Senior High School

General Biology II
Quarter 3 – Module 5 & 6

Phylogenetic Tree and Linnean

Taxonomic Classification

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Introductory Message
For the learner:

Welcome to the General Biology II 12 Self-Learning Module on Systematics

Based on Evolutionary Relationships: Tree of Life and Systematics.
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.
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CONTENT STANDARD
The learners demonstrate an understanding of Basic Taxonomic Concepts and
Principles, Description, Nomenclature, Identification, and Classification.

LEARNING COMPETENCY
• The learners should be able to explain how the structural and developmental
characteristics and relatedness in DNA sequences are used to classify living
things (STEM_BIO11/12IIIh-j-14)
• The learners should be able to identify the unique/distinctive characteristics of a
specific taxon relative to other taxa STEM_BIO11/12IIIh-j-15
• The learners should be able to describe species diversity and cladistics, including
types of evidence and procedures that can be used to establish evolutionary
relationships STEM_BIO11/12IIIh-j-16

LEARNING OBJECTIVES:
At the end of the module, you should be able to:
• Describe the multiple lines of evidence used to infer evolutionary relatedness
• Discuss how anatomical, developmental and relatedness in DNA sequences are
used as evidence to infer the relatedness of taxa;
• Explain that classification is based on evolutionary relatedness
• Describe the Linnaean system of classification;
• Classify organisms into a hierarchy; and
• Construct and use dichotomous keys for identification; and
• Demonstrate how shared derived characters can be used to reveal degrees of
relationship.

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INTRODUCTION

This self-guided module is focused on understudies in the 'new normal'

instructive setting as endorsed by the Department of Education. It tends to a wide
scope of learning targets intended to advance students' information and sensational
learning involvement with General Biology II. With its credible and genuine exercises,
you get skill through picking up bits of knowledge and comprehension of the idea of
life science for more profound appreciation.

The module advances autonomous learning of the objective subjects, ideas,

and abilities that will build up your 21st century genuine based aptitudes. This module
gives you significant assignments to build up your abilities for scholarly achievement
and the universe of work. It is secured on the overall standards, objectives, and goals
of the K to 12 Basic Education program for Grade 12 that will empower you to become
self-realizing, profitable and viable member of the general public and the world on the
loose.

PRE-TEST

Directions: Read each item carefully and identify what is asked or described. Encircle
the letter of the correct answer.

1. What do scientists in the field of systematics accomplish?

A. name new species
B. discover new fossil sites
C. communicate between biologists
D. organize and classify organisms

2. What is a phylogeny a description of?

A. DNA
B. evolutionary history
C. mutations
D. organisms on Earth

3. Which best describes the relationship between chimpanzees and humans?

A. chimpanzees evolved from humans
B. humans evolved from chimpanzees
C. chimpanzees and humans belong to the same species
D. chimpanzees and humans evolved from a common ancestor

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4. A monophyletic group is a ________.
A. character state
B. clade
C. phylogenetic tree
D. shared derived trait

5. Similar structures in different species regardless of their functions are

A. analogous structures
B. genetic structures
C. homologous structures
D. morphologic structures

6. Which of the following is the purpose of systematics?

A. to derive the organisms’ evolutionary relationships
B. to verify if the organisms evolved
C. to predict future evolution of existing species
D. to determine the organisms’ dispersion

7. Similarities in the bone structure of the limbs of some vertebrates is an example

of which evidence?
A. biogeography
B. fossil evidence
C. homologies
D. molecular clock

8. Humans and chimpanzee share similarities in their DNA structure. This is an

example of
A. biogeography
B. fossil evidence
C. molecular homology
D. morphological homology

9. This scientist grouped the organisms into three main categories, thus creating
the Three Domain Scheme of Classification
A. Carl Linnaeus
B. Carl Woese
C. Charles Darwin
D. Jean Baptiste de Lamarck

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10. Investigations in phylogeny is centered around what evidences
A. geographic and genetic
B. geographic and phylogenetic
C. morphologic and genetic
D. morphologic and geographic

11. The base sequences of some regions of DNA change at a rate consistent
enough to allow dating of episodes in past evolution. This describes which
evidence?
A. biogeography
B. fossil record
C. homology
D. molecular clock

12. In the Three Domain Scheme, organisms are grouped into three domains,
namely
A. Bacteria, Archaea, Eukarya
B. Bacteria, Prokarya, Eukarya
C. Monera, Archaea, Eukarya
D. Monera, Prokarya, Eukarya

13. Humans belong to which domain?

A. Archaea
B. Bacteria C. Eukarya
D. Monera

14. The study of the distribution of the world’s species both in the past and in the
present is known as
A. biogeography
B. cladistics
C. developmental biology
D. systematics

15. What is true about organisms that are a part of the same clade? A. They all are
on the same tree.
B. They have identical phylogenies.
C. They evolved from a shared ancestor.
D. They all share the same basic characteristics.

