Republic of the Philippines

PARTIDO STATE UNIVERSITY

Camarines Sur
College of Engineering and Technology

MODULE 3
EVOLUTION AND BIODIVERSITY

Course Code: PS-2 Week/Period: 5-6

Course Title: Microbiology and Parasitology for Name of Faculty: Engr. Emelina R. Padayao
Environmental Engineering
Term: First Semester, Academic Year 2022-2023

I. Learning Objectives

At the end of this module, students should be able to:

 Explain the biodiversity, the evolutionary history of life and how the human beings benefit on it.
 Enumerate and discuss the different theories of evolution, their principles, classifications and
evidences that support each theory.
 Differentiate between monerans and protists.
 Identify what kingdom do viruses fall.
 Discuss the different types of plants, their structures, methods of reproduction, growth and response
to the environment.

II. Lesson/Topics

 Change and Diversity: The history of life; The theory of evolution; Human evolution and
classification
 Monerans; Protists and Viruses
 Plants: Seedless, structures, reproduction, growth and response

Overview

Biodiversity refers to the variety of life on Earth, it includes all organisms, species, and populations;
the genetic variation among these; and their complex assemblages of communities and ecosystems.
Evolution and biodiversity deals primarily with the evolutionary processes that generate and maintain (or
limit) organismal and genetic diversity, patterns of species biodiversity in time and space, and the biology
and evolutionary relationships within the specific organismal groups.

This module will provide a thorough discussion about change and diversity: the history of life; the
theory of evolution; human evolution and classification. This will further discuss the monerans, protists and
viruses. The different types of plants, their structures, methods of reproduction, growth, and reproduction
will be tackled in this module.

Warm-Up

Give three things that you expect you will learn in this module.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________

Biological Diversity

 Biological diversity is the variety of life on earth. This includes all the different plants, animals, and
microorganisms; the genes they contain; and the ecosystems they form on land and in water.
 Biological diversity is constantly changing. It is increased by new genetic variation and reduced by
extinction and habitat degradation.

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

Biodiversity

 Biodiversity refers to the variety of life and its processes, including the variety of living organisms, the
genetic differences among them, and the communities and ecosystems in which they occur.
 Scientists have identified about 1.9 million species alive today. They are divided into the six kingdoms of
life. Scientists are still discovering new species. Thus, they do not know for sure how many species really
exist today. Most estimates range from 5 to 30 million species.

“The biodiversity”
Photos from https://courses.lumenlearning.com/wm-biology2/chapter/the-diversity-of-life/

 Over generations, all of the species that are currently alive today have evolved unique traits that make
them distinct from other species. These differences are what scientists use to tell one species from
another.
 Organisms that have evolved to be so different from one another that they can no longer reproduce
with each other are considered different species.
 All organisms that can reproduce with each other fall into one species.

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

https://

www.nationalgeographic.org/encyclopedia/biodiversity/

Hotspots - areas with extremely high levels of biodiversity. These are also areas with endemic species—
species that are only found in one particular location.

 Ecosystems that host the most biodiversity tend to have ideal environmental conditions for plant
growth, like the warm and wet climate of tropical regions.
 Ecosystems can also contain species too small to see with the naked eye. Looking at samples of soil or
water through a microscope reveals a whole world of bacteria and other tiny organisms.
 All of the Earth’s species work together to survive and maintain their ecosystems. For example, the
grass in pastures feeds cattle. Cattle then produce manure that returns nutrients to the soil, which helps
to grow more grass. This manure can also be used to fertilize cropland. Many species provide important
benefits to humans, including food, clothing, and medicine.
 However, while Earth’s biodiversity is so rich that many species have yet to be discovered, many species
are being threatened with extinction due to human activities, putting the Earth’s magnificent
biodiversity at risk.
 Pollution, climate change, and population growth are all threats to biodiversity. These threats have
caused an unprecedented rise in the rate of species extinction. Some scientists estimate that half of all
species on Earth will be wiped out within the next century. Conservation efforts are necessary to
preserve biodiversity and protect endangered species and their habitats.

Three levels of Biodiversity

Genetic diversity or genetic variation within a species – this is the most precise and specific measure of
biodiversity. This measure of diversity looks at differences among individuals within a population, or at
difference across different populations of the same species.

Species diversity, best fits the literal translation of biodiversity: the number of different species in a
particular ecosystem or on Earth. This type of diversity simply looks at an area and reports what can be
found there.

Ecosystem diversity - include not only life but also the land, sea, and air that support life. In ecosystem
diversity, biologists look at the many types of functional units formed by living communities interacting
with their environments.

