Science in Motion

Ursinus College

NAME_____________________________________

EVIDENCE FOR EVOLUTION LAB

STANDARDS:
3.3.10D Explain the mechanisms of the theory of evolution
3.3.10A Explain the structural and functional similarities and differences found among living things
INTRODUCTION: Evolution is not just a historical process; it is occurring at this moment. Populations constantly
adapt in response to changes in their environment and thereby accumulate changes in the genes that are available to the
species through its gene pool. In today's lab you will explore some of the evidence for evolution and will examine a few
of the mechanisms through which evolution acts. In this laboratory you will review some of the classical examples used
as evidence for evolution. Keep in mind that the support goes far beyond these simplistic examples and this selection is
only intended as an introduction to the subject.
GUIDING QUESTIONS:
1. What is a theory?
2. What is evolution?
3. What evidence is there to support the theory that living things evolved?
4. What is the difference between homologous and analogous structures?
MATERIALS NEEDED:
Code-numbered fossils: Various types, as available.
Skeletons and/or forelimbs of a frog, turtle, rabbit, bat, fish, and human.
Slides of early embryonic stages for a typical mammal (pig) and bird (chick).
Immunology and Evolution lab materials.
Wax pencils, spot plates, toothpicks.
PROCEDURES:
PART I: FOSSIL EVIDENCE
Fossils are the remains or traces of an organism from prehistoric times (older than 4000 BC). Most organisms do not
fossilize and those that do are usually destroyed by geological processes or they never surface for examination. Fossils
are usually formed when an organism is covered by sediments that then harden into sandstone, slate, mudstone or flint.
Organisms also fossilize when they are buried in volcanic ash or entombed in tar or tree sap.
Several fossils specimens are on display. The display fossils are either mold or
petrification fossils. A mold fossil forms when the material surrounding the organism
hardens followed by removal of the organic matter. This leaves behind an impression (or
mold) of the organism. Petrification fossils are formed through two main processes:
permineralization and replacement. Permineralized fossils are created when ground water
percolates through the remains of the organism and leaves behind minerals in the cellular
spaces. Petrified wood is an example of a permineralized fossil. Replacement fossils are
formed when ground water first dissolves out the tissue and then leaves minerals in their place. Both types of
petrification fossils are generally composed of either SiO2 or CaCO3.

Examine the fossils supplied and try to identify the fossils as to their method of formation. Record your
identifications in the results section.

PART II: COMPARATIVE ANATOMY

The discipline of comparative anatomy is important in interpreting relationships among organisms. Structures
are said to be homologous if they have similar embryonic origins and analogous if they are similar only in function. The

wings of birds and flies are examples of analogous structures. They serve the same function, but obviously have different
embryonic origins (one is made of bone and flesh, the other is composed largely of non-living chitin). On the other hand,
the wings of birds and the foreleg of a frog are homologous structures (although these limbs have different functions,
their embryonic origins are similar). To comparative anatomists, homologous structures are important because they
imply an evolutionary linkage between two species.

Several skeletons and/or foreleg preparations are on display. Compare the foreleg preparations and identify the
bones that are in common among the different species. Where possible, determine how changes in the structure
of the limbs reflect the differing lifestyles of the organisms.

PART III: EMBRYOLOGY

A study of an organism's embryonic development provides further clues to its evolutionary past. At one time it
was asserted that "ontogeny recapitulates phylogeny". Simply put, this hypothesis suggests that, as an organism goes
through its embryonic development (ontogeny) it repeats (recapitulates) the stages in its evolutionary history
(phylogeny). At one point during your development, for example, you possessed folds in the neck area
called pharyngeal pouches which in some animals become gills. Some believe that this is evidence that
we seemingly passed through an aquatic phase in our evolutionary history. This notion of embryology as
an "instant re-play" of evolution has been called the biogenetic law.
Although the relationship between evolution and embryonic development is more complex than
once thought, related organisms do show similarities in their embryonic development. These similarities
can be traced to the conservative nature of embryology: small changes in early in development can have drastic
consequences in later stages (through a domino effect). Although gills are not found in adult humans, all vertebrates
have similar pouches from which they arise. In humans these pharyngeal pouches go on to become muscles for chewing
and facial expression, bones of the middle ear, and endocrine glands in the neck. From an evolutionary perspective,
many people believe similarities in embryology are valuable because they reveal our kinship with other members of our
phylum.