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How did you find the Pre-test? Remember it is done to check your prior
knowledge on our topic, therefore, there is no need to be worried if you think you got
low.
Now, buckle up as we start to learn the phylogenetic tree of life and systematics.
Let’s go!
PRESENTATION OF THE MODULE

Organisms come in different forms. The sheer extent of biodiversity demands

the need for scientists for a practical classification of organisms according to their
distinct characteristics. Organisms - from the microbes in our skin, plants in our yards,
insects in a rotten log, to the birds aloft - developed from a different species as asserted
by the Theory of Evolution by Charles Darwin. Through the process of evolution, the
traits/characteristics of a species change due to environmental factors, thus, new
species arise. This very gradual process which cannot be easily discerned as
generations of a species tend to show similar traits.

The Theory of Evolution yields as much questions as there are answers. What
are the baseline evidences that confirm evolutionary relatedness of species? In what
way does the molecular structure of deoxyribonucleic acid (DNA) of organisms
suggest evolutionary relationships? How is classification designed based on
evolutionary relatedness?

In this module, you will find out the coherent answers to these questions and
learn about the model used to illustrate the evolutionary path of a groups of species.

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ACTIVITY
Activity No. 1 “S-TRAIT FROM THE TREE (OF LIFE)”

Directions: With this exercise, you will be working backwards utilizing the steps for
building a cladogram. A cladogram is used to map or illustrate evolutionary
relationships among organisms.
Study the following cladogram or a Phylogenetic Tree of Life.

. Using the cladogram/phylogenetic tree of life above, complete the following

table by determining which taxa (groups) have the traits listed in the left column. Put a
check mark () if the trait is present. Two taxa (Cnidaria and Platyhelminthes) are
done for you!

Check your work by referring on the next page.

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How well did you answer this activity? Shade the star that corresponds to your
performance.

Excellent! You are a keen observer

0-3 mistakes

4-6mistakes Very good! Nice start!

7 or more mistakes It’s okay! There’s so much to

learn more in this module.

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ANALYSIS

Directions: Answer the following based on your own understanding.

1. In what way does the genetic makeup of an organism make it distinct from
others?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Why is there a need to classify organisms?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Despite the several evidences that evolution has presented, why does it linger
to be a theory?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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A. THE PHYLOGENETIC TREE OF LIFE

Look around and observe the enormous diversity of life. Life existing on Earth
is wonderful and over the last 3.7 billion years or so, living organisms have diversified
and adapted to almost every environment. The fact that life is so diverse; all living
organisms do still share certain similarities in any specific aspect. To infer evolutionary
relationships, systematists use information ranging from fossils to molecules and
genes These data are utilized to build the phylogenetic tree of life.

Organisms can be compared to leaves of the Tree of Life. The branches represent the evolutional
pathway of these organisms, while the trunk signify that the organisms originated from a common
ancestor, no matter how different their characteristics are. (Photo credit:
[Link]/jgjohso/[Link])

A phylogenetic tree is a diagram used to reflect evolutionary relationships

among organisms or groups of organisms known as taxa (singular: taxon). It
represents the phylogeny of organisms, the history of organismal lineages as they
change through time. Each branch point represents the divergence of two taxa (groups
of species). A rooted tree includes a branch to represent the last common ancestor of
all taxa (group) in the tree.

In phylogenetic tree structure, the branch points and the branches also imply
evolutionary change. The significant character sometimes changes are identified on a
branch or branch point. In the branch point, for example that gives rise to the mammal
and reptile lineage from the frog lineage; it basically shows the origin of the amniotic

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egg character. Moreover, the branch point that gives rise to organisms with legs is
indicated at the common ancestor of mammals, reptiles, amphibians, and jawed
fishes.

