate incident reporting and interactions with law enforcement.
Security Officers need to possess a high level of professionalism. In many cases, they may be the first person that customers encounter when they visit an office or business establishment. They should always conduct themselves in an ethical manner, showing respect and empathy even as they enforce policy and maintain a safe and secure environment.
When any type of disagreement or incident occurs, Security Officers need to know how to defuse the situation. Their calm and confident use of vital conflict resolution skills can help to de-escalate potentially volatile situations without force and reduce tensions that might pose a threat to people and property.
The ability to work closely with others is essential for security personnel. Security projects are always team efforts and experienced Security Officers are able to collaborate closely with their clients, team members, and local law enforcement to identify risks, create effective solutions, and maintain operational efficiency at all times.
The key to any successful resume lies in your ability to create a targeted resume that is tailored to the specific job you're hoping to get. Below are some tips designed to assist you as you create a tailored resume that helps you stand out from the competition:
Related reading : How to Write a Targeted Resume That Lands You an Interview
Many of the Security Officer skills you'll need to include in your resume can be found in the role's job description. Review the job posting to identify specific skill-related terms that the employer has included as qualifications.
Those terms are keywords that you need to add to your resume – using those exact words. If the company is using an applicant tracking system to screen candidate submissions, the ATS will be scanning for those keywords.
Related reading : How to Make an ATS-Friendly Resume - Tips for ATS 2024
The first place to include Security Officer skills is in your resume headline. Just create a single line of text right below your contact information that highlights the job you're seeking and your experience or specialty.
For example:
Dedicated Security Officer with 5 Years of Experience in On-Site Risk Mitigation and Event Management
Your resume profile can also be a great place to highlight one or two skills. Just create a paragraph of between three and five sentences highlighting your experience, skills, qualifications, and a quantifiable achievement that reinforces your value.
Solutions-oriented Security Officer with 5 years of experience securing property and lives. Skilled in access point monitoring and management, regular patrols, and incident response. Experienced professional with deep knowledge of industry best practices, legal compliance, and law enforcement collaboration. Supervised 10-person team credited with 33% reduction in security incidents over a two-year period.
Related reading: Resume Profile Explained (with Examples)
Obviously, you need to create a list of these skills to add to the core competencies section of your resume. Start with the skill keywords you found in the job description and add as many other relevant skills as it takes to create a list of between nine and twelve hard and soft skills. You should use a bullet point list of skills formatted into two or three columns.
To truly drive home a message of value, use some of these skills in your work experience achievement statements. These bullet point achievements should focus on tangible results that your skills helped you achieve.
Adding the best Security Officer skills to your resume can be one of the best ways to demonstrate your fitness for the job. By following the tips and recommendations in this guide, you should be well on your way to impressing your next hiring manager – which could be just what you need to land your next great interview.
Get your free resume review from our team of experts today. They have the experience you need to make sure that your resume includes the Security Officer skills employers expect to see!
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Nature Ecology & Evolution ( 2024 ) Cite this article
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The nature of the last universal common ancestor (LUCA), its age and its impact on the Earth system have been the subject of vigorous debate across diverse disciplines, often based on disparate data and methods. Age estimates for LUCA are usually based on the fossil record, varying with every reinterpretation. The nature of LUCA’s metabolism has proven equally contentious, with some attributing all core metabolisms to LUCA, whereas others reconstruct a simpler life form dependent on geochemistry. Here we infer that LUCA lived ~4.2 Ga (4.09–4.33 Ga) through divergence time analysis of pre-LUCA gene duplicates, calibrated using microbial fossils and isotope records under a new cross-bracing implementation. Phylogenetic reconciliation suggests that LUCA had a genome of at least 2.5 Mb (2.49–2.99 Mb), encoding around 2,600 proteins, comparable to modern prokaryotes. Our results suggest LUCA was a prokaryote-grade anaerobic acetogen that possessed an early immune system. Although LUCA is sometimes perceived as living in isolation, we infer LUCA to have been part of an established ecological system. The metabolism of LUCA would have provided a niche for other microbial community members and hydrogen recycling by atmospheric photochemistry could have supported a modestly productive early ecosystem.
The common ancestry of all extant cellular life is evidenced by the universal genetic code, machinery for protein synthesis, shared chirality of the almost-universal set of 20 amino acids and use of ATP as a common energy currency 1 . The last universal common ancestor (LUCA) is the node on the tree of life from which the fundamental prokaryotic domains (Archaea and Bacteria) diverge. As such, our understanding of LUCA impacts our understanding of the early evolution of life on Earth. Was LUCA a simple or complex organism? What kind of environment did it inhabit and when? Previous estimates of LUCA are in conflict either due to conceptual disagreement about what LUCA is 2 or as a result of different methodological approaches and data 3 , 4 , 5 , 6 , 7 , 8 , 9 . Published analyses differ in their inferences of LUCA’s genome, from conservative estimates of 80 orthologous proteins 10 up to 1,529 different potential gene families 4 . Interpretations range from little beyond an information-processing and metabolic core 6 through to a prokaryote-grade organism with much of the gene repertoire of modern Archaea and Bacteria 8 , recently reviewed in ref. 7 . Here we use molecular clock methodology, horizontal gene-transfer-aware phylogenetic reconciliation and existing biogeochemical models to address questions about LUCA’s age, gene content, metabolism and impact on the early Earth system.
Life’s evolutionary timescale is typically calibrated to the oldest fossil occurrences. However, the veracity of fossil discoveries from the early Archaean period has been contested 11 , 12 . Relaxed Bayesian node-calibrated molecular clock approaches provide a means of integrating the sparse fossil and geochemical record of early life with the information provided by molecular data; however, constraining LUCA’s age is challenging due to limited prokaryote fossil calibrations and the uncertainty in their placement on the phylogeny. Molecular clock estimates of LUCA 13 , 14 , 15 have relied on conserved universal single-copy marker genes within phylogenies for which LUCA represented the root. Dating the root of a tree is difficult because errors propagate from the tips to the root of the dated phylogeny and information is not available to estimate the rate of evolution for the branch incident on the root node. Therefore, we analysed genes that duplicated before LUCA with two (or more) copies in LUCA’s genome 16 . The root in these gene trees represents this duplication preceding LUCA, whereas LUCA is represented by two descendant nodes. Use of these universal paralogues also has the advantage that the same calibrations can be applied at least twice. After duplication, the same species divergences are represented on both sides of the gene tree 17 , 18 and thus can be assumed to have the same age. This considerably reduces the uncertainty when genetic distance (branch length) is resolved into absolute time and rate. When a shared node is assigned a fossil calibration, such cross-bracing also serves to double the number of calibrations on the phylogeny, improving divergence time estimates. We calibrated our molecular clock analyses using 13 calibrations (see ‘Fossil calibrations’ in Supplementary Information ). The calibration on the root of the tree of life is of particular importance. Some previous studies have placed a younger maximum constraint on the age of LUCA based on the assumption that life could not have survived Late Heavy Bombardment (LHB) (~3.7–3.9 billion years ago (Ga)) 19 . However, the LHB hypothesis is extrapolated and scaled from the Moon’s impact record, the interpretation of which has been questioned in terms of the intensity, duration and even the veracity of an LHB episode 20 , 21 , 22 , 23 . Thus, the LHB hypothesis should not be considered a credible maximum constraint on the age of LUCA. We used soft-uniform bounds, with the maximum-age bound based on the time of the Moon-forming impact (4,510 million years ago (Ma) ± 10 Myr), which would have effectively sterilized Earth’s precursors, Tellus and Theia 13 . Our minimum bound on the age of LUCA is based on low δ 98 Mo isotope values indicative of Mn oxidation compatible with oxygenic photosynthesis and, therefore, total-group Oxyphotobacteria in the Mozaan Group, Pongola Supergroup, South Africa 24 , 25 , dated minimally to 2,954 Ma ± 9 Myr (ref. 26 ).
Our estimates for the age of LUCA are inferred with a concatenated and a partitioned dataset, both consisting of five pre-LUCA paralogues: catalytic and non-catalytic subunits from ATP synthases, elongation factor Tu and G, signal recognition protein and signal recognition particle receptor, tyrosyl-tRNA and tryptophanyl-tRNA synthetases, and leucyl- and valyl-tRNA synthetases 27 . Marginal densities (commonly referred to as effective priors) fall within calibration densities (that is, user-specified priors) when topologically adjacent calibrations do not overlap temporally, but may differ when they overlap, to ensure the relative age relationships between ancestor-descendant nodes. We consider the marginal densities a reasonable interpretation of the calibration evidence given the phylogeny; we are not attempting to test the hypothesis that the fossil record is an accurate temporal archive of evolutionary history because it is not 28 . The duplicated LUCA node age estimates we obtained under the autocorrelated rates (geometric Brownian motion (GBM)) 29 , 30 and independent-rates log-normal (ILN) 31 , 32 relaxed-clock models with our partitioned dataset (GBM, 4.18–4.33 Ga; ILN, 4.09–4.32 Ga; Fig. 1 ) fall within our composite age estimate for LUCA ranging from 3.94 Ga to 4.52 Ga, comparable to previous studies 13 , 18 , 33 . Dating analyses based on single genes, or concatenations that excluded each gene in turn, returned compatible timescales (Extended Data Figs. 1 and 2 and ‘Additional methods’ in Methods ).
