Download Evolutionary relationships based on comparative

MARINE BIOTECHNOLOGY & BIOINFORMATICS FOR TEACHERS
MOSS LANDING MARINE LABS NSF ITEST GRANT
TEACHER LESSON PLAN FOR CLASSROOM USE
EVOLUTIONARY RELATIONSHIPS BASED
UPON COMPARATIVE GENETICS
Title of Lesson: Evolutionary relationships based on comparative
genetics
Designed by:
Sean W. Kwirant, M.Ed
[email protected]
Background:
The main objective of this lab activity it to have students select a specific protein (Cytochrome C) and
use its genetic chemistry to study the evolutionary relationships between organisms. This lab will
utilize several online data bases that will allow students to study the nucleotide sequences of a
protein, examine its 3-D structure, and produce phylogentic trees that depict genetic relationships
between organisms.
Description of Audience:
This biotechnology/bioinformatics activity is designed for use by accelerated or advanced
placement high school biology students.
State Standards:
This biotechnology/bioinformatics activity fulfills the following State of California Science
Standards:
Genetics:
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4 e. Students know proteins can differ from one another in the number and sequence
of amino acids
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4.f. Students know why proteins having different amino acid sequences typically have
different chemical properties.
Evolution:
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8. f Students know how to use comparative embryology, DNA or protein sequence
comparison from independent sources of data to create a branching diagram
(cladogram) that shows probablable evolutionary relationships.
National Standards:
This biotechnology/bioinformatics problem-based multimedia learning activity fulfills the
following National Science Standards:
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Content Standard A: Science as Inquiry
Content Standard C: Life Science
Content Standard E: Science and Technology
STEM Connection:
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Protein structure analysis. Students can research careers in which they would be studying
proteins and how they interact with certain medications. Students may also be interested in
studying how organisms in an ecological community are genetically related.
Goals(s):
The goal of this lesson is to:
• Students will understand that DNA/protein sequence differences in organisms are a
result of mutations and natural selection.
• Students will build a greater understanding of protein shape and function.
Learning Objective(s):
Upon completion of this lesson, students will be able to (Include process skills but be specific.
What will the STUDENTS be able to do/demonstrate as a result of this lesson?):
• Students will be able to examine nucleotide sequences of a specific protein, as well as
protein structure, using online programs such as ClustalW, CN3D, and the National
Center of Biotechnical Information (NCBI) website.
• Students will be able to produce phylogenetic trees based on genetic evolutionary
relationships using the above websites.
Purpose/Rationale:
Students need to understand that genetic differences of organisms can be used to help
scientists create evolutionary diagrams showing the relatedness of these organisms. Known
DNA sequences of specific proteins from different organisms can be aligned and compared to
demonstrate how closely related two or more organisms really are.
Darwin and Taxominists have used comparative anatomy to demonstrate this idea. In the 21st
century scientists are only confirming what early zoologists and evolutionary biologist have
already stated. Natural selection and mutation are the driving force for evolution. Biochemical
and genetic data being collected and analyzed is assisting humans understand the family tree of
life.
Materials/Resources:
In order to complete this lesson, the following materials are needed:
1. Student lab guide with procedure and list of specific proteins to be studied.
2. Computer with Internet connection.
3. Programs needed: ClustalW, Internet explorer or Firefox, Cn3D
4. Printer
Time Allowances :
This lab activity to is to be completed over:
1.
2.
5 sequential 60 - minute periods
OR
1 - 60 minute period to set – up and familiarize students with the software and 2 –
120 minute periods to allow students to work and finalize results.
Prior Teacher Preparation:
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Students should understand basic protein function and composition
Students should already have had lab activities demonstrating the actions of
enzymes.
Students should already have a basic knowledge of DNA, amino acids, and
protein synthesis.
Students should know how to read and analyze and cladogram demonstrating
evolutionary relationships and common ancestry.
3-Step Procedure:
#1 Introduction:
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Incomplete
#2 Exploration:
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Incomplete
#3 Application:
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Incomplete
Assessment:
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Incomplete
Teachers’ Self Evaluation:
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Incomplete
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