RABBIT
Hair? YES

YES NO
Egg with amnion?
LIZARD
Legs? YES NO

FROG
Hinged jaw? YES NO
FISH
YES NO
LAMPREY
Vertebral NO
Column? LANCELET

How do scientists construct phylogenetic trees? Presently, cladistics is the

most accepted method for constructing phylogenetic trees. It sorts organisms into
clades (groups of entities that are most closely related to each other and the ancestor
from which they descended. In the figure below, all of the organisms in the shaded
region had amniotic eggs that evolved from a single ancestor. All of these organisms
also make a single clade, which is called as monophyletic group.

Lizards, rabbits, and humans all descend from a common ancestor in which the amniotic egg evolved.
Thus, lizards, rabbits, and humans all belong to the clade Amniota. Vertebrata is a larger clade that
also includes fish and lamprey.
To deepen your understanding on how scientists constructed the phylogenetic
tree of life, you need to be familiar with phylogeny and systematics.

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What is Phylogeny?

Phylogeny is the evolutionary history and the evolutionary relationships among a

species or group of species. In other words, it is the description of an organism’s own
evolutionary journey through time and how it is related to other species in the
evolutionary pathway.

Phylogeny adopts that all life arises from a common ancestor. All organisms
from bacteria to animals are interrelated through the gene flow along the branches of
the phylogenetic tree. There are two types of evidence that centered phylogeny:
morphologic (form and function) and genetic.

Morphologic evidence. Living things that share similar physical characteristics

and DNA/genetic sequences tend to be more closely related. When
constructing a phylogenetic tree, systematists need to distinguish whether
similarities among organisms is the result of homology or analogy. Homology
is similarity due to shared ancestry, while analogy is similarity due to
convergent evolution. Similar structures in different species regardless of their
functions are known as homologous structures. Homology seems to show
lineage from common ancestor.

Bone structure of the appendages of humans, cats, whales, and bats, are structurally similar.
These structures are homologous and further suggests that these animals share a common
ancestor. (Photo credit: Pearson Education, Inc.)

Genetic evidence. Phylogeny can be inferred from molecular data. The use of
DNA and other molecular data to determine evolutionary relationships is termed
as Molecular systematics. It applies the use of information at molecular level
and has flourished due to the advancement of DNA technology. Recent
analysis of molecular characters reveal confirmation of many earlier
classifications and uncovers previous errors. These characters can include
differences in the amino-acid sequence of a polypeptide/protein, differences in

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nucleotide sequence of a gene, or differences in the arrangements of genes.
The more similar the sequences are in two organisms, the more closely related
they are. Altered genes change evolutionarily at different rates and this affects
the level at which they are useful at identifying relationships. In determining the
relationships among closely related species, rapidly evolving sequences are
very useful. More slowly evolving sequences are useful for determining the
relationships between distantly related species.

What is Systematics?

To construct phylogenies, biologists apply systematics. Systematics is the study

organisms with the purpose of deriving their evolutionary relationship. One of the goals
of systematics is tracing phylogeny; hence, it is considered as the study of biological
diversity in an evolutionary context. Scientists in this field are able to organize and
classify organisms based on their distinct characteristics and evolutionary
relationships. To infer evolutionary relationships, systematists use information ranging
from fossils to molecules and genes These data are utilized to build the phylogenetic
tree of life which will continue to be refined as additional data are collected.

Molecular systematics, as described in the previous page, is a breakthrough approach

for tracing evolutionary history. It uses comparisons of nucleic acids (DNA and RNA),
genes, amino acids, proteins and other molecules to infer relatedness. The molecular
approach helps us understand phylogenetic relationships that cannot be determined
by non-molecular methods such as comparative anatomy.

Carl Woese and the Phylogenetic Tree of Life

In the past, biologists grouped living organisms

into five kingdoms: Kingdom Monera (bacteria), Kingdom
Protista (protists), Kingdom Fungia (fungi), Kingdom
Plantae (plants), and Kingdom Animalia (animals). Life
on Earth has evolved along three lineages, now called
domains based on the work of American Microboiologist
Carl Woese—Bacteria, Archaea, and Eukarya. He
suggested the domain as a new taxonomic level and
Archaea as a new different domain, to mirror the new
Carl Woese
phylogenetic tree. Many organisms belonging to the
(Photo credit: [Link]) Archaea domain are extremophiles which live under
extreme conditions. To construct his phylogenetic tree, he used genetic
relationships rather than similarities based on morphology (shape).
Various genes were used and applied in phylogenetic studies. Woese’s
phylogenetic tree was built from genes that are comparatively
sequenced and are distributed universally which found in some slightly
altered form in every specific organism, conserved and of an appropriate
length.