Our results suggest that LUCA lived around 4.2 Ga, with a 95% confidence interval spanning 4.09–4.33 Ga under the ILN relaxed-clock model (orange) and 4.18–4.33 Ga under the GBM relaxed-clock model (teal). Under a cross-bracing approach, nodes corresponding to the same species divergences (that is, mirrored nodes) have the same posterior time densities. This figure shows the corresponding posterior time densities of the mirrored nodes for the last universal, archaeal, bacterial and eukaryotic common ancestors (LUCA, LACA, LBCA and LECA, respectively); the last common ancestor of the mitochondrial lineage (Mito-LECA); and the last plastid-bearing common ancestor (LPCA). Purple stars indicate nodes calibrated with fossils. Arc, Archaea; Bac, Bacteria; Euk, Eukarya.
To estimate the physiology of LUCA, we first inferred an updated microbial phylogeny from 57 phylogenetic marker genes (see ‘Universal marker genes’ in Methods ) on 700 genomes, comprising 350 Archaea and 350 Bacteria 15 . This tree was in good agreement with recent phylogenies of the archaeal and bacterial domains of life 34 , 35 . For example, the TACK 36 and Asgard clades of Archaea 37 , 38 , 39 and Gracilicutes within Bacteria 40 , 41 were recovered as monophyletic. However, the analysis was equivocal as to the phylogenetic placement of the Patescibacteria (CPR) 42 and DPANN 43 , which are two small-genome lineages that have been difficult to place in trees. Approximately unbiased 44 tests could not distinguish the placement of these clades, neither at the root of their respective domains nor in derived positions, with CPR sister to Chloroflexota (as reported recently in refs. 35 , 41 , 45 ) and DPANN sister to Euryarchaeota. To account for this phylogenetic uncertainty, we performed LUCA reconstructions on two trees: our maximum likelihood (ML) tree (topology 1; Extended Data Fig. 3 ) and a tree in which CPR were placed as the sister of Chloroflexota, with DPANN sister to all other Archaea (topology 2; Extended Data Fig. 4 ). In both cases, the gene families mapped to LUCA were very similar (correlation of LUCA presence probabilities (PP), r = 0.6720275, P < 2.2 × 10 − 16 ). We discuss the results on the tree with topology 2 and discuss the residual differences in Supplementary Information , ‘Topology 1’ (Supplementary Data 1 ).
We used the probabilistic gene- and species-tree reconciliation algorithm ALE 46 to infer the evolution of gene family trees for each sampled entry in the KEGG Orthology (KO) database 47 on our species tree. ALE infers the history of gene duplications, transfers and losses based on a comparison between a distribution of bootstrapped gene trees and the reference species tree, allowing us to estimate the probability that the gene family was present at a node in the tree 35 , 48 , 49 . This reconciliation approach has several advantages for drawing inferences about LUCA. Most gene families have experienced gene transfer since the time of LUCA 50 , 51 and so explicitly modelling transfers enables us to include many more gene families in the analysis than has been possible using previous approaches. As the analysis is probabilistic, we can also account for uncertainty in gene family origins and evolutionary history by averaging over different scenarios using the reconciliation model. Using this approach, we estimated the probability that each KEGG gene family (KO) was present in LUCA and then used the resulting probabilities to construct a hypothetical model of LUCA’s gene content, metabolic potential (Fig. 2 ) and environmental context (Fig. 3 ). Using the KEGG annotation is beneficial because it allows us to connect our inferences to curated functional annotations; however, it has the drawback that some widespread gene families that were likely present in LUCA are divided into multiple KO families that individually appear to be restricted to particular taxonomic groups and inferred to have arisen later. To account for this limitation, we also performed an analysis of COG (Clusters of Orthologous Genes) 52 gene families, which correspond to more coarse-grained functional annotations (Supplementary Data 2 ).
In black: enzymes and metabolic pathways inferred to be present in LUCA with at least PP = 0.75, with sampling in both prokaryotic domains. In grey: those inferred in our least-stringent threshold of PP = 0.50. The analysis supports the presence of a complete WLP and an almost complete TCA cycle across multiple confidence thresholds. Metabolic maps derived from KEGG 47 database through iPath 109 . GPI, glycosylphosphatidylinositol; DDT, 1,1,1-trichloro-2,2-bis(p-chlorophenyl)ethane.
a , A representation of LUCA based on our ancestral gene content reconstruction. Gene names in black have been inferred to be present in LUCA under the most-stringent threshold (PP = 0.75, sampled in both domains); those in grey are present at the least-stringent threshold (PP = 0.50, without a requirement for presence in both domains). b , LUCA in the context of the tree of life. Branches on the tree of life that have left sampled descendants today are coloured black, those that have left no sampled descendants are in grey. As the common ancestor of extant cellular life, LUCA is the oldest node that can be reconstructed using phylogenetic methods. It would have shared the early Earth with other lineages (highlighted in teal) that have left no descendants among sampled cellular life today. However, these lineages may have left a trace in modern organisms by transferring genes into the sampled tree of life (red lines) before their extinction. c , LUCA’s chemoautotrophic metabolism probably relied on gas exchange with the immediate environment to achieve organic carbon (C org ) fixation via acetogenesis and it may also have run the metabolism in reverse. d , LUCA within the context of an early ecosystem. The CO 2 and H 2 that fuelled LUCA’s plausibly acetogenic metabolism could have come from both geochemical and biotic inputs. The organic matter and acetate that LUCA produced could have created a niche for other metabolisms, including ones that recycled CO 2 and H 2 (as in modern sediments). e , LUCA in an Earth system context. Acetogenic LUCA could have been a key part of both surface and deep (chemo)autotrophic ecosystems, powered by H 2 . If methanogens were also present, hydrogen would be released as CH 4 to the atmosphere, converted to H 2 by photochemistry and thus recycled back to the surface ecosystem, boosting its productivity. Ferm., fermentation.
By using modern prokaryotic genomes as training data, we used a predictive model to estimate the genome size and the number of protein families encoded by LUCA based on the relationship between the number of KEGG gene families and the total number of proteins encoded by modern prokaryote genomes (Extended Data Figs. 5 and 6 ). On the basis of the PPs for KEGG KO gene families, we identified a conservative subset of 399 KOs that were likely to be present in LUCA, with PPs ≥0.75, and found in both Archaea and Bacteria (Supplementary Data 1 ); these families form the basis of our metabolic reconstruction. However, by integrating over the inferred PPs of all KO gene families, including those with low probabilities, we also estimate LUCA’s genome size. Our predictive model estimates a genome size of 2.75 Mb (2.49–2.99 Mb) encoding 2,657 (2,451–2,855) proteins ( Methods ). Although we can estimate the number of genes in LUCA’s genome, it is more difficult to identify the specific gene families that might have already been present in LUCA based on the genomes of modern Archaea and Bacteria. It is likely that the modern version of the pathways would be considered incomplete based on LUCA’s gene content through subsequent evolutionary changes. We should therefore expect reconstructions of metabolic pathways to be incomplete due to this phylogenetic noise and other limitations of the analysis pipeline. For example, when looking at genes and pathways that can uncontroversially be mapped to LUCA, such as the ribosome and aminoacyl-tRNA synthetases for implementing the genetic code, we find that we map many (but not all) of the key components to LUCA (see ‘Notes’ in Supplementary Information ). We interpret this to mean that our reconstruction is probably incomplete but our interpretation of LUCA’s metabolism relies on our inference of pathways, not individual genes.
The inferred gene content of LUCA suggests it was an anaerobe as we do not find support for the presence of terminal oxidases (Supplementary Data 1 ). Instead we identified almost all genes encoding proteins of the archaeal (and most of the bacterial) versions of the Wood–Ljungdahl pathway (WLP) (PP > 0.7), indicating that LUCA had the potential for acetogenic growth and/or carbon fixation 53 , 54 , 55 (Supplementary Data 3 ). LUCA encoded some NiFe hydrogenase subunits ( K06281 , PP = 0.90; K14126 , PP = 0.92), which may have enabled growth on hydrogen (see ‘Notes’ in Supplementary Information ). Complexes involved in methanogenesis such as methyl-coenzyme M reductase and tetrahydromethanopterin S-methyltransferase were inferred to be absent, suggesting that LUCA was unlikely to function as a modern methanogen. We found strong support for some components of the TCA cycle (including subunits of oxoglutarate/2-oxoacid ferredoxin oxidoreductase ( K00175 and K00176 ), succinate dehydrogenase ( K00239 ) and homocitrate synthase ( K02594 )), although some steps are missing. LUCA was probably capable of gluconeogenesis/glycolysis in that we find support for most subunits of enzymes involved in these pathways (Supplementary Data 1 and 3 ). Considering the presence of the WLP, this may indicate that LUCA had the ability to grow organoheterotrophically and potentially also autotrophically. Gluconeogenesis would have been important in linking carbon fixation to nucleotide biosynthesis via the pentose phosphate pathway, most enzymes of which seem to be present in LUCA (see ‘Notes’ in Supplementary Information ). We found no evidence that LUCA was photosynthetic, with low PPs for almost all components of oxygenic and anoxygenic photosystems (Supplementary Data 3 ).
