AP Bio Lab 3

BIG IDEA 1
3
EDVO-Kit: AP03
Determining Evolutionary Relationships Using BLAST
See Page 3 for storage instructions.
EXPERIMENT OBJECTIVE:
The objective of the experiment is for students to become familiar with databases that can be used to investigate gene sequences and to construct cladograms that provide evidence for evolutionary relatedness among species.
EVT AP03.120828
AP03
EX PERIMENT
Table of Contents
Page Experiment Components Experiment Requirements Background Information Experiment Procedures Experiment Overview Investigation I: Understanding a Cladogram Investigation II: Building Simple Cladograms Investigation III: Uncovering Fossil Specimen using BLAST Investigation IV: BLAST Your Own Genes of Interest! Study Questions, Expected Results and Selected Answers Instructors Guidelines Notes to the Instructor 3 3 4
7 8 9 11 18 19
25
The Advanced Placement (AP) Program is a registered trademark of the College Entrance Examination Board. These laboratory materials have been prepared by EDVOTEK, Inc. which bears sole responsibility for their contents. All components are intended for educational research only. They are not to be used for diagnostic or drug purposes, nor administered to or consumed by humans or animals. THIS EXPERIMENT DOES NOT CONTAIN HUMAN DNA. None of the experiment components are derived from human sources. EDVOTEK and The Biotechnology Education Company are registered trademarks of EDVOTEK, Inc.
The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com
Duplication of any part of this document is permitted for non-prot educational purposes only. Copyright 1989-2012 EDVOTEK, Inc., all rights reserved. EVT AP03.120828
AP03
Store the entire experiment at room temperature. This experiment is designed for 10 lab groups.
E XP E RIME N T
Experiment Components
Instructions
Requirements
Computer with internet access
AP03
EX PERIMENT
Background Information
Bioinformatics is a new eld of biotechnology that is involved in the storage and manipulation of DNA sequence information from which one can obtain useful biological information. Although DNA sequencing has existed since the early 1970's, it has not been until the 1990's that the whole process has been automated. In particular, automated DNA sequencers rapidly and efciently analyze the reactions in a one-lane sequencing process that uses four-dye uorescent labeling methods and a real-time scanning detector. These machines automatically separate the labeled DNA molecules of varying sizes by gel electrophoresis and also "call" the bases and record the data. In contrast to running and reading the DNA sequencing gels manually, these automated sequencers can provide much more information (up to several thousands of base pairs) per gel run. The entire process of collecting and analyzing sequencing data is automated. Robots perform the sequencing reactions, which are then loaded onto automated sequencers. After the automated sequencing run is complete, the sequence information is transferred to computers, which analyze the data. This highly efcient automated DNA sequencing process has produced many large-scale DNA sequencing efforts creating a new eld of biology called genomics. Genomics involves using DNA sequence information to understand the biological complexity of an organism. The Human Genome Project (HGP) will furnish a complete human genetic blueprint by the year 2002. The goal of the HGP is to determine the complete nucleotide sequence of human DNA and thus localizing the estimated 80,000-100,000 genes within the human genome. Advances in DNA sequencing and bioinformatics will soon make it possible to use information from the Human Genome Project as a clinical diagnostic tool. In addition to the human genome, some of the rst genomes to be sequenced are those of microbes. Information about genes in microbes represents new leads for developing new therapeutic agents. It should be noted that several smaller genomes such as that for Saccharomyces cerevisae and Helicobacter pylori have already been completed. Additional efforts are ongoing for sequencing the genomes of other organisms that are used extensively in research laboratories as model systems (e.g. mice) or for commercial reasons (e.g. corn).
DNA to be Sequenced - Shown is the G lane

