Evolution Phylogenetic Trees AP Biology Phylogenetic Trees By
+ Evolution Phylogenetic Trees AP Biology
+ Phylogenetic Trees By Bob Cooper and Mark Eberhard
+ Learning Objectives Students will be able to n Use gel electrophoresis to create DNA and/or amino acid seuquences n Use DNA and amino acid sequence to create a matrix n Use a matrix to create a phylogenetic tree n Use national databases for DNA and protein sequences and online tools (such as Evoseq and Phylogeny FR) to create phylogenetic trees n Use national databases for DNA and protein sequences and online tools (such as Evoseq and Phylogeny FR) to answer provided research questions and/or student generated research questions
+ Part 1 – Introduction to Phylogenic Trees (1 Day) n Conduct the Great Clad Race using the runners n Relate the Great Cad Race with runners to the evolution of selected vertebrates n Create a 3 D model of a tree based on the vertebrates cards n Use the model to illustrate how groups can rotate around each node n Use the model to interpret evolutionary relationships
+ Part 2 – The Basic Math Behind the Tree (1 day) n Analyze a given DNA or Amino Acid Sequences n Determine number of differences n Create a matrix based on the differences in the sequence n Using your data matrix create a phylogenetic tree n Using a given data matrix, such as Evoseq, to create a phylogenetic tree n Students complete a series of practice scenarios/problems
+ Part 3 - Create Your Own Sequences to Build a Tree (2 -3 Days) n Bio-Rad – Comparative Proteomics Kit n Extract protein from muscle tissue of a variety of fish n n n Use protein electrophoresis to create and analyze protein profiles Use the protein profiles students generated to create a matrix Use student generated matrix to build a phylogenetic tree that shows evolutionary relationship of the various fish used
+ Part 4 - Answer Research Questions Using Bioinformatics (1 -2 days) n Introduce students to national databases – NCBI, Genebank, Uni. Prot, etc. n Introduce students to online analysis tools – Molecular Workbench, Phylogeny FR, etc. n Use these national data bases and online tools to answer scientific questions n n n Whales, Walruses, and Seals, Oh My n Did marine mammals evolve from a single ancestor who returned to the ocean, or were there distinct return events from separate ancestors? Polar Bears and Giant Panda Ancestory Bats are Bugs Bats are Birds – protein analysis Where Do Humans Fit In? – DNA analysis Should Birds be Considered a Type of Reptile? – protein analysis Return to Later in the Course / Throughout the Year n HHMI Anole Lizard Phylogeny
+ Assessment n n Students develop their own research question n Students use national databases and tree building programs to help answer their research question n Students create a poster presentation of their work to share with their peers Testing Assessment n Provide a image of a gel for a DNA or amino acid sequence and they have to create a matrix and draw a tree based on the gel n Provide a tree and ask questions about evolutionary relationshipsstudents would need to be able to read the tree to answer
- Slides: 8