Teacher's Guide to

"Determination of Evolutionary Relationships Using Biology Workbench Education Enhancements"

Introduction

This activity introduces students to molecular biology software tools which allow scientists rapid access to protein and genetic sequence databases and sequence analysis tools which reside on numerous remote machines located throughout the world, via a web browser such as Netscape or Microsoft Explorer. Developed to facilitate the work of scientists well familiar with the myriad of established protein and databases which often differ significantly in communication syntax, Biology Workbench possesses a fairly high learning curve and appears quite foreign to anyone unacquainted with the databases or analysis tools made more accessible through the Biology Workbench interface.

In December, 1997, as part of its charge and in response to recent reports on the need for expansion of technological efforts to achieve the goals of current education reform, the Education Division of NCSA began efforts toward development of an Education Version of Biology Workbench, presently known as Biology Workbench Education Enhancements. Scaled-down from the full professional version, Biology Workbench Education Enhancements provides a more limited menu of databases and fewer options for database query, effectively leading new users to more successful early use experiences.

The most detailed online document currently available dealing with the history and use of Biology Workbench Education Enhancements is "Preliminary Evaluation Plan for Biology Workbench Education Enhancements" (http://www.uni.uiuc.edu/~dstone/490project1.html). This document will give teachers a good sense of project background and development.

Grade Level of Participants

This activity works well with high schools students who have some background in molecular biology, typically gained through discussion of molecular biology in a first year biology course. High school juniors and seniors who have some additional chemistry background will likely get the most from these activities.

Duration Of Activity

2-3 days. The tutorial (Activity #1) takes the equivalent of 1 1/2 to 2 fifty minute periods to complete. Students should be able to complete Activity #2 and begin their formal write-up during a third 50 minute period.

Curriculum Connection

This activity works integrates well as a culminating activity for units dealing with molecular biology or evolution (assuming prior molecular biology background).

Linkage to National Science Standards - AAAS Benchmarks

The following AAAS Benchmarks are addressed through "Determination of Evolutionary Relationships Using Biology Workbench Education Enhancements". Each of the knowledge or skill benchmarks below pertain to students in grades 9-12. Each knowledge or skill benchmark is presented by topic chapter number and section, section title and section benchmark. The entire text of the AAAS document can be accessed at Benchmarks On-Line.

5A. Diversity of Life

• The degree of kinship between organisms or species can be estimated from similarity of their DNA sequences, which often closely matches their classification based on anatomical differences.

5C. Cells

• The genetic information in DNA molecules provides instructions for assembling protein molecules. The code is virtually the same for all life forms.

5F. Evolution of Life

• The basic idea of biological evolution is that the earth's present-day species developed from earlier, distinctly different species.
• Molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched off from one another.
• Natural selection provides the following mechanism for evolution: Some variation in heritable characteristics exists within every species, some of these characteristics give individuals an advantage over others in surviving and reproducing, and the advantaged offspring, in turn, are more likely than others to survive and reproduce. The proportion of individuals that have advantageous characteristics will increase.
• Heritable characteristics can be observed at molecular and whole-organism levels-in structure, chemistry, or behavior. These characteristics strongly influence what capabilities an organism will have and how it will react, and therefore influence how likely it is to survive and reproduce.
• New heritable characteristics can result from new combinations of existing genes or from mutations of genes in reproductive cells. Changes in other cells of an organism cannot be passed on to the next generation.
• Natural selection leads to organisms that are well suited for survival in particular environments. Chances alone can result in the persistence of some heritable characteristics having no survival or reproductive advantage or disadvatage for the organism. When an environment changes, the survival value of some inherited characteristics may change.
• The theory of natural selection provides a scientific explanation for the history of life on earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms.
• Life on earth is thought to have begun as simple, one-celled organisms about 4 billion years ago. During the first 2 billion years, only single cell microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved.
• Evolution builds on what already exists, so the more variety there is, the more there can be in the future. But evolution does not necessitate long-term progress in some set direction. Evolutionary changes appear to be like the growth of a bush: Some branches survive from the beginning with little or no change,many die out altogether, and others branch repeatedly, sometimes giving rise to more complex organisms.

6A. Human Identity

• Written records and photographic and electronic devices enable human beings to share, compile, use, and misuse great amounts of information and misinformation. No other species uses such technologies.

6E. Physical Health

• Faulty genes can cause body parts or systems to work poorly. Some genetic diseases appear only when an individual has inherited a certain faulty gene from both parents.

10H. Explaining the Diversity of Life

• By the 20th century, most scientists had accepted Darwin's basic idea. Today that still holds true, although differences exist concerning the details of the process and how rapidly evolution of a species takes place. People usually do not reject evolution for scientific reasons but because they dislike it its implications, such as the relation of human beings to other animals, or because they prefer a biblical account of creation.

