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Exploring Evolutionary Relationships Through DNA Sequence Analysis Using BLAST

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kemal
24 diapositives · 387 Views · Jul 26, 2014

This investigation guides students in understanding evolutionary relationships by comparing DNA sequences using the BLAST tool at NCBI. Students will create cladograms based on morphological observations and DNA sequence similarities among different species. They will hypothesize the placement of a fossil specimen within a cladogram and use BLAST to analyze gene files for more accurate classifications. The activity fosters critical thinking and collaborative discussions among students as they interpret their findings and explore their own genes of interest.

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Exploring Evolutionary Relationships Through DNA Sequence Analysis Using BLAST
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  1. Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST INVESTIGATION 3 BIG IDEA 1

  2. Tutorials for BLAST at NCBI

  3. The NCBI Handbook

  4. BLAST Home Page

  5. Student Investigation • Getting Started (pages S43 & S44) • Table 1: students construct a cladogram of the major plant groups. • Table 2: students construct a cladogram depicting evolutionary relationships among 5 species according to percent similarity.

  6. Student Investigation • Team of scientists uncovered this fossil specimen in China. • Students make general observations about morphology and record those in lab notebook. (Page S44) http://www.pbs.org/wgbh/nova/microraptor/foss-09.html

  7. Student Investigation • Procedure (page S45) • STEP 1: Students form initial hypothesis as where they think the fossil specimen should be placed on the cladogram based on morphological observations made earlier. • Task is to use BLAST to determine most likely placement of fossil species in a cladogram • Based on DNA sequences extracted from tissue

  8. Student Investigation • Procedure (page S45) • STEP 2: Students locate and download 3 gene files from Using Blogs In Science Education site. • http://blogging4biology.edublogs.org/2010/08/28/college-board-lab-files/ • Remind students that they cannot open files, but must upload to BLAST to view sequences.

  9. Student Investigation • STEP 3: Students upload first gene sequence into BLAST by going to BLAST home page and clicking on “Saved Strategies” from menu at top of page.

  10. BLAST Home Page

  11. Uploading Gene Sequences Click on “View” and upload a gene sequence. You cannot view the file on your computer.

  12. Click on BLAST Click on BLAST button at the bottom of the page.

  13. Results Click on a particular species to find out more specific information, including the classification scheme and the sequence of bases that appear to align with your gene of interest.

  14. Results Click on a particular species to find out more specific information, including the classification scheme and the sequence of bases that appear to align with your gene of interest.

  15. Distance Tree of Results

  16. The Cladogram

  17. The Cladogram This is a close-up of what you will see. Your gene of interest is highlighted in yellow.

  18. The Cladogram In addition, you will be provided with a “BLAST names color map” that looks like this so that you can better understand the cladogramyour search produced.

  19. What’s next? • Students will • Repeat this process for 2 other genes of interest. • Analyze their results. • Decide whether or not the data from the BLAST search support their hypothesis about the placement of the fossil species on the cladogram. • Compare and discuss cladogram with other students.

  20. Design and Conduct Investigation • Students will • Find and BLAST their own genes of interest. • Use example procedure provided. • Possibly use one or more of the suggested genes to explore. OR • use another source like SWAMI or ENSI before or after doing this lab.

  21. SWAMI

  22. SWAMI

  23. ENSI