SHS

General Biology 2
Module 9
The Explanation Behind Every
Transformation
iii
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master The Explanation Behind Every Transformation. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course.

Most essential learning competency:

 Explain how the structural and developmental characteristics and
relatedness of DNA sequences are used in classifying living things
(STEM_BIO11/12IIIhj- 14).

After going through this module, you are expected to:

1. discuss multiple lines of evidence used to infer evolutionary relatedness;

2. discuss how anatomical, developmental and relatedness in DNA

sequences are used as evidence to infer the relatedness of taxa; and

3. explain that classification is based on evolutionary relatedness.

What’s In

Hello everyone! Do you agree with Jose Mari Chan that says in his song
“Cause life is a constant change; And nothing stays the same, oh no’? Yes,
everything changes with time. Lliving organisms have changed over 4.54 billion
years ago. They had also adapted to almost every environment where they belong
to. But do you observed changes or something unique within you? To answer this
try the simple activity.

Activity1: Hey, It’s Me!

Procedure:
1. Observe your family members. Study their features very carefully.
2. Then, ask yourself with this question: What makes me unique and what makes
me similar with my siblings or family members?
3. Take note of your differences and similarities (physically or genetically).
4. Write your answer/discussion on a separate sheet of pad paper.
4
What’s New
“What makes one unique and what makes one similar to another” is the
leading question not only to systematists but for all of us. A systematist is a
specialist of taxonomy who has two major functions: 1. to determine by means of
comparison what the unique properties of each species and higher taxon are; 2. to
determine what properties certain taxa have in common and the biological causes
of the differences or shared characters. With these information, one can start to
understand the relatedness of organisms. Using the data from fossils to molecules
and genes help systematist to create a comprehensive tree of life.

5
A tree where one can infer the relationships among organisms. Systematics has been
used in creating the evolutionary relationship of the various kinds of life forms.

Systematics is the study of the many kinds and diversity of organisms and
all the relationships among them. This traces phylogeny which is one of its goal. A
phylogeny is the study of evolutionary history of a species or group of species.
Systematics is also considered as the study of biological diversity in an evolutionary
context. On the other hand, a phylogenetic tree is a diagram that represents
evolutionary relationships.

In order for you to have a deeper understanding about evolutionary

relationships, perform the next activity which is the Tree of Life. If you have
internet access in your home, you may search for additional reading materials
about the Tree of Life because this activity is somewhat difficult to comprehend and
tiresome.

You are going to make a model of the tree of life. A model that would show
the big picture, including the 3 Domains of Life: Bacteria, Archaea and Eukarya
along with the divisions of each domain.

The purpose of this activity is for you to trace and explain the evolutionary
relationships among organisms. This also shows how species or other group of
organisms evolve from a series of common ancestors.

Further, you are encouraged to make a personal review on the lines of

evidence used to conclude evolutionary relatedness in making this model. Let’s go!

Activity 1: Fellow-genetic Tree of Life

Materials:
colored papers,
pen or markers,
scissors and glue,
1/8 illustration board
reading materials about human evolution

Procedure:

1. Below are branches of the Phylogenetic Tree of Life and list of organisms.

2. In a 1/8 size of illustration board, draw a phylogenetic tree using the same
pattern/illustration as in the figure below. You can use art paper or coloring
materials in making your model.

3. If you are done with your tree, categorize the organisms listed below according to
their evolutionary relatedness such as Bacteria, Archaea and Eukarya.

4. Arrange and paste or write them into their specific domain.

6
5. Present your model in such a way as to clearly convey the relevant information
to others.

6. Answer the questions in your activity.

1. How did you create your model?
2. Explain why organisms are categorized into 3 domains?
3. What are the evidences in classifying organism in the tree of life? Explain

Organisms of the three domains

Green filamentous Halophiles Entamoebae

bacteria Gram positives Methanosarcina Myxomycota

Spirochetes Methanobacterium Animalia

Proteobacteria Methanococcus Fungi

Cyanobacteria T. celer Plantae

Planctomyces Thermoproteus Ciliates

Bacteriods Cytophaga Pyrodicticum Flagellates

Thermotoga Trichomonads

Aquifex Microsporidia

Diplomonads

7
 What is It
How did you find your activity? Taxing! Anyhow, you have successfully made
your model on the Tree of Life. Now, let us find out how you have gone through
with your model.

Organisms are classified into three domains namely; the Bacteria, Archaea
and the Eukarya. How organisms are classified let us find out.