11B. Models

• Computers have greatly improved the power and use of mathematical models by performing computations that are very long, very complicated, or repetitive. Therefore computers can show the consequences of applying complex rules or changing the rules. The graphic capabilities of computers make them useful in the design and testing of devices and structures and in the simulation of complicated processes.

12C. Manipulation and Observation

By the end of the 12th grade, students should be able to

• Learn quickly the proper use of new instruments by following instructions in manuals or by taking instructions from an experienced user.

12D. Communication Skills

By the end of the 12th grade, students should be able to

• Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions.
• Use tables, charts, and graphs in making arguments and claims in oral and written presentations.

12E. Critical-Response Skills

By the end of the 12th grade, students should be able to:

• Wonder how likely it is that some event of interest might have occurred just by chance.
• Insist that the critical assumptions behind any line of reasoning be made explicit so that the validity of the position being taken-whether one's own or that of others-can be judged.
• Be aware, when considering claims, that when people try to prove a point, they may select only the data that support it and ignore any that would contradict it.
• Suggest alternative ways of explaining data and criticize arguments in which data, explanations, or conclusions are represented as the only ones worth consideration, with no mention of other possibilities. Similarly, suggest alternative trade-offs in decisions and designs and criticize those in which major trade-offs are not acknowledged.

Materials Needed

Computers with Internet connections (1 per pair of students)

Special Requirements

None, though teachers should complete all of the student activities prior to having the students perform the assignment so that they can assist in navigation if students have difficulties.

Commentary on Subject Matter

Discussion of evolution can sometimes be awkward and controversial in a classroom setting. Biology Workbench Education Enhancements allows students to use software tools used by practicing scientists and make conclusions using protein and DNA alignment and comparison tools. In addition to students having background in molecular genetics, DNA structure and basic evolution, teachers may want to review homologous and analagous structures and how homology and analogy extends to DNA and protein sequences. Inclusion of basic concepts of homology and analogy should make up a significant component of student analysis of data.

Commentary on Instructional Approach(es)

See prior Commentary on Subject Matter for information regarding student background and concepts to review prior to performing Activities 1 and 2. the directions for each of the activities are straightforward.

Assessment

Tutorial feedback using the online feedback form should be turned in to the teacher. There is no need to grade this component, other than to designate it as complete or incomplete.

The second activity, analysis of the comparison of ten species selected by the student(s), lends well to assessment regarding degree to which their write-up conforms to teacher-specified format as well as quality of the final analysis. No specific format is stated in the student instructions, though teachers may want to assign a format which includes the following: 1) title of their study, 2) purpose, 3) equipment required, 4) a brief outline of the procedure, and 5) a final analysis of the relationship results, including discussion of the degree to which their results matched their initial assumptions of relatedness and explanation for any possible divergence of results from their initial assumption.

Pertinent Online Resources

Access Excellence: A Place in Cyberspace for Biology Teaching and Learning (http://www.accessexcellence.org/)

Without a doubt, the best site for teacher information dealing with biotechnology, genetics and evolution. Sections include What's News?, Activities Exchange, About Biotech, Let's Collaborate, Teaching Communities and Classrooms of the 21st Century. Perform a search using "evolution" as keyword and you will gain access to hundreds of top notch web resources for introduction of or follow-up to this activity.

Discovery Channel Online Lesson Plans ( http://discoveryschool.com/lessonplans/index.html )

Regularly updated, an excellent site to examine on a regular basis as new lesson plans are added.

Entomology for Educators (http://www.cals.ncsu.edu/course/ent591k/)

Online resources for a class, this resource contains numerous links to web pages dealing with different aspects of arthropod biology and impact of arthropods on people.

Internet Resource Guide for Zoology (http://www.york.biosis.org/zrdocs/zoolinfo/zoolinfo.htm)

Regularly updated, comprehensive resource with links to virtually every taxonomic grouping. Organized using both scientific and common names. Bookmark this one.

Teach Evolution (http://www.accessexcellence.org/WN/SUA12/nas498.html)

Provides access to a top notch resource entitled Teaching Evolution and the Nature of Science, a new guidebook from the National Academy of Sciences. Includes links to the Access Excellence Forum on Evolution and activities such as Introducing Evolution, Evolution on Trial, Endangered Galapagos and Beaks of Finches.

Tree of Life ( http://ag.arizona.edu/ENTO/tree/phylogeny.html )

Still in development, should be very useful once completed.

Virtual FlyLab ( http://vearthquake.calstatela.edu/edesktop/VirtApps/VflyLab/IntroVflyLab.html )

Outstanding site where students perform genetic studies at different levels. No mess, no expense.

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Created 7/17/99. Last Modified 7/20/99.