Study the demonstration slides of embryonic development in a mammalian species and the chick embryo. In the
results section, list three similarities in the structure of the two embryos.

PART IV: COMPARATIVE SEROLOGY

As you are aware, people vary in their blood types, and these differences can be ascertained through immunological
testing. Techniques similar to those used for blood typing can be used to test and compare the blood sera of different
species. When so tested, closely related species show greater similarities in blood constituents than do more distantly
related species. In this portion of the laboratory you will examine the relatedness of five organisms: human, cow,
chimpanzee, frog, and monkey. Five synthetic sera will be used (each is labeled for the type of sera).

Each group of two or three will work with only one of the synthetic sera. Do not dispose of your work until you
have seen the results from all groups. Obtain a spot plate and label it with your assigned sera (human, cow, etc.).
Number the plate depressions 1-8. Add your assigned sera and water according to the following table:
Well Number
Drops of Serum Drops of Water
1
8
0
2
7
1
3
6
2
4
5
3
5
4
4
6
3
5
7
2
6
8
1
7
Then add 8 drops of human antiserum to each of the wells. Use a toothpick to stir the mixtures (starting at well
#8; wipe the toothpick dry between each well).
Watch the reactions in the wells for two minutes before recording your results and then note in which cells
agglutination occurs (the formation of a clumped precipitate). The more similar the blood proteins of the test
species is to a human, the greater the amount of agglutination.
Compare your data to that of other groups by scoring the results using "++++" for maximal agglutination, "++
+" for a large amount, "++" for a small amount, and "+" for a trace of agglutination. If no precipitate is
observed, score the depression as "-". From these data, rank the species as to their evolutionary relatedness to
man.

PART V: MOLECULAR BIOLOGY

With the advancement of DNA technology, scientists now rely more upon comparisons of
protein structure, amino acid sequences, and DNA sequences to determine evolutionary
relationships. The more closely related the species, the more similar their genetic material
will be.

A fragment of aligned DNA sequences that codes for a protein common to each
primate species and the chromosome banding patterns for the first chromosomes of each species are depicted in
figure 3.1. Changes in the DNA sequences are double underlined. For the chromosomes, solid coloring indicates
similar sequences. Changed patterns are spotted. On the results page, discuss how you would interpret the
relationships between these organisms based on the genetic and chromosomal data given in this figure.
Aligned DNA sequences of

-globin

Chromosome Banding Patterns

Figure 3.1. Aligned DNA fragment and first chromosome banding patterns for man (Homo sapiens), chimpanzee (Pan
troglodytes), gorilla (Gorilla gorilla), and orangutan (Pongo pygmaeus).

Adapted from Evidence of Evolution Lab from Bellarmine University with input by Janet Wolfe of Conestoga High
School

Science in Motion
Ursinus College

NAME _______________________________
EVIDENCE FOR EVOLUTION LAB RESULTS PAGE

PART I FOSSIL EVIDENCE

Enter the fossil identification (number on fossil), formation method (mold or
pretrification), and a species of organism existing today that is similar to the fossil.
Fossil Identification

Method of Formation

Present Species Similar to

Fossil

PART II COMPARATIVE ANATOMY

Look at the similarities in foreleg bones for the following animals. Briefly discuss how
the design of the limbs reflects the differing lifestyles of the organisms.
SPECIES HOW DESIGN OF LIMB RELATES TO LIFESTYLE
Human
Turtle
Rabbit
Bat
Fish
Frog
PART III EMBRYOLOGY
A. List three similarities between the two embryos:
1.
2.
3.