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The Three-Domain Scheme of Classification by Carl Woese. This phylogenetic tree was constructed
by microbiologist Carl Woese using genetic relationships. The tree shows the separation of living
organisms into three domains: Bacteria, Archaea, and Eukarya. Bacteria and Archaea are organisms
without a nucleus or other organelles surrounded by a membrane and, therefore, are prokaryotes.
(Photo credit: Concepts of Biology by OpenStax College)

Lines of evidence to infer evolutionary relationships:

The following are the four (4) evidence that support relatedness of species:

1. Fossil evidence. Experts say that fossil provides direct evidence for evolution
because it can tell what has occurred. In other words, it can prove that change
in time has occurred. When certain fossils are arranged in the order of how old
they are, making a direct comparison of their body structures is possible.
Through these fossils discovered, experts can confirm and claim that species
are not fixed but can evolve into other unique species over time.

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Phylogenetic bracketing
predicts features of an ancestor
from features of its
descendents. An example of
this is that birds descended
from the theropods, a group of
bipedal saurischian dinosaurs.
Photo credit : Pearson Education,
Inc.

Fossil remains of Oviraptor and eggs.

The orientation of the bones, which
surround and cover the eggs, suggests
that the dinosaur died while incubating
or protecting its eggs. (Photo credit:
Pearson Education, Inc.)

2. Homologies. Phenotypic and genetic similarities due to share ancestry is

known as homology. Comparing the anatomies of different living things,
homologies can be revealed by looking at cellular similarities and differences,
studying embryological development and vestigial structures within distinct
organisms. Homology is categorized into two: morphological homology and
molecular/genetic homology.

Morphological homology. Basically, each leaf has a variety of

physiological shape and morphological function, yet all are homologous
structures which derived from a typical ancestral form. As such, the
pitcher plant and Venus' flytrap use their leaves to trap and digest
insects. Also, the poinsettias’ bright red leaves look like flower petals and
the cactus leaves are modified into small spines which help to reduce
water loss and can protect the cactus from herbivory.

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Bat and bird wings, the foreleg of a horse, the flipper of a whale, and the arm of a
humanare homologous structures, indicating that bats, birds, horses, whales, and humans
share a common evolutionary past. (Photo credit: Concepts of Biolgy by Openstax College)

Another example of homology is the

tetrapods’ forelimb (vertebrates with
legs). - frogs, birds, rabbits and
lizards all have different forelimbs,
mirroring their different lifestyles. But
those different forelimbs all share the
same set of bones; the humerus, the
radius, and the ulna. Basically, these
are the same bones seen in fossils of
the extinct transitional animal,
Eusthenopteron, which
Similarity in the skulls of human and other

validates their common lineage. primates.

Organisms that are closely linked to one another share many anatomical
similarities. The similarities are conspicuous at times, such as in the crocodiles and
alligators, but in other cases, considerable study is needed for a full appreciation of
those relationships.

Morphological homologies can also be discerned in the embryonic development

of organisms. The development of all vertebrates in their embryonic stage shows
remarkable similarities. At times during embryonic development, all vertebrates have
a supporting dorsal rod which is termed as notochord, and exhibit paired pharyngeal
pouches. This could certainly indicate that a specific organism passes through some
of the embryonic stages that its ancestors also passed through. Then several
modifications happen in ways appropriate to an organism’s final form making it unique
as it is.