Lines of evidence to infer evolutionary relatedness

1. FOSSIL EVIDENCE

Knowledge about the life’s history was based on the study of fossils which
are remains of ancient organisms. Scientists compared the fossils in the
different rock layers to enable them to understand the changes happened in
the characters of the organism through years.

Fossils provide evidence that organism had undergone changes as the time
passed by. One example is the Cyanobacteria Imprint. This gives evolutionist a hint
that life today had evolved from a single celled organism called bacteria.
Fossils also provide the structural similarities shown by fossilized plants and
animals with the present plants and animals. In human evolution for example, the
commonality of the skulls of ape men and the skull of man (Homo sapiens) are very
evident as shown in figure 1. So, one could assume that ape men be the ancestors
of man that endured 4.5 billion years ago.

Figure 1. Comparative skull image of an ape and a man.

8
2. HOMOLOGIES

What are homologies? Homologies mean similar characters due to

relatedness. This can be shown by comparing the anatomies or structures of
different living things, comparing their cellular similarities and differences,
studying embryological development and studying the vestigial structures within
individual organisms.

ANATOMICAL/STRUCTURAL EVIDENCE

Diverse species of plants are widespread on earth. They have leaves that vary
in shape, size and functions. For example, the pitcher plant and Venus’ flytrap use
leaves to trap and digest insects. Nevertheless, all are homologous structures came
from the same origin. The same with the picture below, homologous structure of
vertebrate.

Figure 2. Homologous structure of mammals

The forearm of human, horse, dolphin and bat have common structure
but functions differently. Likewise, the forelimbs of frogs, birds, rabbits and
lizards are different, telling the differences the way they live. But those different
forelimbs all share the same set of bones – the humerus, radius and the ulna.
Although those structures function differently but have evolved from similar
ancestral structure. Therefore, organisms that are closely related to one
another share many anatomical or structural similarities.

CYTOLOGICAL / CELLULAR EVIDENCE

Organisms having the same cellular organelles are believed to share
common ancestors. Plants for example contain chloroplast to perform the process
of photosynthesis. In like manner, the three domains of life was categorized based
on the cellular structures of the organisms. The Eukarya or Eukaryotes have
nucleases and membrane bound organelles, while the Archaea and Bacteria do not
have disticnt nucleus but differ from each other in some attributes.

9
DEVELOPMENTAL BODY

Figure 3 shows the different stages of embryological development of different

vertebrates.

Figure 3: Embryonic Development

Similarities are evifdent at the early stage of embryonic development among

humsn, pig, chicken and fish. This implies a common ancestor. These organisms
are said to be closely related since the embryos display similar patterns of
development.

Crossword Puzzle

Direction: Complete the puzzle below with the term/s encountered in the lines of
evidences of evolutionary relatedness. Please be guided of the hints given in the box
at the right. Write your answer on separate sheet of pad paper.

2. Horizontal Vertical
1. O
1. predecessor of 2. remnant of an
living organisms organisms in the
3. commonality past
3.h 4.o i
between 4. complex
organism’s structure of
characteristics interdependent
5. something and
arranged in a subordinate
definite pattern of elements
5.S e species

10
BIOCHEMICAL EVIDENCE

How is DNA of organisms important in the determining evolutionary

relationships?
One of the many lines of evidences is the same four (4) DNA bases existence
in all living things. This suggests that all life evolved from one common ancestor.
Organisms having similar amino acids and genetic arrangement have close
evolutionary connections. By comparing amino acid sequences can possibly
estimate the evolutionary distances and relationships between different species.

As time goes by, inherited characters (like DNA sequences) change as

Evolutionary Theory states. Thus, organisms that are closely related will have more
similar DNA sequences than those organisms who are related distantly, and the
DNA sequences will differ more if two species will be separated far from a common
ancestor. Example, human DNA sequences are abput 97.7 % identical to a chimp’s
DNA sequences whlie only 85.7% identical to a mouse DNA sequences.

When organisms are closely related, they have more the same appearance or
morphology than those of distantly related organisms. For example, humans and
chimps. However, how closely related organisms are can be hard to determine. The
same appearance can be misleading when trying to identify organisms. In that
case, DNA can be used by the scientists as aid to explain the relationships between
organisms. DNA sequences are used by the scientists to create a phylogenetic tree.

According to Dowell, 2008, evolutions of living organisms is a molecular

process based on genetic information encoded in the DNA, RNA, and protein.

Now, whom do you think is your closest forefather?