B. Explain how these similarities correlate to the evolutionary relatedness of these two
species.
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PART IV COMPARATIVE SEROLOGY
Enter the class results from the comparative serology simulation. Score your data as
described in the procedure section. Then rank the species as to their genetic relation to
humans (1 being the closest to 4 being the most distantly related).
Organism
Human
Cow
Chimp
Frog
Monkey

Species
Cow
Chimp
Frog
Monkey

Rank

Conclusion

PART V MOLECULAR BIOLOGY

Using the DNA sequences and chromosome banding patterns depicted in figure 3.1,
discuss the relationships between the four species.
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Science in Motion

Ursinus College

TEACHER NOTES
EVIDENCE FOR EVOLUTION LAB

Time needed to complete lab: two class periods

Target Grade Level: 10-12 all levels (introduction to the topic of evolution)
Objectives
Analyze information that could be used to support the theory of evolution
Understand the scientific use of the word theory
Understand the concept that similarities in DNA, embryology, and anatomy are used
to determine evolutionary relationships
To realize the special importance of DNA in determining evolutionary relationships
Differentiate between homologous and analogous structures
Major Concepts (background information)
One important thing that teachers should emphasize in this lab is the difference between
the word theory in common speech and the word theory when used in science. In common
speech, theory is a little more than a guess but in science, the work theory means an idea that has
been supported by data. Over hundreds of years, humans have collected data on the variation and
complexity of life and evolution is an explanation of how and why life has changed.
In 1831 Charles Darwin began a five-year journey as ship's naturalist on the H.M.S. The
Beagle. During this time he visited South America, Australia, South Africa, and islands of the
Pacific and South Atlantic. He later published his travels in The Voyage of the Beagle where he
introduced many themes that later became crucial to the arguments presented the more-familiar
The Origin of Species by Means of Natural Selection or the Preservation of Favoured Races in
the Struggle for Life (published in 1859 and more commonly known as "The Origin of Species").
Majors in the sciences and those interested in philosophy should read this monograph. You won't
find it easy reading because the language is often archaic and the arguments are sometimes
difficult to follow, but it represents one of the most important contributions made to Western
culture.
Although Darwin is often referred to as "the father of evolution", he was not the first to
introduce the idea of changing species. Maupertuis and Diderot in the mid 18th century, for
example, wrote of evolution and the ideas of changing life are part of many religions. Darwin's
contribution was to provide a mechanism through which evolution could function. Briefly, the
Darwinian argument is as follows:
Variation exists within a species. Although we may consider all houseflies as being
more-or-less alike, on closer examination you find that they are nearly as recognizable as
one person is from another.
Some of this variation has a genetic basis. Evolution can act only on traits that are
passed genetically from one generation to the next. Just as animal or plant breeders have
no interest in non-genetic traits, evolution can not work on differences due to trauma,
parasitism, and other environmental variation.

The reproductive potential of organisms is vast. Darwin calculated that a single pair of
elephants could have 19 million descendants within 750 years if each animal lived to be
100 and each pair had six calves. Calculations for other organisms produce similar
increases in population size. Elephants are not the most common beasts, the oceans are
not overflowing with fish and we aren't nose-deep in ragweed (although it sometimes
seems that way). Therefore something must happen to all these extra offspring and,
unless species other than man practice birth control, most of the young must die before
they reproduce.
Because individuals differ from one another, some should be more capable than
others in eluding predators, coping with environmental extremes, or in competing
with members of their own or other species. Those that are more capable should leave
more offspring to the succeeding generation. Since some aspects of coping must be tied
to genetic attributes, the favorable genes are passed on to the next generation. The genetic
makeup of the population changes and evolution is said to occur. This varying
reproductive success of individuals based on their different genetic constitutions is
natural selection.

Often the concept of natural selection is simplified to "survival of the fittest". Fitness in
evolutionary terms has an exact meaning related to the number of surviving offspring produced
by an individual in comparison to less well-endowed individuals. Evolutionary fitness is therefore
more than just the ability to run quickly or fight off competitors.

Preparation:
This lab is best done as learning stations with the students moving from learning station to
learning station. It is recommended that students move as lab groups and that each group is
assigned one organism to do the serology work on. The results of the serology section should be
put on the board so the results can be shared by the all the groups.

Answers to questions: Other fossils can be used. The information below is for the
fossils that come with this particular lab.
Part I-Fossil Evidence
Fossil Identification
1.
2.
3.
4.
5.