We find strong support for the presence of ATP synthase, specifically, the A ( K02117 , PP = 0.98) and B ( K02118 , PP = 0.94) subunit components of the hydrophilic V/A1 subunit, and the I (subunit a, K02123 , PP = 0.99) and K (subunit c, K02124 , PP = 0.82) subunits of the transmembrane V/A0 subunit. In addition, if we relax the sampling threshold, we also infer the presence of the F1-type β-subunit ( K02112 , PP = 0.94). This is consistent with many previous studies that have mapped ATP synthase subunits to LUCA 6 , 17 , 18 , 56 , 57 .
We obtain moderate support for the presence of pathways for assimilatory nitrate (ferredoxin-nitrate reductase, K00367 , PP = 0.69; ferredoxin-nitrite reductase, K00367 , PP = 0.53) and sulfate reduction (sulfate adenylyltransferase, K00957 , PP = 0.80, and K00958 , PP = 0.73; sulfite reductase, K00392 , PP = 0.82; phosphoadenosine phosphosulfate reductase, K00390 , PP = 0.56), probably to fuel amino acid biosynthesis, for which we inferred the presence of 37 partially complete pathways.
We found support for the presence of 19 class 1 CRISPR–Cas effector protein families in the genome of LUCA, including types I and III (cas3, K07012 , PP = 0.80, and K07475 , PP = 0.74; cas10, K07016 , PP = 0.96, and K19076 , PP = 0.67; and cas7, K07061 , PP = 0.90, K09002 , PP = 0.84, K19075 , PP = 0.97, K19115 , PP = 0.98, and K19140 , PP = 0.80). The absence of Cas1 and Cas2 may suggest LUCA encoded an early Cas system with the means to deliver an RNA-based immune response by cutting (Cas6/Cas3) and binding (CSM/Cas10) RNA, but lacking the full immune-system-site CRISPR. This supports the idea that the effector stage of CRISPR–Cas immunity evolved from RNA sensing for signal transduction, based on the similarities in RNA binding modules of the proteins 58 . This is consistent with the idea that cellular life was already involved in an arms race with viruses at the time of LUCA 59 , 60 . Our results indicate that an early Cas system was an ancestral immune system of extant cellular life.
Altogether, our metabolic reconstructions suggest that LUCA was a relatively complex organism, similar to extant Archaea and Bacteria 6 , 7 . On the basis of ancient duplications of the Sec and ATP synthase genes before LUCA, along with high PPs for key components of those systems, membrane-bound ATP synthase subunits, genes involved in peptidoglycan synthesis ( mraY , K01000 ; murC , K01924 ) and the cytoskeletal actin-like protein, MreB ( K03569 ) (Supplementary Data 3 ), it is highly likely that LUCA possessed the core cellular apparatus of modern prokaryotic life. This might include the basic constituents of a phospholipid membrane, although our analysis did not conclusively establish its composition. In particular, we recovered the following enzymes involved in the synthesis of ether and ester lipids, (alkyldihydroxyacetonephosphate synthase, glycerol 3-phosphate and glycerol 1-phosphate) and components of the mevalonate pathway (mevalonate 5-phosphate dehydratase (PP = 0.84), hydroxymethylglutaryl-CoA reductase (PP = 0.52), mevalonate kinase (PP = 0.51) and hydroxymethylglutaryl-CoA synthase (PP = 0.51)).
Compared with previous estimates of LUCA’s gene content, we find 81 overlapping COG gene families with the consensus dataset of ref. 7 and 69 overlapping KOs with the dataset of ref. 6 . Key points of agreement between previous studies include the presence of signal recognition particle protein, ffh (COG0541, K03106 ) 7 used in the targeting and delivery of proteins for the plasma membrane, a high number of aminoacyl-tRNA synthetases for amino acid synthesis and glycolysis/gluconeogenesis enzymes.
Ref. 6 inferred LUCA to be a thermophilic anaerobic autotroph using the WLP for carbon fixation based on the presence of a single enzyme (CODH), and similarly suggested that LUCA was capable of nitrogen fixation using a nitrogenase. Our reconstruction agrees with ref. 6 that LUCA was an anaerobic autotroph using the WLP for carbon fixation, but we infer the presence of a much more complete WLP than that previously obtained. We did not find strong evidence for nitrogenase or nitrogen fixation, and the reconstruction was not definitive with respect to the optimal growth environment of LUCA.
We used a probabilistic approach to reconstruct LUCA—that is, we estimated the probability with which each gene family was present in LUCA based on a model of how gene families evolve along an overarching species tree. This approach differs from analyses of phylogenetic presence–absence profiles 3 , 4 , 9 or those that used filtering criteria (such as broadly distributed or highly vertically evolving families) to define a high-confidence subset of modern genes that might have been present in LUCA. Our reconstruction maps many more genes to LUCA—albeit each with lower probability—than previous analyses 8 and yields an estimate of LUCA’s genome size that is within the range of modern prokaryotes. The result is an incomplete picture of a cellular organism that was prokaryote grade rather than progenotic 2 and that, similarly to prokaryotes today, probably existed as part of an ecosystem. As the common ancestor of sampled, extant prokaryotic life, LUCA is the oldest node on the species tree that we can reconstruct via phylogenomics but, as Fig. 3 illustrates, it was already the product of a highly innovative period in evolutionary history during which most of the core components of cells were established. By definition, we cannot reconstruct LUCA’s contemporaries using phylogenomics but we can propose hypotheses about their physiologies based on the reconstructed LUCA whose features immediately suggest the potential for interactions with other prokaryotic metabolisms.
The inference that LUCA used the WLP helps constrain the environment and ecology in which it could have lived. Modern acetogens can grow autotrophically on H 2 (and CO 2 ) or heterotrophically on a wide range of alternative electron donors including alcohols, sugars and carboxylic acids 55 . This metabolic flexibility is key to their modern ecological success. Acetogenesis, whether autotrophic or heterotrophic, has a low energy yield and growth efficiency (although use of the reductive acetyl-CoA pathway for both energy production and biosynthesis reduces the energy cost of biosynthesis). This would be consistent with an energy-limited early biosphere 61 .
If LUCA functioned as an organoheterotrophic acetogen, it was necessarily part of an ecosystem containing autotrophs providing a source of organic compounds (because the abiotic source flux of organic molecules was minimal on the early Earth). Alternatively, if LUCA functioned as a chemoautotrophic acetogen it could (in principle) have lived independently off an abiotic source of H 2 (and CO 2 ). However, it is implausible that LUCA would have existed in isolation as the by-products of its chemoautotrophic metabolism would have created a niche for a consortium of other metabolisms (as in modern sediments) (Fig. 3d ). This would include the potential for LUCA itself to grow as an organoheterotroph.
A chemoautotrophic acetogenic LUCA could have occupied two major potential habitats (Fig. 3e ): the first is the deep ocean where hydrothermal vents and serpentinization of sea-floor provided a source of H 2 (ref. 62 ). Consistent with this, we find support for the presence of reverse gyrase (PP = 0.97), a hallmark enzyme of hyperthermophilic prokaryotes 6 , 63 , 64 , 65 , which would not be expected if early life existed at the ocean surface (although the evolution of reverse gyrase is complex 63 ; see ‘Reverse gyrase’ in Supplementary Information ). The second habitat is the ocean surface where the atmosphere would have provided a source of H 2 derived from volcanoes and metamorphism. Indeed, we detected the presence of spore photoproduct lyase (COG1533, K03716 , PP = 0.88) that in extant organisms repairs methylene-bridged thymine dimers occurring in spore DNA as a result of damage induced through ultraviolet (UV) radiation 66 , 67 . However, this gene family also occurs in modern taxa that neither form endospores nor dwell in environments where they are likely to accrue UV damage to their DNA and so is not an exclusive hallmark of environments exposed to UV. Previous studies often favoured a deep-ocean environment for LUCA as early life would have been better protected there from an episode of LHB. However, if the LHB was less intense than initially proposed 20 , 22 , or just a sampling artefact 21 , these arguments weaken. Another possibility may be that LUCA inhabited a shallow hydrothermal vent or a hot spring.
Hydrogen fluxes in these ecosystems could have been several times higher on the early Earth (with its greater internal heat source) than today. Volcanism today produces ~1 × 10 12 mol H 2 yr −1 and serpentinization produces ~0.4 × 10 12 mol H 2 yr − 1 . With the present H 2 flux and the known scaling of the H 2 escape rate to space, an abiotic atmospheric concentration of H 2 of ~150 ppmv is predicted 68 . Chemoautotrophic acetogens would have locally drawn down the concentration of H 2 (in either surface or deep niche) but their low growth efficiency would ensure H 2 (and CO 2 ) remained available. This and the organic matter and acetate produced would have created niches for other metabolisms, including methanogenesis (Fig. 3d ).
