Biology Commonwealth of Virginia
Activity 2. Phylogenetic Trees and Cladograms
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- Navigate this page:
- Arthropods
- Phylogenetic Trees, Cladograms, and Molecular Clocks
- Objectives
- Materials needed
- Introduction
- Procedure
Activity 2. Phylogenetic Trees and Cladograms1. Look at the exoskeletons of six different arthropods that are closely related to the blue crab, and list the characteristics and/or anatomical features of each organism, such as color, antennae, shape of body, number of legs, aquatic or terrestrial habitat, and niche in food web. 2. Devise a way to group the six arthropods into two smaller groups based on one characteristic, such as number of legs, habitat, or color. 3. On paper, group the arthropods into the two groups based on your chosen characteristic. 4. Choose one of your two sub-groups, and divide this group in a similar manner based on another characteristic. 5. Finally, separate each of the six arthropods from the others based on characteristics that are unique to each individual. The characteristics that have been written on the board should be used to create a phylogenetic tree (classification scheme) similar to the one below. Arthropods 
6. Use the classification scheme to identify each arthropod. If this is done properly, each arthropod will have a unique location in the scheme; no two should occupy the same location. Phylogenetic Trees, Cladograms, and Molecular Clocks(Activity taken in part from the classroom-tested lesson and video “From Slime to Sublime – Evolutionary Paths: Secrets of the Sequence Video Series on the Life Sciences, Grades 9–12. Virginia Commonwealth University. Used by permission) Organizing Topic Natural Selection and Evolution Overview Students separate themselves according to phenotype (gender, height, hair or eye color, type of clothes, etc.) and use this information to create a phylogenetic tree based on similar morphological traits (phenotype). This segues to new technology and new discoveries, using amino acid sequencing. Students examine the DNA sequences for the cytochrome c gene in various organisms to see how the percent differences in these sequences relate to the evolution of that organism. This is the process by which molecular clocks are built. In the process, students are introduced to the concept of taxonomy and the advancements that have been made that allow scientists to find more exact relationships among organisms. Related Standards of Learning BIO.1d; BIO.7a, b, d, e; BIO.8a, d, e ObjectivesThe students will interpret a cladogram or phylogenetic tree showing evolutionary relationships among organisms; relate genetic mutations and genetic variety produced by sexual reproduction to diversity within a given population; explain the following relative to population dynamics: Populations produce more offspring than the environment can support. Organisms with certain genetic variations are favored to survive and pass their genes on to the next generation. The unequal ability of individuals to survive and reproduce leads to the gradual change in a population (natural selection). Genetically diverse populations are more likely to survive changing environments. summarize the relationships between present-day organisms and those that inhabited the earth in the past, including fossil record embryonic stages homologous structures chemical basis (e.g., proteins, nucleic acids). Materials neededCopies of the attached student activity sheet Internet access Instructional activityContent/Teacher NotesWhat’s the difference between any two life forms? At the molecular level, the difference between any two organisms is only a few thousand base pairs in their DNA. The first attempts to classify organisms relied primarily on appearance, breaking groups of organisms into categories based on common observable characteristics. In the 18th century, Carolus Linnaeus developed a naming system that assigned every organism two names: one for genus and another for species. Scientists later expanded this process, referred to as binomial nomenclature, by grouping similar genera into families, families into orders, orders into classes, classes into phyla, and phyla into kingdoms. This is the system in use today, and many of Linnaeus’s original names from the 18th century are still used. However, today the advancing world of genomics is further advancing the understanding of evolutionary history, helping scientists find genetic connections and relationships many people find astounding, and sometimes turning the world of classification on its head. Taxonomy, or the science of placing organisms into a hierarchy based on similarities and differences, is undergoing many changes now that scientists can map out significant sections of an organism’s genome. One major theme among most animals is the fact that we share a common body scheme — a central, segmented core and appendages of some sort. This is the reason we are genetically so similar. The common mouse shares 85 percent of our DNA; the chimpanzee, 98.5 percent. Differences are based on different arrangements of the same genetic material — often called “genetic mutations.” While we are similar to our fellow humans in size, shape, and appearance, there are many differences at the molecular level. Gene mutations and the process of natural selection are responsible for who — and what — we are and will become. The genetic compositions of such creatures as butterflies and lobsters are beginning to yield some fascinating insight into how parallel our evolutionary paths may be. IntroductionPhylogenetic trees and cladograms 1. Explain to the students that they will be examining the techniques that geneticists use to determine the similarities and differences among various life forms. They will do this by forming a phylogenetic tree based on amino acid sequences in a molecule that can be found in nearly all life forms. 2. Review the terms phenotype, genotype, adaptation, population, and species before starting this activity. Photographs of fossils are useful if actual fossils are not available (see http://geology.about.com/library/bl/images/blfossilindex.htm). 3. Have five student volunteers come to the front of the room. Tell the other students to take a minute to observe these volunteers. 4. Ask students to devise a way to divide the group of five volunteers into two smaller groups, based on one characteristic. Possible responses might include gender, height, hair or eye color, or type of clothes. 5. Physically separate the volunteers into two groups, based on the chosen characteristic. 6. On the board above the groups, record the characteristics (e.g., “girls, not girls”; “tennis shoes, no tennis shoes”). 7. Choose one of the two sub-groups, and ask the class to divide this group in a similar manner, based on another characteristic. 8. Physically separate this group into two smaller groups. 9. Finally, separate each of the five student volunteers from the others based on characteristics that are unique to each individual. (Note: Caution students to avoid naming characteristics that could be considered embarrassing and/or hurtful and to stick to “neutral” characteristics!) 10. Have the students use the characteristics that have been written on the board to construct a classification scheme or tree similar to the one shown on the next page. STUDENT VOLUNTEERS 
11. Have students use the classification scheme they have created to identify a particular student volunteer. When they reach the end of the classification scheme, they should write that student’s name underneath. Have them do this with each volunteer. If done properly, each student will have his or her own unique location on the tree; no two volunteers should occupy the same location. 12. Ask the students: “If we did this again in a month, which characteristics could we still use?” (gender, eye color) Explain that some obvious features, such as hair color, can be unreliable when classifying. Shoes will change, and even hair color may be different in a month. Classification needs to be made using information that is not likely to change. 13. Explain how geneticists look for similarities among organisms that go much deeper than the ways the organisms look externally. In living organisms, the most reliable information is DNA. Scientists are now studying the similarities that exist between molecules that can be found in all organisms to help us understand how organisms have changed over time.
Observations and Conclusions1. Compare the process of making a phylogenetic tree and a molecular clock. Which one would be more accurate when determining differences between organisms? 2. Were molecular clocks used 50 years ago? Why, or why not? Directory: testing -> sol -> scope sequence scope sequence -> History and Social Science Standards of Learning Enhanced Scope and Sequence sol -> Strand Earth Patterns, Cycles, and Change Topic Investigating fossils in sedimentary rock Primary sol testing -> Prairie State Achievement Exam testing -> Testing and Assessment updated Tentative schedules testing -> Local unit tests Located at module-name sol -> P. O. Box 2120 Richmond, Virginia 23218-2120 sol -> Strand Interrelationships in Earth/Space Systems Topic Investigating ocean currents Primary sol sol -> History and Social Science Standards of Learning for Virginia Public Schools Wo Board of Education Commonwealth of Virginia March 2015 History and Social Science Standards of Learning for Virginia Public Schools Adopted in March 2015 by the Board of Download 3.95 Mb. Share with your friends:
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