3. BIOGEOGRAPHY

Biogeography means the geographic distribution of species in time and space

as influenced by many factors, including continental drift and long distances
dispersal. Evidence supporting continental drift was the discovery of fossils with
similarities found in different continent. While long distance dispersal is a
characteristically extreme event that propagate movement in any plant or animal
population.

4. MOLECULAR CLOCK HELPS TRACK EVOLUTIONARY TIME

Molecular clock tells time – on an epoch. (Epoch, a unit of geological time

during which a rock series is deposited). It measures the number of changes, or
mutations, which accumulate in the gene sequences of different species over time
(Hedges, Penn State Professor of biology).

11
CONNECTION OF CLASSIFICATION TO PHYLOGENY

5. Biologist use phylogenetic tree for many purposes, including:

I – Testing hypothesis about evolution
II – Learning about the characteristics of extinct species and
ancestral lineages
III – Classifying organisms

Commonly accepted evolutionary relationships are shown in a phylogenetic

tree. This shows how organisms are closely related or distantly related. The taxa
are being represented as branches that are divided into two nodes. Nodes represent
the hypothetical common ancestor of the taxa and the taxonomic unit (order,
family, genus, etc.) that contains the branches represented. Organisms in the same
clade or branch are more closely related while those in different clade are distantly
related. DNA sequences predict the evolutionary relationship of an organism (Rea
and Dagamac).

Hierarchical classification is shown on the phylogenetic tree’s progressively

fine branching that exhibits a connection between classification and phylogeny.
Evolutionary relationships between various biological organisms are shown on the
branches, it also shows that from a series of ancestors, species are trasformed.

In some cases, the hierarchical classification of groups match the branching

patterms nested within more inclusive groups. In other situations, taxonomist may
lead to a place of species within group of organisms (for example genus or family)
other than the group to which it is closely related by just using certain similarities
among organisms. Is such mistake has occured and was concluded by systematics,
to accurately reflect it evolutionary history, organisms may be reclassified (that is
placed in a different genus or family). Let us take order carnivore as an example

The Phylogenetic Tree of Order Carnivora

Figure 4: The Phylogenetic Tree of Order Carnivora

12
 The tree traces possible evolutionary relationships between some of the taxa
within the order Carnivora, itself a branch of Class Mammalia. The branch point (1)
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 ancestor of coyotes and gray wolves.

Directions: Write T if the statement is true but if the statement is wrong, write the
word that made the statement wrong and change it with the correct
word/s. Write your answer on a separate sheet of pad paper.
1. DNA sequences alter in the passage of time.
2. Clades in a phylogenetic tree do not relate.
3. Appearance of an organism most likely helps in determining
their relationships to one another.
4. Similar characteristics shared between organisms always imply that
they are somehow related.
5. Closely related organisms have similarities in their DNA sequences.
Directions: Learners will still work on creating a model of the Tree of Life. This time

What’s More
you will work on Ungulata.Tell multiple lines of evidence that converge
to tell the story of Ungulata in a Tree of Life. You can use different
format in creating the phylogenetic tree model. Draw your model in a
1/8 illustration board. You may also use colored papers for your tree
to be more convincing and presentable.
Ungulata / Ungulates
ARTIODACTYLA
Camelus
CETACEA pigs
Mysticeti
PERISSODACTYLA
Balaenidae
Hippomorpha Ceratomorpha Eubalaena right whales
Delphinidae oceanic dolphins

Equus ferus caballus - domestic horse

Tapirus terrestris -
Diceros bicornis -
HYRACOIDEA
Hyracoidea- Hyraxes
PROBOSCIDEA
- Elephant
SIRENIA

D. dugon -
Tichechidae T. manatis - West Indian manatee

13
 What I Have Learned

Directions: Read the paragraph and identify the correct word/s that fit in the given
sentences in the box below. Write your answer on a separate sheet of
paper.

animalia bacteria plantae Protista

molecular clock homology analogy eukarya
Phylogenetic tree ancestor phylogeny evolution
evolutionary relationship Similar Archaea DNA
RNA Systematics Systematist

14
 You attended your family reunion. When you were enjoying the party, you
realized that the clan is like the three domains that clasify the living organisms
into (1.) (2.) and (3.) because
it’s like divided into factions. As you stumble into them, you recognized but only
unfamiliar faces. But then you have noticed that you all share (4.)
characteristics as like (5.) means. You therefore concluded
that you all have the same (6.) , and you all share genetic
information encoded in the (7.) . You decided to get to know them and
as you speak to them, you brought up the family tree which is a resemblance to a
(8.) that exhibits
(9.) among various biological species to trace back
your origin. You’ve realized how diverse your family was and what was your
relationship among them like how (10.) was defined. Just like
the (11.) , it also shows number of evolutionary
changes/mutations in the genes of various species by the passage of time. And
just like that, you get to know them.