On the basis of thermodynamic considerations, CH 4 and CO 2 are expected to be the eventual metabolic end products of the resulting ecosystem, with a small fraction of the initial hydrogen consumption buried as organic matter. The resulting flux of CH 4 to the atmosphere would fuel photochemical H 2 regeneration and associated productivity in the surface ocean (Fig. 3e ). Existing models suggest the resulting global H 2 recycling system is highly effective, such that the supply flux of H 2 to the surface could have exceeded the volcanic input of H 2 to the atmosphere by at least an order of magnitude, in turn implying that the productivity of such a biosphere was boosted by a comparable factor 69 . Photochemical recycling to CO would also have supported a surface niche for organisms consuming CO (ref. 69 ).
In deep-ocean habitats, there could be some localized recycling of electrons (Fig. 3d ) but a quantitative loss of highly insoluble H 2 and CH 4 to the atmosphere and minimal return after photochemical conversion of CH 4 to H 2 means global recycling to depth would be minimal (Fig. 3e ). Hence the surface environment for LUCA could have become dominant (albeit recycling of the resulting organic matter could be spread through ocean depth; ‘Deep heterotrophic ecosystem’ in Fig. 3e ). The global net primary productivity of an early chemoautotrophic biosphere including acetogenic LUCA and methanogens could have been of order ~1 × 10 12 to 7 × 10 12 mol C yr − 1 (~3 orders of magnitude less than today) 69 .
The nutrient supply (for example, N) required to support such a biosphere would need to balance that lost in the burial flux of organic matter. Earth surface redox balance dictates that hydrogen loss to space and burial of electrons/hydrogen must together balance input of electrons/hydrogen. Considering contemporary H 2 inputs, and the above estimate of net primary productivity, this suggests a maximum burial flux in the order of ~10 12 mol C yr − 1 , which, with contemporary stoichiometry (C:N ratio of ~7) could demand >10 11 mol N yr − 1 . Lightning would have provided a source of nitrite and nitrate 70 , consistent with LUCA’s inferred pathways of nitrite and (possibly) nitrate reduction. However, it would only have been of the order 3 × 10 9 mol N yr − 1 (ref. 71 ). Instead, in a global hydrogen-recycling system, HCN from photochemistry higher in the atmosphere, deposited and hydrolysed to ammonia in water, would have increased available nitrogen supply by orders of magnitude toward ~3 × 10 12 mol N yr − 1 (refs. 71 , 72 ). This HCN pathway is consistent with the anomalously light nitrogen isotopic composition of the earliest plausible biogenic matter of 3.8–3.7 Ga (ref. 73 ), although that considerably postdates our inferred age of LUCA. These considerations suggest that the proposed LUCA biosphere (Fig. 3e ) would have been energy or hydrogen limited not nitrogen limited.
By treating gene presence probabilistically, our reconstruction maps many more genes (2,657) to LUCA than previous analyses and results in an estimate of LUCA’s genome size (2.75 Mb) that is within the range of modern prokaryotes. The result is a picture of a cellular organism that was prokaryote grade rather than progenotic 2 and that probably existed as a component of an ecosystem, using the WLP for acetogenic growth and carbon fixation. We cannot use phylogenetics to reconstruct other members of this early ecosystem but we can infer their physiologies based on the metabolic inputs and outputs of LUCA. How evolution proceeded from the origin of life to early communities at the time of LUCA remains an open question, but the inferred age of LUCA (~4.2 Ga) compared with the origin of the Earth and Moon suggests that the process required a surprisingly short interval of geologic time.
A list of 298 markers were identified by creating a non-redundant list of markers used in previous studies on archaeal and bacterial phylogenies 10 , 35 , 38 , 74 , 75 , 76 , 77 , 78 , 79 . These markers were mapped to the corresponding COG, arCOG and TIGRFAM profile to identify which profile is best suited to extract proteins from taxa of interest. To evaluate whether the markers cover all archaeal and bacterial diversity, proteins from a set of 574 archaeal and 3,020 bacterial genomes were searched against the COG, arCOG and TIGRFAM databases using hmmsearch (v.3.1b2; settings, hmmsearch–tblout output–domtblout–notextw) 52 , 80 , 81 , 82 . Only hits with an e-value less than or equal to 1 × 10 −5 were investigated further and for each protein the best hit was determined based on the e-value (expect value) and bit-score. Results from all database searches were merged based on the protein identifiers and the table was subsetted to only include hits against the 298 markers of interest. On the basis of this table we calculated whether the markers occurred in Archaea, Bacteria or both Archaea and Bacteria. Markers were only included if they were present in at least 50% of taxa and contained less than 10% of duplications, leaving a set of 265 markers. Sequences for each marker were aligned using MAFFT L-INS-i v.7.407 (ref. 83 ) for markers with less than 1,000 sequences or MAFFT 84 for those with more than 1,000 sequences (setting, –reorder) 84 and sequences were trimmed using BMGE 85 , set for amino acids, a BLOcks SUbstitution Matrix 30 similarity matrix, with a entropy score of 0.5 (v.1.12; settings, -t AA -m BLOSUM30 -h 0.5). Single gene trees were generated with IQ-TREE 2 (ref. 86 ), using the LG substitution matrix, with ten-profile mixture models, four CPUs, with 1,000 ultrafast bootstraps optimized by nearest neighbour interchange written to a file retaining branch lengths (v.2.1.2; settings, -m LG + C10 + F + R -nt 4 -wbtl -bb 1,000 -bnni). These single gene trees were investigated for archaeal and bacterial monophyly and the presence of paralogues. Markers that failed these tests were not included in further analyses, leaving a set of 59 markers (3 arCOGs, 46 COGs and 10 TIGRFAMs) suited for phylogenies containing both Archaea and Bacteria (Supplementary Data 4 ).
To limit selecting distant paralogues and false positives, we used a bidirectional or reciprocal approach to identify the sequences corresponding to the 59 single-copy markers. In the first inspection (query 1), the 350 archaeal and 350 bacterial reference genomes were queried against all arCOG HMM (hidden Markov model) profiles (All_Arcogs_2018.hmm), all COG HMM profiles (NCBI_COGs_Oct2020.hmm) and all TIGRFAM HMM profiles (TIGRFAMs_15.0_HMM.LIB) using a custom script built on hmmsearch: hmmsearchTable <genomes.faa> <database.hmm> -E 1 × 10 −5 >HMMscan_Output_e5 (HMMER v.3.3.2) 87 . HMM profiles corresponding to the 59 single-copy marker genes (Supplementary Data 4 ) were extracted from each query and the best-hit sequences were identified based on the e-value and bit-score. We used the same custom hmmsearchTable script and conditions (see above) in the second inspection (query 2) to query the best-hit sequences identified above against the full COG HMM database (NCBI_COGs_Oct2020.hmm). Results were parsed and the COG family assigned in query 2 was compared with the COG family assigned to sequences based on the marker gene identity (Supplementary Data 4 ). Sequence hits were validated using the matching COG identifier, resulting in 353 mismatches (that is, COG family in query 1 does not match COG family in query 2) that were removed from the working set of marker gene sequences. These sequences were aligned using MAFFT L-INS-i 83 and then trimmed using BMGE 85 with a BLOSUM30 matrix. Individual gene trees were inferred under ML using IQ-TREE 2 (ref. 86 ) with model fitting, including both the default homologous substitution models and the following complex heterogeneous substitution models (LG substitution matrices with 10–60-profile mixture models, with empirical base frequencies and a discrete gamma model with four categories accounting for rate heterogeneity across sites): LG + C60 + F + G, LG + C50 + F + G, LG + C40 + F + G, LG + C30 + F + G, LG + C20 + F + G and LG + C10 + F + G, with 10,000 ultrafast bootstraps and 10 independent runs to avoid local optima. These 59 gene trees were manually inspected and curated over multiple rounds. Any horizontal gene transfer events, paralogous genes or sequences that violated domain monophyly were removed and two genes (arCOG01561, tuf ; COG0442, ProS ) were dropped at this stage due to the high number of transfer events, resulting in 57 single-copy orthologues for further tree inference.
These 57 orthologous sequences were concatenated and ML trees were inferred after three independent runs with IQ-TREE 2 (ref. 86 ) using the same model fitting and bootstrap settings as described above. The tree with the highest log-likelihood of the three runs was chosen as the ML species tree (topology 1). To test the effect of removing the CPR bacteria, we removed all CPR bacteria from the alignment before inferring a species tree (same parameters as above). We also performed approximately unbiased 44 tree topology tests (with IQ-TREE 2 (ref. 86 ), using LG + C20 + F + G) when testing the significance of constraining the species-tree topology (ML tree; Supplementary Fig. 1 ) to have a DPANN clade as sister to all other Archaea (same parameters as above but with a minimally constrained topology with monophyletic Archaea and DPANN sister to other Archaea present in a polytomy (Supplementary Fig. 2 )) and testing a constraint of CPR to be sister to Chloroflexi (Supplementary Fig. 3 ), and a combination of both the DPANN and CPR constraints (topology 2); these were tested against the ML topology, both using the normal 20 amino acid alignments and also with Susko–Roger recoding 88 .