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

Origin of Life

Earth’s Early Atmosphere

 4.6 Billion Years Old - Geologic evidence shows Earth formed

 Early Atmosphere - Probably contained CO2, CO, Nitrogen, Ammonia, and Methane. But, No Oxygen!
(wouldn’t support life)
 3.8 BYA - Earth cooled enough for liquid water to form

A. Early Theory
a. Spontaneous Generation (Abiogenesis) - The hypothesis that life arises regularly from non-living
thing (Aristotle)

The Theory of Spontaneous Generation

The Greek philosopher Aristotle (384–322 BC) was one of the earliest recorded scholars to
articulate the theory of spontaneous generation, the notion that life can arise from non-
living matter. Aristotle proposed that life arose from non-living material if the material
contained pneuma (“vital heat”). As evidence, he noted several instances of the appearance
of animals from environments previously devoid of such animals, such as the seemingly
sudden appearance of fish in a new puddle of water.
(https://courses.lumenlearning.com/)

B. Experiments That Helped to Disprove Spontaneous Generation

a. Italian physician and poet, Francesco Redi (1668)
1. Hypothesis: Maggots arose from tiny, non-visible eggs laid on meat
2. Procedures:
i. Put pieces of meat in several jars, leaving half open to the air
ii. Cover the other half with thin gauze to prevent entrance of flies
3. Results: After a few days, meat in all jars spoiled and maggots were found only on the meat in
the uncovered jars

Note: One of the first documented experiments to use a control!

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

b. French scientist, Louis Pasteur (1859)

The French Academy of Sciences held a contest for the best experiment either proving or disproving
spontaneous generation
1. Hypothesis: Microorganisms do not arise from meat broth
2. Procedures:
i. Place meat broth in a flask with a long, curved neck. (This permitted air to enter, but
trapped dust and other airborne particles)
ii. Boil the flask thoroughly to kill any microorganisms
iii. Do NOT seal the open end of the flask
iv. Wait an entire year before gathering results
3. Results:
i. After a year, no microorganisms could be found in the broth!
ii. Pasteur then removed the curved neck, permitting dust and other particles to enter. In
just one day, the flask contained microorganisms!
iii. Microorganisms had clearly entered the flask with the dust particles from the air

C. Theories Explaining the Formation of Life

a. The Formation of Complex Molecules: the Miller/Urey Experiment (1953)
1. Miller and Urey simulated the conditions of Earth’s early atmosphere and oceans, adding energy
to simulate the lightning that was believed to be common place
2. After one week, 10-15% of the carbon had turned into organic compounds, and 2% of the carbon
had created amino acids, the building blocks of proteins/life

Further learning: Please watch!

https://www.youtube.com/watch?v=1WS712DHfmg
https://www.youtube.com/watch?v=_uAJY1mqtw4

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

b. Molecules from Space

1. Many of the compounds produced by the Miller/Urey experiment are known to exist in
space.
2. If these compounds can survive the harshness of space, perhaps they were present when
earth initially formed.
3. Organic molecules could have also been brought to earth by space debris.

D. Current Theories
a. The Formation of Complex Molecules
1. Collections of these molecules tend to gather together into tiny round droplets known as
coacervates
a) In the laboratory, these droplets have been shown to grow and divide!
b) Coacervates are not living cells, but their existence suggests ways in which the first cell
may have formed.
c) Early oceans are the perfect environment for coacervates – warm, wet, large, and the
water “protected” their delicate structure

b. The First True Cells

1. They were prokaryotic (lacked nucleus), anaerobic (survived in absence of O2), heterotrophs
that resemble types of bacteria alive today
2. Found in rock 3.5 billion years old

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

c. The Evolution of Photosynthesis

1. Early heterotrophic bacteria fed on organic molecules, releasing CO2 as a waste product.
2. 3.5 billion years ago, photosynthesis evolved that was mostly anaerobic, releasing sulfur as a
waste product.
3. Natural selection favored organisms that could harness energy from the readily available sun
4. 2.7 billion years ago, photosynthesis that used sunlight and released oxygen as a waste
product developed. Commonly used in cyanobacteria (which produce fossils called
stromatolites).

E. The Road to Modern Organisms

a. Oxygen and Life
1. Oxygen began to increase in the atmosphere about 2.3 bya
2. Oxygen was poisonous to early anaerobic organisms and many either died off or remained
underground/underwater. Earth was transformed!

b. Cell Theory – The cell theory states that all cells come from pre-existing cells.

c. Eukaryotes and the Origin of Complex Cells

1. Eukaryotic organisms with a true nucleus, DNA and membrane-bound organelles evolved
between 1.4 and 1.6 bya
2. Eukaryotes likely evolved because of endosymbiosis – one bacterium engulfing another and
passing that structure on.
3. For example, the modern chloroplast is the descendent of an engulfed cyanobacterium!

c. Sexual Reproduction and Multicellular Life

1. Multi-celled organisms are thought to have evolved when single-celled organisms stacked
together to share the duties of life
2. The origin of sexual reproduction rapidly increased the rate of early evolution
3. Genes and traits began shuffling and combining in ways they were not capable of before
4. Genetic variation created new species under the influence of natural selection!

EVOLUTION

Evolution – is the process of change through time. It is the process by which modern organisms have
descended from ancient organisms.

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

Evolutionary Theory – Is the unifying principle for all the biological sciences.
- Provides an explanation for the differences in structure, function, and behavior among life
forms.
- It includes the change in characteristics of populations through generations. Thus existing
life forms have evolved from earlier life forms.