What I Can Do

Directions: Read and understand the situation very carefully.

Hanabi, a grade 12 student have something in mind that really bothers her.
In their family, her mother, father, brothers, and sisters are all tall and have a fair
skin complexion except for her. Now, she is wondering that maybe she’s adopted or
what. Using Phylogeny, explain to Hanabi why she’s unique among the other family
members. Write your explanation in a separate whole sheet of paper.

15
Adopted from Piecre College 3/20/09

SUMMATIVE TEST
Directions: Choose the letter of the best answer from the given choices. Write the
letter of your choice in a separate sheet of paper.

1. Whic of the following gives evidence that organisms did change in the passage
of time?
A. Cells
B. DNA
C. Fossils
D. Imprints

2. Which of the following organism is NOT included in the domain of Eukarya?

A. Animalia
B. Fungi
C. Halophiles
D. Plantae

16
3. Which of the following is NOT congruent to the idea that the diversity of
animals we see today is because of evolution?
A. Fossil records of intermediate life forms
B. Earth is not the center of the solar system
C. Structural homologies among very different organisms
D. The presence of vestigial organs in extant species

4. Which statements most likely explains that there is a very high degree
of homology between the nuclear DNA of wolves and domestic dogs?
A. Dogs and wolves belong to the same order
B. Dogs and wolves both member of the order Carnivora
C. Dogs and wolves have very similar morphologies
D. Dogs and wolves shared a common ancestor very recently

5. Which of the following measures the number of changes, or mutations,

which accumulate in the gene sequences of different species over time?
A. Homology
B. Phylogeny
C. Systematics
D. Molecular Clock

6. Which statement most closely depicts as the best classification system?

A. It reflects evolutionary history.
B. It combines organisms that hold the same morphology.
C. It shows the basic separation of prokaryotes and eukaryotes.
D. It corresponds to the traditional, Linnaean taxonomic practice.

7. Which of the following sources of data are used in building a phylogenetic tree?
I - Fossils
II - Molecular data
III - Morphological data
A. II only
B. I & II only
C. I & III only
D. I, II & III

8. Which of the following is NOT an example of homology?

I. mouth parts of grasshopper and butterfly

II. leaves of Venus flytrap and pitcher plant
III. wings of bats, birds and insects
A. statement I only
B. statement II only
C. statement III only
D. statement II & III only

17
9. For this item, please refer to the following statements below.
Statement I – Organisms with similar cellular organelles are believed to
share common ancestors
Statement II – Genetics means similar characters due to relatedness.

A. Statement I is false, statement II is true.

B. Statement I is true, statement II is false.
C. Both statements are true.
D. Both statements are false.

10. Which of the following statements is TRUE regarding evolution?

A. Genes do not change in the course of evolution.
B. As the embryo grow and develop, they slowly become different.
C. Organisms are not similar during the first stage of embryonic
development but later they become similar.
D. Changes in the stages of evolution are not brought by mutations in
the genetic blueprint.

For item 11 and 12, please use the figure below to answer the following questions.

11. Which among the species is more closely related to species D?

A. A
B. C
C. A & C
D. B & D

12. The common ancestor for both species C and E could be at the
position number
A. 2
B. 1
C. 3
D. 5

18
13. Nucleotide sequences of homologous gene of human is being compared to the
homologous gene of 5 different species of mammals by a researcher. The
sequence homology is presented as in % at similarity between the human gene
and the 5 species version of the gene. Which statement best explains the
rabbit’s inclusion in the research? Rabbits are .

A. the outgroup
B. closest known relatives of rhesus monkeys
C. most recent common ancestor of the primates
D. possess all the shared derived characters as do the other species listed

14. How are DNA sequences being used in classifying organisms?

A. DNA sequences are compared to other organisms and check the number
of mutations whether they are closely or distantly affiliated.
B. Checking the DNA sequence’s similarities and differences to know the
organism’s relatedness to each other.
C. DNA sequences of various species are being test to see their differences
and similarities relatedness.
D. To see various changes in the DNA structure of the organisms over the
passage of time.