For the 700 representative species 15 , gene family clustering was performed using EGGNOGMAPPER v.2 (ref. 89 ), with the following parameters: using the DIAMOND 90 search, a query cover of 50% and an e-value threshold of 0.0000001. Gene families were collated using their KEGG 47 identifier, resulting in 9,365 gene families. These gene families were then aligned using MAFFT 84 v.7.5 with default settings and trimmed using BMGE 85 (with the same settings as above). Five independent sets of ML trees were then inferred using IQ-TREE 2 (ref. 86 ), using LG + F + G, with 1,000 ultrafast bootstrap replicates. We also performed a COG-based clustering analysis in which COGs were assigned based on the modal COG identifier annotated for each KEGG gene family based on the results from EGGNOGMAPPER v.2 (ref. 89 ). These gene families were aligned, trimmed and one set of gene trees (with 1,000 ultrafast bootstrap replicates) was inferred using the same parameters as described above for the KEGG gene families.
The five sets of bootstrap distributions were converted into ALE files, using ALEobserve, and reconciled against topology 1 and topology 2 using ALEml_undated 91 with the fraction missing for each genome included (where available). Gene family root origination rates were optimized for each COG functional category as previously described 35 and families were categorized into four different groups based on the probability of being present in the LUCA node in the tree. The most-stringent category was that with sampling above 1% in both domains and a PP ≥ 0.75, another category was with PP ≥ 0.75 with no sampling requirement, another with PP ≥ 0.5 with the sampling requirement; the least stringent was PP ≥ 0.5 with no sampling requirement. We used the median probability at the root from across the five runs to avoid potential biases from failed runs in the mean and to account for variation across bootstrap distributions (see Supplementary Fig. 4 for distributions of the inferred ratio of duplications, transfers and losses for all gene families across all tips in the species tree; see Supplementary Data 5 for the inferred duplications, transfers and losses ratios for LUCA, the last bacterial common ancestor and the last archaeal common ancestor).
Metabolic pathways for gene families mapped to the LUCA node were inferred using the KEGG 47 website GUI and metabolic completeness for individual modules was estimated with Anvi’o 92 (anvi-estimate-metabolism), with pathwise completeness.
We tested for the effects of model complexity on reconciliation by using posterior mean site frequency LG + C20 + F + G across three independent runs in comparison with 3 LG + F + G independent runs. We also performed a 10% subsampling of the species trees and gene family alignments across two independent runs for two different subsamples, one with and one without the presence of Asgard archaea. We also tested the likelihood of the gene families under a bacterial root (between Terrabacteria and Gracilicutes) using reconciliations of the gene families under a species-tree topology rooted as such.
On the basis of well-established geological events and the fossil record, we modelled 13 uniform densities to constrain the maximum and minimum ages of various nodes in our phylogeny. We constrained the bounds of the uniform densities to be either hard (no tail probability is allowed after the age constraint) or soft (a 2.5% tail probability is allowed after the age constraint) depending on the interpretation of the fossil record ( Supplementary Information ). Nodes that refer to the same duplication event are identified by MCMCtree as cross-braced (that is, one is chosen as the ‘driver’ node, the rest are ‘mirrored’ nodes). In other words, the sampling during the Markov chain Monte Carlo (MCMC) for cross-braced nodes is not independent: the same posterior time density is inferred for matching mirror–driver nodes (see ‘Additional methods’ for details on our cross-bracing approach).
Timetree inference with the program MCMCtree (PAML v.4.10.7 (ref. 93 )) proceeded under both the GBM and ILN relaxed-clock models. We specified a vague rate prior with the shape parameter equal to 2 and the scale parameter equal to 2.5: Γ(2, 2.5). This gamma distribution is meant to account for the uncertainty on our estimate for the mean evolutionary rate, ~0.81 substitutions per site per time unit, which we calculated by dividing the tree height of our best-scoring ML tree ( Supplementary Information ) into the estimated mean root age of our phylogeny (that is, 4.520 Ga, time unit = 10 9 years; see ‘Fossil calibrations’ in Supplementary Information for justifications on used calibrations). Given that we are estimating very deep divergences, the molecular clock may be seriously violated. Therefore, we applied a very diffuse gamma prior on the rate variation parameter ( σ 2 ), Γ(1, 10), so that it is centred around σ 2 = 0.1. To incorporate our uncertainty regarding the tree shape, we specified a uniform kernel density for the birth–death sampling process by setting the birth and death processes to 1, λ (per-lineage birth rate) = μ (per-lineage death rate) = 1, and the sampling frequency to ρ (sampling fraction) = 0.1. Our main analysis consisted of inferring the timetree for the partitioned dataset under both the GBM and the ILN relaxed-clock models in which nodes that correspond to the same divergences are cross-braced (that is, hereby referred to as cross-bracing A). In addition, we ran 10 additional inference analyses to benchmark the effect that partitioning, cross-bracing and relaxed-clock models can have on species divergence time estimation: (1) GBM + concatenated alignment + cross-bracing A, (2) GBM + concatenated alignment + cross-bracing B (only nodes that correspond to the same divergences for which there are fossil constraints are cross-braced), (3) GBM + concatenated alignment + without cross-bracing, (4) GBM + partitioned alignment + cross-bracing B, (5) GBM + partitioned alignment + without cross-bracing, (6) ILN + concatenated alignment + cross-bracing A, (7) ILN + concatenated alignment + cross-bracing B, (8) ILN + concatenated alignment + without cross-bracing, (9) ILN + partitioned alignment + cross-bracing B, and (10) ILN + partitioned alignment + without cross-bracing. Lastly, we used (1) individual gene alignments, (2) a leave-one-out strategy (rate prior changed for alignments without ATP and Leu , Γ(2, 2.2), and without Tyr , Γ(2, 2.3), but was Γ(2, 2.5) for the rest; see ‘Additional methods’), and (3) a more complex substitution model 94 to assess their impact on timetree inference. Refer to ‘Additional methods’ for details on how we parsed the dataset we used for timetree inference analyses, ran PAML programs CODEML and MCMCtree to approximate the likelihood calculation 95 , and carried out the MCMC diagnostics for the results obtained under each of the previously mentioned scenarios.
We simulated 100 samples of ‘KEGG genomes’ based on the probabilities of each of the (7,467) gene families being present in LUCA using the random.rand function in numpy 96 . The mean number of KEGG gene families was 1,298.25, the 95% HPD (highest posterior density) minimum was 1,255 and the maximum was 1,340. To infer the relationship between the number of KEGG KO gene families encoded by a genome, the number of proteins and the genome size, we used LOESS (locally estimated scatter-plot smoothing) regression to estimate the relationship between the number of KOs and (1) the number of protein-coding genes and (2) the genome size for the 700 prokaryotic genomes used in the LUCA reconstruction. To ensure that our inference of genome size is robust to uncertainty in the number of paralogues that can be expected to have been present in LUCA, we used the presence of probability for each of these KEGG KO gene families rather than the estimated copy number. We used the predict function to estimate the protein-coding genes and genome size of LUCA using these models and the simulated gene contents encoded with 95% confidence intervals.
Cross-bracing approach implemented in mcmctree.
The PAML program MCMCtree was implemented to allow for the analysis of duplicated genes or proteins so that some nodes in the tree corresponding to the same speciation events in different paralogues share the same age. We used the tree topology depicted in Supplementary Fig. 5 to explain how users can label driver or mirror nodes (more on these terms below) so that the program identifies them as sharing the same speciation events. The tree topology shown in Supplementary Fig. 5 can be written in Newick format as:
(((A1,A2),A3),((B1,B2),B3));
In this example, A and B are paralogues and the corresponding tips labelled as A1–A3 and B1–B3 represent different species. Node r represents a duplication event, whereas other nodes are speciation events. If we want to constrain the same speciation events to have the same age (that is, Supplementary Fig. 5 , see labels a and b (that is, A1–A2 ancestor and B1–B2 ancestor, respectively) and labels v and b (that is, A1–A2–A3 ancestor and B1–B2–B3 ancestor, respectively), we use node labels in the format #1, #2, and so on to identify such nodes:
(((A1, A2) #1, A3) #2, ((B1, B2) [#1 B{0.2, 0.4}], B3) #2) 'B(0.9,1.1)';
Node a and node b are assigned the same label (#1) and so they share the same age ( t ): t a = t b . Similarly, node u and node v have the same age: t u = t v . The former nodes are further constrained by a soft-bound calibration based on the fossil record or geological evidence: 0.2 < t a = t b < 0.4. The latter, however, does not have fossil constraints and thus the only restriction imposed is that both t u and t v are equal. Finally, there is another soft-bound calibration on the root age: 0.9 < t r < 1.1.