CTCGGTCGCTCATT 5' 3' Primer 3' 5' Fragment Size ddGTAA 3' ddGAGTAA 3' ddGCGAGTAA 3' ddGCCAGCGAGTAA 3' ddGAGCCAGCGAGTAA 3' 5' 5' 31 5' 29 5' 25 5' 23 21
The genetic revolution will continue to yield new discoveries. While scientists continue to identify genes that cause disease or phenotypic differences (tall versus short), there is a growing danger to see humans merely as a sum of their genes. Understanding the ethical, legal, and social implications of genetic knowledge, and the development of policy options for public consideration are therefore yet another major component of the human genome research effort. For example, one particular area of debate is that of psychiatric disorders whereby researchers are trying to characterize traits such as schizophrenia, intelligence and criminal behavior purely in terms of genes. This simplistic view may create situations in which genetic information has the potential to cause inconvenience or harm. Additionally, ethical debate about prenatal screening of diseases in human embryos is
AP03
E XP E RIME N T
also controversial. Thus in depth discussion is needed to balance improvements to human health with the ethical implications of the genetic revolution. Data from DNA sequencing is of limited use unless it can be converted to biologically useful information. Bioinformatics therefore is a critical component of DNA sequencing . It evolved from the merging of computer technology and biotechnology. The widespread use of the internet has made it possible to easily retrieve information from the various genome projects. In a typical analysis, as a rst step, after obtaining DNA sequencing data a molecular biologist will search for DNA sequence similarities using various data banks on the internet. Such a search may lead to the identication of the sequenced DNA or identify its relationship to related genes. Protein coding regions can also be easily identied by the nucleotide composition. Likewise, noncoding regions can be identied by interruptions due to stop codons. The functional signicance of new DNA sequences will continue to increase and become more important as sequence information is added and more powerful search engines become readily accessible. In order to gain experience in database searching, students will utilize the free service offered by the National Center for Biotechnology (NCBI) which can be accessed on the internet. At present there are several Databases of GenBank including the GenBank and EMBL nucleotide sequences, the non-redundant GenBank CDS (protein sequences) translations, and the EST (expressed sequence tags) database. Students can use any of these databases as well as others available on the internet to perform the activities in this lab. For purposes of simplication, we have chosen to illustrate the database offered by the NCBI. These exercises will involve using BLASTN, whereby a nucleotide sequence will be compared to other sequences in the nucleotide database. BLASTP will also be used to compare the amino acid sequence of a protein with other protein sequences in the databank.
Simple Cladogram
A simple cladogram is shown in Figure 1. A cladogram is a tree-like chart, with endpoints of each branch representing a specic species. The closer two species are located to each other, the more recently and closely they share a common ancestor. For example, owering plants and ferns share a more recent common ancestor than a spikemoss and a clubmoss. A properly scaled cladogram will show branches with lengths that are proportional to length of time. The intersection between two branches represents the common ancestor the two species share.
Figure 1: Simple Cladogram Representing Different Plant Species
AP03
EX PERIMENT
Complex Cladogram
Figure 2 includes additional information such as the evolution of particular physical structures known as shared derived characters. The placement of the derived characters corresponds with when that character evolved and that every species above the character label possesses that structure. For example, lizard, tiger and gorilla have dry skin; however, lamprey, shark and salamander do not have dry skin according to the cladogram.
Figure 2: Cladogram of Several Animal Species with shared derived characters.
In this laboratory investigation, you will use BLAST to analyze several genes and use the information to construct a cladogram. A cladogram (also called a phylogenetic tree) is a visualization of the evolutionary relatedness between species.
AP03
E XP E RIME N T
Experiment Overview and General Instructions

EXPERIMENT OBJECTIVE
In this investigation, students will: 1. 2. 3. Create cladograms that depict evolutionary relationships among organisms. Analyze biological data with a sophisticated bioinformatics online tool. Connect and apply concepts pertaining to genetics and evolution.
Experiment Procedure
LABORATORY SAFETY GUIDELINES

1. 2. Wear gloves and goggles while working in the laboratory. Exercise caution when working in the laboratory. You will be using equipment that can be dangerous if used incorrectly. Always wash hands thoroughly with soap and water after working in the laboratory. If you are unsure of something, ASK YOUR INSTRUCTOR!
3.
4.
LABORATORY NOTEBOOKS
Scientists document everything that happens during an experiment, including experimental conditions, thoughts and observations while conducting the experiment, and, of course, any data collected. Today, youll be documenting your experiment in a laboratory notebook or on a separate worksheet.
BEFORE STARTING THE EXPERIMENT:

Carefully read the introduction and the protocol. Use this information to form a hypothesis for this experiment. Predict the results of your experiment.
DURING THE EXPERIMENT:

Record your observations.
AFTER THE EXPERIMENT:

Interpret the results - does your data support or contradict your hypothesis? If you repeated this experiment, what would you change? Revise your hypothesis to reect this change.
AP03
EX PERIMENT
Investigation I: Understanding a Cladogram

EXERCISE 1
Chimpanzees and humans share 96% of their DNA which would place them closely on a cladogram. Humans and fruit ies are placed farther apart on a cladogram since they share only approximately 60% of their DNA. In the space provided, draw a cladogram that shows the evolutionary relationship between humans, chimpanzees, and fruit ies.
EXERCISE 2
Using Figure 2 illustrated in the background information as your sample cladogram, answer the following questions: Question 1: According to the cladogram, what organisms have hair? Question 2: According to the cladogram, what four structures do tigers possess? Question 3: According to the cladogram, which structure evolved rst? Lungs or dry skin?
AP03
E XP E RIME N T
Investigation II: Building Simple Cladograms

EXERCISE 3
Use the following data to construct a cladogram of the major plant groups in the space provided below.
AP03
EX PERIMENT
Investigation II: Building Simple Cladograms

EXERCISE 4
GAPDH (glyceraldehyde 3-phosphate dehydrogenase) is an enzyme that participates in glycolysis, an important reaction in the process of cellular respiration. The following table shows the percentage of similarity of this gene and the protein it expresses in humans versus other species.
a)
Why is the percentage of similarity in the protein always higher than the percentage of similarity in the gene for each of the species? In the space below, draw a cladogram depicting the evolutionary relationships between all ve species based on their percentage of similarity in the GAPDH gene.
b)
10
AP03
E XP E RIME N T
Investigation III: Uncovering Fossil Specimen using BLAST

A. MORPHOLOGICAL OBSERVATION OF THE FOSSIL SPECIMEN AND FORMING THE HYPOTHESIS
A team of scientists have uncovered the following fossil specimen near Hells Creek, Montana.
1.
Make some general observations about the morphology (physical structure) of the fossil and record your observations in the space provided. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
2.
Little is known about the fossil other than it appears to be a new species. Upon careful examination of the fossil, small amounts of soft tissue have been discovered. The scientists were able to extract proteins from the tissue and use the information to sequence several genes. Your task is to use BLAST to analyze these genes and determine the most likely placement of the fossil species on the following fossil cladogram:
11
AP03
EX PERIMENT
3.
Form an initial hypothesis as to where you believe the specimen should be placed on the cladogram based on the morphological observations you made earlier. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
4. Draw your hypothesis on the cladogram.
12
AP03
E XP E RIME N T

B. USING BLAST TO ANALYZE GENES AND DETERMINE THE MOST LIKELY PLACEMENT OF THE FOSSIL SPECIES
Step 1: Instruction for Downloading Gene Files
Before starting this investigation, students need to download four gene les (Gene 1- Gene 4) to their ash drive or computer. These les are located at the following web address:
http://blogging4biology.edublogs.org/2010/08/28/college-board-lab-les/ Note that these les will not open on your computer. They only work when opened on the BLAST website.
Step 2: Instructions for BLAST Queries

Upload the gene sequences into BLAST by following the instructions below: 1. 2. Go to the BLAST homepage: http://blast.ncbi.nlm.nih.gov/Blast.cgi Click on Saved Strategies on the top of the page.
13
AP03
EX PERIMENT

3. Under Upload Search Strategy, click on Browse and locate one of the gene les you saved onto your computer. Click View.
4.
//Users/Lab/Download
14
AP03
5. A screen will appear with the parameters for your query already congured. NOTE: Do not alter any of the parameters. Scroll down the page and click on the BLAST button at the bottom. 6. After collecting and analyzing all of the data for that particular gene (see instructions below), repeat this procedure for the other three gene sequences.
E XP E RIME N T
Step 3: Instructions for Analyzing BLAST Queries

1. Scroll down to the section titled, Sequences producing signicant alignments. The list of organisms that appear below this section are those with sequences identical to or most similar to the gene of interest. The most similar sequences are listed rst and as you move down the list, the sequences become less similar to your gene of interest. Try clicking on a particular species listed to get a full report that includes the species classication scheme, the research journal the gene was rst reported in, and the sequence of bases that appear to align with your gene of interest.
2.
15
AP03
EX PERIMENT