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Vertebrate embryonic development. (Photo credit:
[Link]

Developmental biology is the science in studying the embryological

development of living things. These embryological developments provide clues to the
evolution of present-day organisms. During some stages of development, organisms’
exhibit inherited features in incomplete form or whole.
Molecular/Genetic homology. Like anatomical and morphological structures,
the structures of the molecules of life reflect descent with modification. In general, the
connection of sets of organisms is mirrored in the similarity of their DNA sequences
(exactly the pattern that would be expected from descent and diversification from a
common ancestor).
Genes are sequences of thousands of nucleotides, each of which represents
an inherited character in the form of one of the four DNA bases: A (adenine), G
(guanine), C (cytosine), or T (thymine). It is likely that the genes are homologous if
genes in two organisms share many portions of their nucleotide sequences.
Using different sequences and finding similarities, phylogenetic trees help to
build confidence in the inferred relationships. It sometimes happened that two
segments of DNA in distantly related organisms randomly share a high percentage of
bases in the same locations, causing these organisms to appear closely related when
they are not. Say for example, the fruit fly shares 60% of its DNA with humans. In this
situation, computer-based statistical algorithms have been established to assists in
identifying the actual relationships, and ultimately, the coupled use of both
morphologic and molecular information is more effective in determining phylogeny.
The choice may have already been made if investigators are relying on data
gathered by others. In many certain cases, a choice regarding what should be
compared will have to be made and considered. Thus, when undertaking a sequence-

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based phylogenetic analysis, “What sequences should be compared?” should be the
first question to ask.

3. Biogeography. The study of the distribution of the world’s species both in the
past and in the present is known as biogeography. Biogeographers’ work is
critical to understanding our physical environment, how the environment affects
species, and how changes in environment impact the distribution of a species.

The geographic distribution of species in time and space are influenced

by many factors and that includes Continental Drift and log distance dispersal.
Basically, biogeography has been divided into two (ecological and historical
biogeography) different approaches; ecological biogeography, the study of
the environmental factors shaping the distribution of individual organisms at
local scale, and historical biogeography, aims to elaborate the geographical
distribution of such organisms in terms of their evolutionary history. Historical
biogeography involves longer time scales, (millions of years), larger spatial
scales (e.g., continental landmasses), and the distribution patterns of species
or higher taxa.

4. Molecular clocks help track evolutionary time. The base sequences of some
regions of DNA modified at a rate consistent enough to allow dating of incidents
in past evolution. Other genes change in a less predictable way.

The concept of a molecular clock is useful in a way that it determines

evolutionary relationships among organisms, and it indicates the time in the
past when species started to diverge from one another. Moreover, it states that
the rate of molecular change in these genes and proteins should be like a clock
that is regular.

Application of a molecular clock to one strain of HIV proposes that the

strain spread to humans during the 1930s. Phylogenetic analysis infers that HIV
is descended from viruses that infect chimpanzees and other primates.
Comparison of HIV specimen throughout the epidemic shows that the virus
progressed in a very clocklike way.

Classification is linked to Phylogeny

Biologists use phylogenetic trees for many purposes, including: testing hypotheses
about evolution, learning about the characteristics of extinct species and ancestral
lineages, and classifying organisms.

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The classification and phylogeny is connected in a way that hierarchical classification
is reflected in the progressively finer branching of phylogenetic trees. The branching
patterns in some cases match the hierarchical classification of groups nested within
more inclusive groups. In other situations, however, certain similarities among
organisms may lead taxonomists to place a species within a group of organisms (for
example genus or family) other than the group to which it is closely related. If
systematists conclude that such mistake has occurred, the organism may be
reclassified (that is placed in a different genus or family) to accurately reflect its
evolutionary history.

Hierarchical classification can reflect the branching

patterns of phylogenetic trees. This tree traces
possible evolutionary relationships between some of
the taxa within order Carnivora, itself a branch of
class Mammalia. The branch 1 point represents the
most recent common ancestor of all members of the
weasel (Mustelidae) and dog (Canidae) families.
The branch point 2 represents the most recent
common ancestor of coyotes and gray wolves.
(Photo credit: Pearson Education Inc.
Chapter 26: Phylogeny and the Tree of Life)

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APPLICATION

ACTIVITY A.1

“MAP IT OUT!”
Directions: It’s time to summarize your learnings! Based on our lesson, fill out the
blank concept map below.
The Phylogenetic Tree of Life
Represents the Applies

Defined as Centered around evidences Defined as Aims to derive

Based on

Types

Yahoo! Congratulations for completing the activity! How long did it take you to finish?
Now, we are taking off to another activity, which is quite challenging but fulfilling! ☺

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ACTIVITY A.2

“LET’S BUILD A TREE”

Directions: Illustrated below is a group of hypothetical fly species named Species A,

Species B, Species C, and Species D.