Among the nodes on the tree with the same label (for example, those nodes labelled with #1 and those with #2 in our example), one is chosen as the driver node, whereas the others are mirror nodes. If calibration information is provided on one of the shared nodes (for example, nodes a and b in Supplementary Fig. 5 ), the same information therefore applies to all shared nodes. If calibration information is provided on multiple shared nodes, that information has to be the same (for example, you could not constrain node a with a different calibration used to constrain node b in Supplementary Fig. 5 ). The time prior (or the prior on all node ages on the tree) is constructed by using a density at the root of the tree, which is specified by the user (for example, 'B(0.9,1.1)' in our example, which has a minimum of 0.9 and a maximum of 1.1). The ages of all non-calibrated nodes are given by the uniform density. This time prior is similar to that used by ref. 29 . The parameters in the birth–death sampling process ( λ , μ , ρ ; specified using the option BDparas in the control file that executes MCMCtree) are ignored. It is noteworthy that more than two nodes can have the same label but one node cannot have two or more labels. In addition, the prior on rates does not distinguish between speciation and duplication events. The implemented cross-bracing approach can only be enabled if option duplication = 1 is included in the control file. By default, this option is set to 0 and users are not required to include it in the control file (that is, the default option is duplication = 0 ).
Data parsing.
Eight paralogues were initially selected based on previous work showing a likely duplication event before LUCA: the amino- and carboxy-terminal regions from carbamoyl phosphate synthetase, aspartate and ornithine transcarbamoylases, histidine biosynthesis genes A and F , catalytic and non-catalytic subunits from ATP synthase ( ATP ), elongation factor Tu and G ( EF ), signal recognition protein and signal recognition particle receptor ( SRP ), tyrosyl-tRNA and tryptophanyl-tRNA synthetases ( Tyr ), and leucyl- and valyl-tRNA synthetases ( Leu ) 27 . Gene families were identified using BLASTp 97 . Sequences were downloaded from NCBI 98 , aligned with MUSCLE 99 and trimmed with TrimAl 100 (-strict). Individual gene trees were inferred under the LG + C20 + F + G substitution model implemented in IQ-TREE 2 (ref. 86 ). These trees were manually inspected and curated to remove non-homologous sequences, horizontal gene transfers, exceptionally short or long sequences and extremely long branches. Recent paralogues or taxa of inconsistent and/or uncertain placement inferred with RogueNaRok 101 were also removed. Independent verification of an archaeal or bacterial deep split was achieved using minimal ancestor deviation 102 . This filtering process resulted in the five pairs of paralogous gene families 27 ( ATP , EF , SRP , Tyr and Leu ) that we used to estimate the origination time of LUCA. The alignment used for timetree inference consisted of 246 species, with the majority of taxa having at least two copies (for some eukaryotes, they may be represented by plastid, mitochondrial and nuclear sequences).
To assess the impact that partitioning can have on divergence time estimates, we ran our inference analyses with both a concatenated and a partitioned alignment (that is, gene partitioning scheme). We used PAML v.4.10.7 (programs CODEML and MCMCtree) for all divergence time estimation analyses. Given that a fixed tree topology is required for timetree inference with MCMCtree, we inferred the best-scoring ML tree with IQ-TREE 2 under the LG + C20 + F + G4 (ref. 103 ) model following our previous phylogenetic analyses. We then modified the resulting inferred tree topology following consensus views of species-level relationships 34 , 35 , 104 , which we calibrated with the available fossil calibrations (see below). In addition, we ran three sensitivity tests: timetree inference (1) with each gene alignment separately, (2) under a leave-one-out strategy in which each gene alignment was iteratively removed from the concatenated dataset (for example, remove gene ATP but keep genes EF , Leu , SRP and Tyr concatenated in a unique alignment block; apply the same procedure for each gene family), and (3) using the vector of branch lengths, the gradient vector and the Hessian matrix estimated under a complex substitution model (bsinBV method described in ref. 94 ) with the concatenated dataset used for our core analyses. Four of the gene alignments generated for the leave-one-out strategy had gap-only sequences, these were removed when re-inferring the branch lengths under the LG + C20 + F + G4 model (that is, without ATP , 241 species; without EF , 236 species; without Leu , 243 species; without Tyr , 244 species). We used these trees to set the rate prior used for timetree inference for those alignments not including ATP , EF , Leu or Tyr , respectively. The β value (scale parameter) for the rate prior used when analysing alignments without ATP , Leu and Tyr changed minimally but we updated the corresponding rate priors accordingly (see above). When not including SRP , the alignment did not have any sequences removed (that is, 246 species). All alignments were analysed with the same rate prior, Γ(2, 2.5), except for the three previously mentioned alignments.
Before timetree inference, we ran the CODEML program to infer the branch lengths of the fixed tree topology, the gradient (first derivative of the likelihood function) and the Hessian matrix (second derivative of the likelihood function); the vectors and matrix are required to approximate the likelihood function in the dating program MCMCtree 95 , an approach that substantially reduces computational time 105 . Given that CODEML does not implement the CAT (Bayesian mixture model for across-site heterogeneity) model, we ran our analyses under the closest available substitution model: LG + F + G4 (model = 3). We calculated the aforementioned vectors and matrix for each of the five gene alignments (that is, required for the partitioned alignment), for the concatenated alignment and for the concatenated alignments used for the leave-one-out strategy; the resulting values are written out in an output file called rst2. We appended the rst2 files generated for each of the five individual alignments in the same order the alignment blocks appear in the partitioned alignment file (for example, the first alignment block corresponds to the ATP gene alignment, and thus the first rst2 block will be the one generated when analysing the ATP gene alignment with CODEML). We named this file in_5parts.BV. There is only one rst2 output file for the concatenated alignments, which we renamed in.BV (main concatenated alignment and concatenated alignments under leave-one-out strategy). When analysing each gene alignment separately, we renamed the rst2 files generated for each gene alignment as in.BV.
All the chains that we ran with MCMCtree for each type of analysis underwent a protocol of MCMC diagnostics consisting of the following steps: (1) flagging and removal of problematic chains; (2) generating convergence plots before and after chain filtering; (3) using the samples collected by those chains that passed the filters (that is, assumed to have converged to the same target distribution) to summarize the results; (4) assessing chain efficiency and convergence by calculating statistics such as R-hat, tail-ESS and bulk-ESS (in-house wrapper function calling Rstan functions, Rstan v.2.21.7; https://mc-stan.org/rstan/ ); and (5) generating the timetrees for each type of analysis with confidence intervals and high-posterior densities to show the uncertainty surrounding the estimated divergence times. Tail-ESS is a diagnostic tool that we used to assess the sampling efficiency in the tails of the posterior distributions of all estimated divergence times, which corresponds to the minimum of the effective sample sizes for quantiles 2.5% and 97.5%. To assess the sampling efficiency in the bulk of the posterior distributions of all estimated divergence, we used bulk-ESS, which uses rank-normalized draws. Note that if tail-ESS and bulk-ESS values are larger than 100, the chains are assumed to have been efficient and reliable parameter estimates (that is, divergence times in our case). R-hat is a convergence diagnostic measure that we used to compare between- and within-chain divergence time estimates to assess chain mixing. If R-hat values are larger than 1.05, between- and within-chain estimates do not agree and thus mixing has been poor. Lastly, we assessed the impact that truncation may have on the estimated divergence times by running MCMCtree when sampling from the prior (that is, the same settings specified above but without using sequence data, which set the prior distribution to be the target distribution during the MCMC). To summarize the samples collected during this analysis, we carried out the same MCMC diagnostics procedure previously mentioned. Supplementary Fig. 6 shows our calibration densities (commonly referred to as user-specified priors, see justifications for used calibrations above) versus the marginal densities (also known as effective priors) that MCMCtree infers when building the joint prior (that is, a prior built without sequence data that considers age constraints specified by the user, the birth–death with sampling process to infer the time densities for the uncalibrated nodes, the rate priors, and so on). We provide all our results for these quality-control checks in our GitHub repository ( https://github.com/sabifo4/LUCA-divtimes ) and in Extended Data Fig. 1 , Supplementary Figs. 7 – 10 and Supplementary Data 6 . Data, figures and tables used and/or generated following a step-by-step tutorial are detailed in the GitHub repository for each inference analysis.
We compared the divergence times we estimated with the concatenated dataset under the calibration strategy cross-bracing A with those inferred (1) for each gene, (2) for gene alignments analysed under a leave-one-out strategy, and (3) for the main concatenated dataset but when using the vector of branch lengths, the gradient vector and the Hessian matrix estimated under a more complex substitution model 94 . The results are summarized in Extended Data Fig. 2 and Supplementary Data 7 and 8 . The same pattern regarding the calibration densities and marginal densities when the tree topology was pruned (that is, see above for details on the leave-one-out strategy) was observed, and thus no additional figures have been generated. As for our main analyses, the results for these additional sensitivity analyses can be found on our GitHub repository ( https://github.com/sabifo4/LUCA-divtimes ).
Further information on research design is available in the Nature Portfolio Reporting Summary linked to this article.
All data required to interpret, verify and extend the research in this article can be found at our figshare repository at https://doi.org/10.6084/m9.figshare.24428659 (ref. 106 ) for the reconciliation and phylogenomic analyses and GitHub at https://github.com/sabifo4/LUCA-divtimes (ref. 107 ) for the molecular clock analyses. Additional data are available at the University of Bristol data repository, data.bris, at https://doi.org/10.5523/bris.405xnm7ei36d2cj65nrirg3ip (ref. 108 ).