3. Click Distance tree of results. A cladogram of the species with similar sequences to your gene of interest placed on the cladogram will be shown according to how closely their matched gene aligns with your gene of interest.
16
AP03
E XP E RIME N T

Step 4: Analysis of Results
Species share similar genes because of common ancestry. The more similar genes two species have in common, the more recent their common ancestor. Thus, the two species will be located closer on a cladogram. As you collect information from BLAST for each of the gene les, explain whether the data supports your original hypothesis and your original placement of the fossil species on the cladogram. For each BLAST query, consider the following: 1. What species has the most similar gene sequence as your gene of interest?
2. Where is that species located on the cladogram?
3. How similar is that gene sequence?
4. What species has the least similar gene sequence as your gene interest?
Step 5: Drawing the Cladogram

Redraw the original cladogram and include your nal placement of the fossil species.
17
AP03
EX PERIMENT
Investigation IV: BLAST Your Own Genes of Interest!

Now that the rst part of the investigation is complete, the next step is to learn how to nd and BLAST your own genes of interest. To locate a gene, go to the Entrez Gene website (http://www.ncbi.nlm.nih.gov/gene) and search for the gene. Once you have found the gene on the site, copy the gene sequence and input it into a BLAST query. Follow the instructions below to BLAST your own gene of interest: 1. 2. On the Entrez Gene website search the term human actin. Click on the rst link that appears and scroll down to NCBI Reference Sequences. Click on the rst le name NM 001100.3 under mRNA and Proteins. Click on FASTA just below the gene title. The nucleotide sequence displayed is that of the actin gene in humans. Copy the gene sequence and go to the BLAST homepage (http://blast.ncbi.nlm.nih. gov/Blast.cgi). Click on nucleotide blast under the Basic BLAST menu. Paste the sequence into the box Enter Query Sequence. Give the query a title in the box provided if you plan on saving it for later.
3. 4. 5. 6.
7. 8. 9.
10. Under Choose Search Set select the type or genome you want to search (human genome, mouse genome, or all genomes available). 11. Under Program Selection choose whether or not you want highly similar sequences or somewhat similar sequences. Choosing somewhat similar sequences will provide you with more results. 12. Click BLAST. In humans, what is the importance of the gene you chose? Would you expect to nd that gene is all organisms? Why or why not?
Some gene suggestions you could try out: Actin Keratin ATP synthase Myosin Pax1 Catalase Ubiquitin GAPDH Zinc nger
18

AP Bio Lab 3

Uploaded by

Copyright:

Available Formats

AP Bio Lab 3

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

AP Bio Lab 3

Uploaded by

Copyright:

Available Formats

BIG IDEA 1

Determining Evolutionary Relationships Using BLAST

See Page 3 for storage instructions.

Determining Evolutionary Relationships Using BLAST

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

DNA to be Sequenced - Shown is the G lane

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Figure 1: Simple Cladogram Representing Different Plant Species

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Figure 2: Cladogram of Several Animal Species with shared derived characters.

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Experiment Overview and General Instructions

LABORATORY SAFETY GUIDELINES

BEFORE STARTING THE EXPERIMENT:

DURING THE EXPERIMENT:

AFTER THE EXPERIMENT:

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Investigation I: Understanding a Cladogram

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Investigation II: Building Simple Cladograms

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Investigation II: Building Simple Cladograms

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Investigation III: Uncovering Fossil Specimen using BLAST

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Investigation III: Uncovering Fossil Specimen using BLAST

4. Draw your hypothesis on the cladogram.

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Investigation III: Uncovering Fossil Specimen using BLAST

Step 2: Instructions for BLAST Queries

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Investigation III: Uncovering Fossil Specimen using BLAST

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Investigation III: Uncovering Fossil Specimen using BLAST

Step 3: Instructions for Analyzing BLAST Queries

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Investigation III: Uncovering Fossil Specimen using BLAST

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST

Investigation III: Uncovering Fossil Specimen using BLAST

2. Where is that species located on the cladogram?

3. How similar is that gene sequence?

Step 5: Drawing the Cladogram

The Biotechnology Education Company 1-800-EDVOTEK www.edvotek.com

Determining Evolutionary Relationships Using BLAST