Method of Formation
Petrification
Mold
Petrification
Petrification
Petrification

Present Species Similar to

Fossil
Some mollusk-ex. cuddlefish
Fern or any fern species
Any bony fish species
Any tree
An arthropod-ex. horseshoe
crab

Key to Numbered Fossils

1. Ammonite
These are an extinct group of marine animals in the class Cephalopoda, phylum
Mullusca. Even though they look a lot like a chambered Nautilus, they are more closely
related to the octopus, squid, and cuddlefish. They became extince during the Cretaceous
period about 65 m.y.a. and had first appeared during the Devonian Period about 400
m.y.a. They were named after the Egyptian god Ammon by Plinius the Elder because the
god was typically depicted wearing rams horns. They lived in open seas and were
thought to be good swimmers. They preyed on fish, crustaceans and other small animals.
This fossil was found in England.

2. Fossil Fern
These fern fossils are a good example of mold fossils. The fern material completely
decomposed and an imprint of the fern frond is left behind. This particular fossil comes
from Pennsylvania which is famous for its fossil ferns. Although many types of ferns
exist today, the fern that formed this fossil is extinct.
3. Rhacolepsis (fish)
This extinct bony fish lived 100 m.y.a. during the Cretaceous Period. It was a predator
and was found in Brazil.
4. Petrified Wood
This fossil is from is from Oregon. It consists of fossil wood where all the organic
material has been replaced by minerals, while retaining the original structure of the wood.
The petrifaction process occurred underground, when the wood was buried under
sediment. Mineral-rich water flowing through the sediment deposited minerals in the
plants cells and as the plants lignin and cellulose decayed away, stone took its place.
Petrified wood can preserve all the original structure of the wood down to the
microscopic level. The tree rings in this polished sample are very visible.
5. Trilobite
These organisms were among the early arthropods. They have the classic hard shells,
body segments and jointed legs that are characteristic of this phylum. There are 15,000
described species and new species are unearthed each year. This is the most diverse
group of extinct organisms. They vary from under a millimeter to 70 cm in length. They
filled a wide variety of niches in the environment from scavengers to predators. They
existed 300 m.y.a. and lived in ancient seas. They became extinct before the time of the
dinosaurs. Trilobite means three lobes. Looking from head to tail, this specimen has
left and right lobes and a center lobe. This particular fossil is from Morrocco.

Part II Comparative Anatomy

The purpose of this part of the lab is to have students become aware of the concept that organisms
are modified to fit the environment and that in most cases the organisms have the same structures
but their shape is different to perform a different task.

Part III- Embryology

Student answers will vary widely but the goal of this part of the lab is to see the great similiarity
of organisms during the embryolic stages.

Part IV-Comparative Serology

Dilution

Chimp

++++

++++

++++

++++

+++

+++

+++

++

Gorilla

++++

++++

++++

++++

++

++

Orang

++++

++++

++++

++

+++

++

Swine

Part V Molecular Biology

If you look at the differences in DNA sequences, chimps and gorillas have three differences from
the human code for this segment and orangutans have five. Banding pattern wise, the chimp and
the orangutan look most similar to the human. From this information, I would say that the chimp
is the most closely related to humans.

Science in Motion
Ursinus College

Evidence of Evolution
Prequiz
1. When something is called a theory in science, it is
A. a proven fact
B. a guess that may be true
C. an explanation supported by data
D. an idea that still has not been tested
2. Pigs and chickens are quite different animals. When comparing their embryos,
A. they are fairly similar especially in earlier stages
B. they show almost no similiarities
C. they are always easy to recognize as either chicken or pig, even in the early stages
D. they start looking different but as they develop they look more similar
3. Which data is probably the MOST valuable when determining if organisms are related?
A. fossil evidence
B. similar anatomy
C. similar blood proteins
D. similar DNA
4. The forelimb of the frog is homologous to which structure
A. forelimb of a human
B. wing of a bat
C. forelimb of a turtle
D. all of these are homologous
5. If a certain animals serum reacts with human antiserum and forms a large amount of
precipitate, it means
A. the animal has all the same proteins as a human
B. the animal probably has many of the proteins of a human
C. the animal is distantly related to a human
D. the animal is not at all related