All code relating to the dating analysis can be found on GitHub at https://github.com/sabifo4/LUCA-divtimes (ref. 107 ), and other custom scripts can be found in our figshare repository at https://doi.org/10.6084/m9.figshare.24428659 (ref. 106 ).
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Our research is funded by the John Templeton Foundation (62220 to P.C.J.D., N.L., T.M.L., D.P., G.A.S., T.A.W. and Z.Y.; the opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the John Templeton Foundation), Biotechnology and Biological Sciences Research Council (BB/T012773/1 to P.C.J.D. and Z.Y.; BB/T012951/1 to Z.Y.), by the European Research Council under the European Union’s Horizon 2020 research and innovation programme (947317 ASymbEL to A.S.; 714774, GENECLOCKS to G.J.S.), Leverhulme Trust (RF-2022-167 to P.C.J.D.), Gordon and Betty Moore Foundation (GBMF9741 to T.A.W., D.P., P.C.J.D., A.S. and G.J.S.; GBMF9346 to A.S.), Royal Society (University Research Fellowship (URF) to T.A.W.), the Simons Foundation (735929LPI to A.S.) and the University of Bristol (University Research Fellowship (URF) to D.P.).
Authors and affiliations.
Bristol Palaeobiology Group, School of Earth Sciences, University of Bristol, Bristol, UK
Edmund R. R. Moody, Sandra Álvarez-Carretero, Holly C. Betts, Davide Pisani & Philip C. J. Donoghue
Department of Marine Microbiology and Biogeochemistry, NIOZ, Royal Netherlands Institute for Sea Research, Den Burg, The Netherlands
Tara A. Mahendrarajah, Nina Dombrowski & Anja Spang
Milner Centre for Evolution, Department of Life Sciences, University of Bath, Bath, UK
James W. Clark
Department of Biological Physics, Eötvös University, Budapest, Hungary
Lénárd L. Szánthó
MTA-ELTE ‘Lendulet’ Evolutionary Genomics Research Group, Budapest, Hungary
Lénárd L. Szánthó & Gergely J. Szöllősi
Institute of Evolution, HUN-REN Center for Ecological Research, Budapest, Hungary
Global Systems Institute, University of Exeter, Exeter, UK
Richard A. Boyle, Stuart Daines & Timothy M. Lenton
Department of Earth Sciences, University College London, London, UK
Xi Chen & Graham A. Shields
Department of Genetics, Evolution and Environment, University College London, London, UK
Nick Lane & Ziheng Yang
Model-Based Evolutionary Genomics Unit, Okinawa Institute of Science and Technology Graduate University, Okinawa, Japan
Gergely J. Szöllősi
Department of Evolutionary & Population Biology, Institute for Biodiversity and Ecosystem Dynamics (IBED), University of Amsterdam, Amsterdam, The Netherlands
Bristol Palaeobiology Group, School of Biological Sciences, University of Bristol, Bristol, UK
Davide Pisani & Tom A. Williams
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The project was conceived and designed by P.C.J.D., T.M.L., D.P., G.J.S., A.S. and T.A.W. Dating analyses were performed by H.C.B., J.W.C., S.Á.-C., P.J.C.D. and E.R.R.M. T.A.M., N.D. and E.R.R.M. performed single-copy orthologue analysis for species-tree inference. L.L.S., G.J.S., T.A.W. and E.R.R.M. performed reconciliation analysis. E.R.R.M. performed homologous gene family annotation, sequence, alignment, gene tree inference and sensitivity tests. E.R.R.M., A.S. and T.A.W. performed metabolic analysis and interpretation. T.M.L., S.D. and R.A.B. provided biogeochemical interpretation. E.R.R.M., T.M.L., A.S., T.A.W., D.P. and P.J.C.D. drafted the article to which all authors (including X.C., N.L., Z.Y. and G.A.S.) contributed.
Correspondence to Edmund R. R. Moody , Davide Pisani , Tom A. Williams , Timothy M. Lenton or Philip C. J. Donoghue .
Competing interests.
The authors declare no competing interests.
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Nature Ecology & Evolution thanks Aaron Goldman and the other, anonymous, reviewer(s) for their contribution to the peer review of this work. Peer reviewer reports are available.
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Extended data fig. 1 comparison of the mean divergence times and confidence intervals estimated for the two duplicates of luca under each timetree inference analysis..
Black dots refer to estimated mean divergence times for analyses without cross-bracing, stars are used to identify those under cross-bracing and triangles for estimated upper and lower confidence intervals. Straight lines are used to link mean divergence time estimates across the various inference analyses we carried out, while dashed lines are used to link the estimated confidence intervals. The node label for the driver node is “248”, while it is “368” for the mirror node, as shown in the title of each graph. Coloured stars and triangles are used to identify which LUCA time estimates were inferred under the same cross-braced analysis for the driver-mirror nodes (that is, equal time and CI estimates). Black dots and triangles are used to identify those inferred when cross-bracing was not enabled (that is, different time and CI estimates). -Abbreviations. “GBM”: Geometric Brownian motion relaxed-clock model; “ILN”: Independent-rate log-normal relaxed-clock model; “conc, cb” dots/triangles: results under cross-bracing A when the concatenated dataset was analysed under GBM (red) and ILN (blue); “conc, fosscb”: results under cross-bracing B when the concatenated dataset was analysed under GBM (orange) and ILN (cyan); “part, cb” dots/triangles: results under cross-bracing A when the partitioned dataset was analysed under GBM (pink) and ILN (purple); “part, fosscb”: results under cross-bracing B when the concatenated dataset was analysed under GBM (light green) and ILN (grey); black dots and triangles: results when cross-bracing was not enabled for both concatenated and partitioned datasets.
Dots refer to estimated mean divergence times and triangles to estimated 2.5% and 97.5% quantiles. Straight lines are used to link the mean divergence times estimated in the same analysis under the two different relaxed-clock models (GBM and ILN). Labels in the x axis are informative about the clock model under which the analysis ran and the type of analysis we carried (see abbreviations below). Coloured dots are used to identify which time estimates were inferred when using the same dataset and strategy under GBM and ILN, while triangles refer to the corresponding upper and lower quantiles for the 95% confidence interval. -Abbreviations. “GBM”: Geometric Brownian motion relaxed-clock model; “ILN”: Independent-rate log-normal relaxed-clock model; “main-conc”: results obtained with the concatenated dataset analysed in our main analyses under cross-bracing A; “ATP/EF/Leu/SRP/Tyr”: results obtained when using each gene alignment separately; “noATP/noEF/noLeu/noSRP/noTyr”: results obtained when using concatenated alignments without the gene alignment mentioned in the label as per the “leave-one-out” strategy; “main-bsinbv”: results obtained with the concatenated dataset analysed in our main analyses when using branch lengths, Hessian, and gradient calculated under a more complex substitution model to infer divergence times.
The Maximum Likelihood tree inferred across three independent runs, under the best fitting model (according to BIC: LG + F + G + C60) from a concatenation of 57 orthologous proteins, support values are from 10,000 ultrafast bootstraps. Referred to as topology I in the main text. Tips coloured according to taxonomy: Euryarchaeota (teal), DPANN (purple), Asgardarchaeota (cyan), TACK (blue), Gracilicutes (orange), Terrabacteria (red), DST (brown), CPR (green).
Maximum Likelihood tree (topology II in the main text), where DPANN is constrained to be sister to all other Archaea, and CPR is sister to Chloroflexi. Tips coloured according to taxonomy: Euryarchaeota (teal), DPANN (purple), Asgardarchaeota (cyan), TACK (blue), Gracilicutes (orange), Terrabacteria (red), DST (brown), CPR (green). AU topology test, P = 0.517, this is a one-sided statistical test.
LOESS regression of the number of KOs per sampled genome against the genome size in megabases. We used the inferred relationship for modern prokaryotes to estimate LUCA’s genome size based on reconstructed KO gene family content, as described in the main text. Shaded area represents the 95% confidence interval.
LOESS regression of the number of KOs per sampled genome against the number of proteins encoded for per sampled genome. We used the inferred relationship for modern prokaryotes to estimate the total number of protein-coding genes encoded by LUCA based on reconstructed KO gene family content, as described in the main text. Shaded area represents the 95% confidence interval.
Supplementary information.
Supplementary Notes and Figs. 1–10.
Peer review file, supplementary data 1.