Species A Species B

Species C Species D

Species E

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Carefully compare the flies’ features (characteristics) and identify the traits that
are present or absent for each animal. Fill out the table below to arrange the data,
please put a check mark () if the trait is present.

Trait Species A Species B Species C Species D Species E

Large Wings

Stinger
Wing
veins

Bulge
eyes
No leg bulbs

Finally, build a simple cladogram/phylogenetic tree of life of Species A, B, C and E

below. Please make your tree an artistic one!

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ACTIVITY A.3

Now it’s your turn to create your own phylogenetic tree! Use the data below and
construct one based on your own understanding. To learn more about how to
construct your own phylogenetic tree, watch this video
([Link]

Draw your phylogenetic tree in the box below.

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B. LINNEAN CLASSIFICATION

The practice of classification is almost everywhere such that, humans

tend to classify almost everything. For instance, one can describe the clothes to
wear, types of utensils used in the kitchen and even the type of footwear.
Classification becomes an essential part of everyday life and the habit can be
quite useful. In the past humans have classified living organisms based on their
general form and economic use. The type of classification may not be that
systematic as compared to the ones we used today. However, it does not deny
the fact that they were useful.
About three hundred years ago, a Swedish botanist and doctor named
Carolous Linnaeus, devised a system of classifying organisms and binomial
nomenclature for naming organisms. It is a hierarchical system since organisms
are grouped into ever more inclusive categories from species up to kingdom. In
1981, a category higher than a kingdom, called domain, was proposed by Carl
Woese. Binomial nomenclature provides each species a scientific name with two
parts: the first part identifies the genus, and the second part is the specific
species. The table below illustrates how four species are classified using the
present classification system. (Note: 1. The genus is the 1st name and species
is the 2nd name; 2. Always capitalize the genus; 3. Species name is always lower
case; 4. Underline or italicized when written).

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ACTIVITY B.1 Complete the taxonomic hierarchy of the following organisms:

1. Gumamela

TAXONOMIC GROUP
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species

2. Jelly fish

TAXONOMIC GROUP
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species

3. Oregano

TAXONOMIC GROUP
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species

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4. Hummingbird

TAXONOMIC GROUP
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species

5. Sampaguita

TAXONOMIC GROUP
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species

ACTIVITY B.2 Write the scientific names of the following species:

1. Rice-
2. Cat-
3. Bamboo-
4. Millipede-
5. Mango-
6. Sea Sheep-
7. Coconut-
8. Sea cucumber-
9. Apple-
10. Lice-

Great! You are done with the final activity, congratulations! How long did it
take you to finish? Now let’s check how well you understood the lesson in the
Posttest. Let’s go!

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POST TEST
Directions: Read each item carefully and identify what is asked or described. Encircle
the letter of the correct answer.

1. What do scientists in the field of systematics accomplish?

A. name new species
B. discover new fossil sites
C. communicate between biologists
D. organize and classify organisms

2. What is a phylogeny a description of?

A. DNA
B. evolutionary history
C. mutations
D. organisms on Earth

3. Which best describes the relationship between chimpanzees and humans?

A. chimpanzees evolved from humans
B. humans evolved from chimpanzees
C. chimpanzees and humans evolved from a common ancestor D.
chimpanzees and humans belong to the same species

4. A monophyletic group is a ________.

A. character state
B. clade
C. phylogenetic tree
D. shared derived trait

5. Similar structures in different species regardless of their functions are

A. analogous structures
B. genetic structures
C. homologous structures
D. morphologic structures

6. Which of the following is the purpose of systematics?

A. to verify if the organisms evolved
B. to determine the organisms’ dispersion
C. to predict future evolution of existing species
D. to derive the organisms’ evolutionary relationships

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7. Which of the following is being studied in biogeography?
A. patterns of structural embryonic homologies
B. classification of organisms based on distinct characteristics
C. distribution of the world’s species both in the past and in the present
D. morphologic and genetic characteristics of organisms in a certain
clade

8. Similarities in the bone structure of the limbs of some vertebrates is an example

of which evidence?
A. fossil evidence
B. molecular clock
C. molecular/genetic homology
D. morphologic homology

9. Humans and chimpanzee share similarities in their DNA structure. This is an

example of
A. biogeography
B. fossil evidence
C. molecular homology
D. morphological homology

