Fig. 2From: “I think”: integrating project-based learning and case study to teach fundamentals of evolutionary tree-thinkingExample of a student’s character trait list, matrix and tree generated for the first in-class activity with hypothetical organisms. This student showed both events of (1) trait evolution and then loss (red) and (2) separate trait evolution across taxa (blue). We used this tree example to discuss these events (trait gain/loss) with the class since it was often a place where students got stuck or caught up while making their treesBack to article page