This table contains the results of the reconciliations for each gene family. KEGG_ko is the KEGG orthology ID; arc_domain_prop is the proportion of the sampled Archaea; bac_domain_prop is the proportion of the sampled bacteria; gene refers to gene name, description and enzyme code; map refers to the different KEGG maps of which this KEGG gene family is a component; pathway is a text description of the metabolic pathways of which these genes are a component; alignment_length refers to the length of the alignment in amino acids; highest_COG_cat refers to the number of sequences placed in the most frequent COG category; difference_1st_and_2nd is the difference between the most frequent COG category and the second most frequent COG category; categories is the number of different COG categories assigned to this KEGG gene family; COG_freq is the proportion of the sequences placed in the most frequent COG category; COG_cat is the most frequent COG functional category; Archaea is the number of archaeal sequences sampled in the gene family; Bacteria is the number of bacterial sequences sampled in the gene family; alternative_COGs is the number of alternative COG gene families assigned across this KEGG orthologous gene family; COG_perc is the proportion of the most frequent COG ID assigned to this KEGG gene family; COG is the COG ID of the most frequenty COG assigned to this gene family; COG_NAME is the description of the most frequent COG ID assigned to this gene family; COG_TAG is the symbol associated with the most frequent COG gene familiy; sequences is the total number of sequences assigned to this gene family; Arc_prop is the proportion of Archaea that make up this gene family; Bac_prop is the proportion of Bacteria that make up this gene family; constrained_median is the median probability (PP) that this gene was present in LUCA from our reconciliation under the focal constrained tree search across the 5 independent bootstrap distribution reconciliations; ML_median is the median PP of the gene family being present in LUCA with gene tree bootstrap distributions against the ML species-tree topology across the 15 independent bootstrap distribution reconciliations; MEAN_OF_MEDIANS is the mean value across the constrained and ML PP results; RANGE_OF_MEDIANS is the range of the PPs for the constrained and ML topology PPs for LUCA; Probable_and_sampling_threshold_met is our most stringent category of gene families inferred in LUCA with 0.75 + PP and a sampling requirement of 1% met in both Archaea and Bacteria; Possible_and_sampling_threshold_met is a threshold of 0.50 + PP and sampling both domains; probable is simply 0.75 + PP; and possible is 0.50 + PP.
PP for COGs. This table contains the results for the reconciliations of COG-based gene family clustering against the constrained focal species-tree topology. Columns are named similarly to Supplementary Data 1 but each row is a different COG family. The column Modal_KEGG_ko refers to the most frequent KEGG gene family in which a given COG is found; sequences_in_modal_KEGG refers to the number of sequences in the most frequent KEGG gene family.
Module completeness. Estimated pathway completeness for KEGG metabolic modules (with a completeness greater than zero in at least one confidence threshold) using Anvi’o’s stepwise pathway completeness 48 . Module_name is the name of the module; module_category is the broader category into which the module falls; module_subcategory is a more specific category; possible_anvio includes the gene families with a median PP ≥ 0.50; probable_anvio related to gene families PP ≥ 0.75; and _ws refers to the sampling requirement being met (presence in at least 1% of the sampled Archaea and Bacteria).
Marker gene metadata for all markers checked during marker gene curation, including the initial 59 single-copy marker genes used in species-tree inference (see Methods ). Data include marker gene set provenance, marker gene name, marker gene description, presence in different marker gene sets 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , and presence in Archaea and Bacteria. When available, marker genes are matched with their arCOG, TIGR, and COG ID and their respective occurrence across different taxonomic sets is quantified.
The ratio of duplications, transfers and losses in relation to the total number of copies for the deep ancestral nodes: the LUCA, archaeal (LACA) and bacterial (LBCA) common ancestors, and the average (mean) and 95th percentile.
Spreadsheet containing a list of the estimated divergence times for all timetree inferences carried out and the corresponding results of the MCMC diagnostics. Tabs Divtimes_GBM-allnodes and Divtimes_ILN-allnodes represent a list of the estimated divergence times (Ma) for all nodes under the 12 inference analyses we ran under GBM and ILN, respectively. Tabs Divtimes_GBM-highlighted and Divtimes_ILN-highlighted represent a list of the estimated divergence times (Ma) for selected nodes ordered according to their mirrored nodes under the 12 inference analyses we ran under GBM and ILN, respectively. Each of the tabs MCMCdiagn_prior, MCMCdiagn_postGBM and MCMCdiagn_postILN contains the statistical results of the MCMC diagnostics we ran for each inference analysis. Note that, despite the analyses carried out when sampling from the prior could have only been done three times (that is, data are not used, and thus only once under each calibration strategy was enough), we repeated them with each dataset regardless. In other words, results for (1) ‘concatenated + cross-bracing A’ and ‘partitioned + cross-bracing A’; (2) ‘concatenated + without cross-bracing’ and ‘partitioned + without cross-bracing’; and (3) ‘concatenated + cross-bracing B’ and ‘partitioned + cross-bracing B’ would be equivalent, respectively. For tabs 1–4, part represents partitioned dataset; conc, concatenated dataset; cb, cross-bracing A; notcb, without cross-bracing; fosscb, cross-bracing B; mean_t, mean posterior time estimate; 2.5%q, 2.5% quantile of the posterior time density for a given node; and 97.5%q, 97.5% quantile of the posterior time density for a given node. For tabs 5–7, med. num. samples collected per chain represents median of the total amount of samples collected per chain; min. num. samples collected per chain, minimum number of samples collected per chain; max. num. samples collected per chain, minimum number of samples collected per chain; num. samples used to calculate stats, number of samples collected by all chains that passed the filters that were used to calculate the tail-ESS, bulk-ESS and R-hat values. For tail-ESS, we report the median, minimum, and maximum tail-ESS values; all larger than 100 as required for assuming reliable parameter estimates. For bulk-ESS, we report the median, minimum and maximum bulk-ESS values; all larger than 100 as required for assuming reliable parameter estimates. For R-hat, minimum and maximum values reported, all smaller than 1.05 as required to assume good mixing.
Spreadsheet containing a list of the posterior time estimates for LUCA obtained under the main calibration strategy cross-bracing A with the concatenated dataset and with the datasets for the three additional sensitivity analyses. The first column ‘label’ contains the node number for both the driver and mirror nodes for LUCA (the latter includes the term -dup in the label). Columns mean_t, 2.5%q, and 97.5%q refer to the estimated mean divergence times, and the 2.5%/97.5% quantiles of the posterior time density for the corresponding node. Main-conc, refers to results obtained with the concatenated dataset analysed in our main analyses under cross-bracing A; ATP/EF/Leu/SRP/Tyr, results obtained when using each gene alignment separately; noATP/noEF/noLeu/noSRP/noTyr, results obtained when using concatenated alignments without the gene alignment mentioned in the label as per the leave-one-out strategy; main-bsinbv, results obtained with the concatenated dataset analysed in our main analyses when using branch lengths, Hessian and gradient calculated under a more complex substitution model to infer divergence times.
Spreadsheet containing a list of the estimated divergence times for all timetree inferences carried out for the sensitivity analyses and the corresponding results for the MCMC diagnostics. Tabs Divtimes_GBM-allnodes and Divtimes_ILN-allnodes represent a list of the estimated divergence times (Ma) for all nodes under the 11 inference analyses we ran under GBM and ILN when testing the impact on divergence times estimation when (1) analysing each gene alignment individually, (2) following a leave-one-out strategy, and (3) using the branch lengths, Hessian and gradient estimated under a more complex model for timetree inference (bsinBV approach). Tabs Divtimes_GBM-highlighted and Divtimes_ILN-highlighted represent a list of the estimated divergence times (Ma) for selected nodes ordered according to their mirrored nodes we ran under GBM and ILN for the sensitivity analyses (we also included the results with the main concatenated dataset for reference). Each of tabs MCMCdiagn_prior, MCMCdiagn_postGBM and MCMCdiagn_postILN contains the statistical results of the MCMC diagnostics we ran for the sensitivity analyses. Note that, despite the analyses carried out when sampling from the prior could have only been done once for each different tree topology (that is, data are not used, only topological changes may affect the resulting marginal densities), we ran them with each dataset regardless as part of our pipeline. For tabs 1–4, main-conc represents results obtained with the concatenated dataset analysed in our main analyses under cross-bracing A; ATP/EF/Leu/SRP/Tyr, results obtained when using each gene alignment separately; noATP/noEF/noLeu/noSRP/noTyr, results obtained when using concatenated alignments without the gene alignment mentioned in the label as per the leave-one-out strategy; main-bsinbv, results obtained with the concatenated dataset analysed in our main analyses when using branch lengths, Hessian and gradient calculated under a more complex substitution model to infer divergence times; mean_t, mean posterior time estimate; 2.5%q, 2.5% quantile of the posterior time density for a given node; and 97.5%q, 97.5% quantile of the posterior time density for a given node. For tabs 5–7, med. num. samples collected per chain represents the median of the total amount of samples collected per chain; min. num. samples collected per chain, minimum number of samples collected per chain; max. num. samples collected per chain, minimum number of samples collected per chain; num. samples used to calculate stats, number of samples collected by all chains that passed the filters that were used to calculate the tail-ESS, bulk-ESS and R-hat values. For tail-ESS, we report the median, minimum and maximum tail-ESS values; all larger than 100 as required for assuming reliable parameter estimates. For bulk-ESS, we report the median, minimum and maximum bulk-ESS values; all larger than 100 as required for assuming reliable parameter estimates. For R-hat, minimum and maximum values are reported, all smaller than 1.05 as required to assume good mixing.
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Moody, E.R.R., Álvarez-Carretero, S., Mahendrarajah, T.A. et al. The nature of the last universal common ancestor and its impact on the early Earth system. Nat Ecol Evol (2024). https://doi.org/10.1038/s41559-024-02461-1
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