• 1A2: Natural selection acts on phenotypic variations in populations.
• 1A4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics.
• 1B2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.
• 3A1: DNA, and in some cases RNA, is the primary source of heritable information.
• The student is able to evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time (1A2 & SP 5.3).
• The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution (1A4 & SP 5.3).
• The student is able to construct and/or justify mathematical models, diagrams, or simulations that represent processes of biological evolution (1A4 & SP 1.1, SP 1.2).
• The student is able to create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set (1B2 & SP 1.1).
• The student is able to construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA, and in some cases RNA, is the primary source of heritable information (3A1 & SP 5.6).
BIG IDEA 1- Investigation 3:
Comparing DNA Sequences to Understand Evolutionary
Relationships with BLAST
How can bioinformatics be used as a tool to determine evolutionary relationships?
Online Activities- tutorials on reading, interpreting and making a cladogram.
You can also prepare for the lab by working through the following online activities:
Background information- page 41-43
The Investigations:pg 43
complete steps 1&2- pre assessment + pre assessment for "What did T. rex taste like?"
“What did T. rex taste like?”
Finish Folders 1-5, special assignment (use handout), then take post assessment
“The Evolution of Flight in Birds”
This activity provides a real-world example of how cladograms are used to
understand evolutionary relationships.
Time to have a BLAST!!!- page 44
Follow instructions: below are the gene sequences you will start with:
NCBI BLAST tutorial. John Hopkins University
Other great resources you might consider:
Want to go further down the rabbit hole???
“Journey into Phylogenetic Systematics”
Those who want to dig deeper can visit the NCBI Educational Resources Web
page (http://www.ncbi.nlm.nih.gov/education/) for videos, tutorials, project
descriptions, and other tools designed for teaching.