15. Which of the following most likely demonstrates that classification is the basis
of evolutionary relatedness?
A. Organisms that share similar characteristics are impliedly understood to
have common ancestors, thus having evolutionary relationship.
B. Classification is to organize organisms into groups based on their
differences and similarities and evolutionary history, so as evolution
changes, classification will also change’
C. Classification based on evolutionary relatedness always infer that all
organisms that evolved similarly shares the same history.
D. Homologous structures among organisms depicts the same
evolutionary history or paths.

19
References
In Biology, Science and Technology, Teacher’s Guide, 71-75. Mandaluyong City: Book Media Press
Inc., 2009.
In Biology, Science and Technology Textbook for Second Year, 210-219. Quezon City: Studio Graphics
Corp., 2004.

Animaldiversity.org. n.d.
https://animaldiversity.org/accounts/Hyracoidea/?fbclid=IwAR38ZOBA6tMaZWcbkFJyEqYr_
0c8bPAAJJrxNm5bkd0VSW-388aXg94eL9o (accessed July 18, 2020).

Bio1520.biology.gatech.edu. "Phylogenetic Tree". n.d.

http://bio1520.biology.gatech.edu/biodiversity/phylogenetic-trees/ (accessed July 18,
2020).

CHED. "Teaching Guide for Senior High School." Systematics Based on Evolutionary Relationships,
2020.

Course-notes.org. n.d. https://course-notes.org/files/uploads/biology/ch26.pdf (accessed July 10,

2020).

Dfo-mpo.gc.ca. n.d. https://www.dfo-mpo.gc.ca/species-especes/mammals-mammiferes/cetacean-

cetaces/info/index- eng.html?
fbclid=IwAR3CNH3i82tB2vwQmkUwLK5vJdaQGQ4VYlqz6G6851Mmih9CQW3R4v2 xvm4
(accessed July 18, 2020).

DNA and Animal Classification. Queensland Museum. Future Maker Resources. Year 10. n.d.

Google.com.n.d.https://www.google.com/search?q=molecular+clock&oq=mole&aqs=chrome.1.69i5
7j69i59l3j0l4.5086j0j8&sourceid=chrome&ie=UTF-8 (accessed June 10, 2020).

Khanacademy.org. n.d. https://www.khanacademy.org/science/high-school-biology/hs-

evolution/hsphylogeny/a/phylogenetic-trees (accessed June 10, 2020).

Mariano, Jan Jason M., and Madriaga, Estrellita A. In Science Links II: Biology, 329-330. Manila: Rex
Book Store, Inc., 2012.

Philpoteducation.com. n.d. https://www.philpoteducation.com/mod/book/view.php?id=796#/

(accessed July 18, 2020).

Rabago, Lilia M., Flores, Alvin C., Mingoa, Thelma R., Ferrer, Diana L., Obille, Eligio C. Jr., and Cano,
Miguel C. In Dynamic Science: An Integration of Physical and Biological Sciences, 211.
Quezon City: Vidal Publishing House, 2005.

Rawpixel.com. n.d. https://www.rawpixel.com/image/428179/human-monkey-and-ape-skulls

(accessed July 18, 2020).

Rea, Maria Angelica D. and Dagamac, Nikki Heherson A. In General Biology 2, 187-193. Manila: Rex
Book Store, Inc. , 2017.

Sciencedirect.com. n.d. https://www.sciencedirect.com/topics/agricultural-and-biological-

sciences/dugongidae?fbclid=IwAR3uIY8uTdeUSG8ugdwBWPky0muENnU5KQumTyw1jptto6Y
fQYTriL2XeXY (accessed July 18, 2020).

20
Sciencedirect.com. n.d. https://www.sciencedirect.com/topics/agricultural-and-biological-
sciences/perissodactyla?fbclid=IwAR0CUcJfy5aU2wo3_DxR6BX5ESUigLbqIbrnP5h5jc241prhL
uD5ODg0Fbk (accessed July 18, 2020).

Shutterstock.com. n.d. https://www.shutterstock.com/image-vector/different-stages-early-

embryonic-development-vertebrates-180855347 (accessed July 18, 2020).

Ultimateungulate.com.n.d.http://www.ultimateungulate.com/Perissodactyla/Equus_zebra.html?fbcl
id=IwAR2SZ0Zn42nhLVbvvntxb00kJNOOit-wVJJzxnXvuFSkW0kLUII8f8z-dCk (accessed July 18,
2020).

Ultimateungulate.com.n.d.http://www.ultimateungulate.com/WhatIsAnUngulate.html?fbclid=IwAR
29u_G9HYrt97eJQ_31rAz8OTItOb4yD87s6eHqTdv5x8M822jjTMFfwyg (accessed July 18,
2020).

21