10. This scientist grouped the organisms into three main categories, thus creating
the Three Domain Scheme of Classification
A. Carl Linnaeus
B. Carl Woese
C. Charles Darwin
D. Jean Baptiste de Lamarck

11. Investigations in phylogeny is centered around what evidences

A. geographic and genetic
B. geographic and phylogenetic
C. morphologic and genetic
D. morphologic and geographic

12. The base sequences of some regions of DNA change at a rate consistent
enough to allow dating of episodes in past evolution. This describes which
evidence?
A. biogeography
B. fossil record
C. homology
D. molecular clock

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13. In the Three Domain Scheme, organisms are grouped into three domains,
namely
A. Bacteria, Archaea, Eukarya
B. Bacteria, Prokarya, Eukarya
C. Monera, Prokarya, Eukarya
D. Monera, Archaea, Eukarya

14. Humans belong to which domain?

A. Archaea
B. Bacteria
C. Eukarya
D. Monera

15. What is true about organisms that are a part of the same clade?
A. They all are on the same tree.
B. They have identical phylogenies.
C. They evolved from a shared ancestor.
D. They all share the same basic characteristics

16. . Based on the phylogenetic tree below, which two species are most likely to
have similar or close features?

A. E and F C. A and F
B. B and C D. F and G

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17. Which phylogenetic tree is BEST illustrates the data on the table below?
SPECIES AMINO ACID SEQUENCE
1. Dog I-C-W-S
2. Frog M-C-W-R
3. Monkey I-C-W-S

A. C.

B. D.

18. Based on the phylogenetic tree below, the following species has vertebral column
EXCEPT.

A. Species I C. Species III

B. Species II D. Species IV

19. The science dealing with classifying organisms into groups based on shared
characteristics is called__________.
A. Binomial nomenclature C. Phylogeny
B. Cladistics D. Taxonomy

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20. Which is the correct order of classification in organisms?
A. domain, genus, order, species, family, phylum, kingdom, species
B. domain, kingdom, domain, phylum, genus, order, class, species
C. domain, kingdom, phylum, class, order, family, genus, species
D. domain, class, order, kingdom, family, phylum, class, species

Congratulations for reaching this far! I am sure you are excited on your
score. Your teacher will surely let you know.

Now, flip to the next page for your reflection on this module. You are
almost done with this module!

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REFLECT
This is your “Me time,” where I want you to share how you find our learning
episode. Here are three questions that I want you to answer. Take note that it is purely
based on your insights.

Things I learned today…

• ______________________________________

3 • ______________________________________

• _______________________________________

Things I found interesting…

• _______________________________________
2
• _______________________________________

Question I still have…

1
• _______________________________________

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ANSWER KEY

PRE-TEST
1. D 9. B
2. B 10. C
3. D 11. D
4. B 12. A
5. C 13. C
6. A 14. A
7. C 15. C
8. C

ANALYSIS Answers may vary in all items.

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APPLICATION
ACTIVITY A.1 ““MAP IT OUT!”

34
ACTIVITY A.2

ACTIVITY A.3
PHYLOGENETIC ACTIVITY. Answers may vary in all items.

35
ACTIVITY B.1

1. GUMAMELA

TAXONOMIC GROUP
Domain EUKARYA
Kingdom PLANTAE
Phylum SPERMATOPHYTA
Class DICOTYLEDONAE
Order MALVALES
Family MALVACEAE
Genus Hibiscus
Species Hibiscus rosa sinensis

2. Jelly fish

TAXONOMIC GROUP
Domain EUKARYA
Kingdom ANIMALIA
Phylum CNIDARIA
Class SCYPHOZOA
Order SEMAEOSTOMEAE
Family CYANEIDAE
Genus Aurelia
Species Aurelia aurita

3. Oregano

TAXONOMIC GROUP
Domain EUKARYA
Kingdom PLANTAE
Phylum SPERMATOPHYTA
Class MAGNOLIOPSIDA
Order LAMIALES
Family LAMIACEAE
Genus Origanum L.
Species Origanum vulgare L.

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4. Hummingbird

TAXONOMIC GROUP
Domain EUKARYA
Kingdom ANIMALIA
Phylum CHORDATA
Class AVES
Order APODIFORMES
Family TROCHILIDAE
Genus Archilochus
Species Archilochus colubris

5. Sampaguita

TAXONOMIC GROUP
Domain EUKARYA
Kingdom PLANTAE
Phylum
Class MAGNOLIOPSIDA
Order LAMIALES
Family OLEACEAE
Genus Jasminum L.
Species Jasminum sambac

ACTIVITY B.2 Write the scientific names of the following species:

1. Rice – Oryza sativa

2. Cat – Felis catus
3. Bamboo – Bambusa vulgaris
4. Millipede – Eurymerodesmus sp.
5. Mango – Mangifera indica
6. Sea Sheep - Costasiella kuroshimae
7. Coconut – Cocos nucifera
8. Sea cucumber – Holothuroidea sp.
9. Apple – Malus domestica
10. Lice – Phithiraptera sp.

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POST TEST
1. D
2. B
3. C
4. B
5. C
6. D
7. C
8. D
9. C
10. B
11. C
12. D
13. A
14. C
15. C
16. B
17. D
18. D
19. D
20. C

REFERENCES

Bascos, N., Diaz, M. Q., Fontanilla, I. C., Manuel, Manuel, M. C., Tabugo, S.
M., & Quijano, E. P. (2016). Teaching Guide for Senior High School General
Biology 2. 109-116. (A. S. Hadsall, Ed.) Commission on Higher Education.

Bureau of Secondary Education. (n.d.). EASE Module 15: Evolution. Pasig City,
Philippines: Department of Education. Retrieved May 24, 2018, from
[Link]

Campbell, N., & Reece, J. (2008). Chapter 26: Phylogeny and the Tree of Life.
Biology, 8th. Pearson Benjamin Cummings.

Faltado III, R., Paz de Leon, R., Lopez, M., & Baoas, D. (2020). General Biology
2 for SHS. Lorimar Publishing, Inc.

Lopez, J., & Barker, C. (2005, September 15). Evolving Trees. New York, USA:
Cornell Institute for Biology Teachers.

Openstax College. (2013). Concepts of Biology. Houston, Texas, USA: Rice

University. Retrieved October 31, 2020, from
[Link]

38
Rea, M. A., & Dagamac, N. H. (2017). General Biology 2 (First Edition). Rex
Bookstore, Inc. (RBSI).

Williams, T., & Heaps, S. (2014). An Introduction to Phylogenetics and the Tree
of Life. Methods in Microbiology, 13-44. (M. Goodfellow, I. Sutcliffe, & J. Chun,
Eds.) Oxford: Academic Press. Retrieved November 3, 2020, from
[Link]

Links:
[Link]
sciences/biologyproject/classification/documents/constructing-a-phylogenetic-
[Link]
[Link]
[Link]
phylogeny/v/discovering-thetree-of-life
[Link]

39
COPYRIGHT 2020

Section 9 of the Presidential Decree No. 49 provides:

“No copy shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency or office wherein the work is created shall
be necessary for exploitation of such work for profit.”

The original version of this material has been developed in the Schools Division of Surigao del Norte
through the Learning Resource Management and Development Section of the Curriculum
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purpose of translation into another language; and creating of an edited version and enhancement of
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the copyright must be attributed. No work may be derived from any part of this material for commercial
purposes and profit.
This material has been approved and published for online distribution through the Learning Resource
Management and Development System (LRMDS) Portal ([Link] and Division
Network Academy ([Link]

Development Team of the Module

Writer:
Randolfh C. Empredo
Editors: Gregorio T. Llano Jr., Ma. Venus D. Serafin, Alicia Mainit
Reviewers: Gersim S. Lumintac, Elena M. Navallo
Illustrators: Danilo L. Galve, Stephen B. Gorgonio
Layout Artists: Ivan Paul V. Damalerio, Alberto S. Elcullada, Jr.
Management Team: Ma. Teresa M. Real
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DISCLAIMER
We do not own or license any copyright in the text, images, photographs,
graphics, and other content provided in this module. This module is solely
for non-commercial, informational, and educational purposes. There is no
intention on my part to claim ownership as to the contents and make profit
out of this module.

Edited by:
MARIFE S. APAS
KREY ANN J. POBADORA
Mary Joy C. Datoy
Special Science Teacher I (SHS)
MANDAUE CITY COMPREHENSIVE NATIONAL HIGH SCHOOL &
JAGOBIAO NATIONAL HIGH SCHOOL

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