Supporting Evidence
 Comparative Anatomy – this is the comparative study of certain organisms showing similarities in
anatomical features.
 Comparative Embryology – comparison of early embryonic development among groups of
organisms reveals similarities which suggest common ancestry.

Other Supporting Evidences

 Comparative Cytology- Organelles are structurally and functionally similar in most divergent
organisms, suggesting that all living things are related to some degree.
 Comparative Biochemistry- Many different organisms have similar proteins and enzymes, therefore
their DNA must be similar.
 Geologic Records- Fossils, the direct or indirect remains of organisms preserved in media, suggest
links between modern and ancient forms, as well as, divergent pathways from common ancestors.

Theories on the Origin of Life

1. Extraterrestrial Origin – This theory states that life originated on other Planets outside of our solar
system, and was carried here on a meteorite or asteroid.
 Intelligent life seeded the planet.
 Organic molecules (1st bacterial cells) formed in space and were carried here by meteorites or
asteroids.

2. Creationism – Life was put here, on Earth, by divine forces.

 Because of the separation of church and state, we are not allowed to teach this in school.
 This is based on faith not fact.
 Relies on stories that have been passed down over the years.

3. Origin from Non-Living Matter

 Life arose from inanimate matter.
 Random events produced stable molecules that would reproduce themselves.
 Then Natural Selection favored changes that increased their rate of reproduction.
 This eventually lead to the first cell.
 Organic acids came together to form organisms.

EARLY THEORIES OF EVOLUTION

1. Jean Baptiste Lamarck- 1809 French Biologist

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

 Proposed that life evolves or changes.

 Explained evolution as a process of adaptation.
 Law of Use and disuse. -New organs arise according to the needs of an organism, and their size
is determined by the degree to which they are used.
 Inheritance of acquired characteristics.- Useful characteristics acquired by an individual during
its lifetime can be passed on to its offspring.
 No evidence to support this theory.

2. August Weissman - Helped to disprove Lamarck’s theory of Inheritance of Acquired Traits.

 Conducted experiments involving the removal of the tails of mice over several generations.
 Found that the offspring of the tail- less mice did not pass on that characteristic to their
offspring.

3. Hugo DeVries – Discovered mutations and proposed that it was these mutations that were the
source of new traits that permitted evolution to occur.
 This was the one area, in Darwin’s theory, that was weak. Darwin’s theory did not account for
the genetic basis for variations.

4. Charles Darwin - 19th century English Naturalist

 Proposed that evolution occurred as the result of Natural Selection.
 Overproduction- within a population more offspring are produced in each generation than can
survive, because of limitations of space and food.
 Competition- individuals compete for the available food and opportunity to mate and
reproduce.
 Variation- within each generation some individuals are better fitted to survive than others
because of variations in characteristics.
 Survival of the Fittest- those individuals better fitted to survive are more likely to live long
enough to reproduce.
 Transmission of Favorable Traits (Reproduction) - offspring of the fittest individuals will inherit
the favorable variations that enabled their parents to survive and reproduce.
 Evolution of Species (Speciation) - accumulation of favorable variations will gradually lead to
the appearance of new species better adapted to their environment.
 Weakness in Darwin’s Theory is that it does not account for genetic basis of variations. At the
time, not much was known about the mechanisms of genetic inheritance.

Natural Selection

 Natural selection is the process where inheritable traits that make it more likely for an organism
to survive long enough to reproduce, become more common over successive generations of a
population.
 It is a key mechanism of evolution.
 The Galapagos finches provide an excellent example of this process. Among the birds that
ended up in arid environments, the ones with beaks better suited for eating cactus got more
food. As a result, they were in better condition to mate. Similarly, those with beak shapes that
were better suited to getting nectar from flowers or eating hard seeds in other environments
were at an advantage there. In a very real sense, nature selected the best adapted varieties to
survive and to reproduce. This process has come to be known as natural selection.

Natural Selection - is a gradual change in a species in response to the demands of its

environment.

Darwin’s Theory of evolution by natural selection suggests a hypothesis that white tree trunks
were blackened by heavy pollution from factories. Do Now: • Write how the peppered moth during the
1800’s was an example of natural selection in action!

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

Modern Theory of Evolution

1. Geographic Isolation - favors speciation by segregating a small group of organisms from the main
population. Changes in gene frequency are more likely to occur in a small population.
 In time, this isolated population may evolve into a separate species due to:
- Different initial gene frequencies than the main population.
- Different mutations occur within the main population and the isolated population.
- Different environmental factors, thus having different selection pressures on each
population

2. Reproductive Isolation - separated groups my become so divergent that even geographic barriers
were removed, interbreeding could not take place. Thus the populations have become
reproductively isolated and are now two separate species.
 These populations now have separate gene pools.
 Reproductive Isolation results from various isolating mechanisms that include: Geographic
Isolation, Behavioral Isolation, or Temporal Isolation.

3. A Time Frame for Evolution Gradualism - Gradualism proposes that evolution is slow, gradual,
and continuous. This viewpoint is supported by geologic fossils, which show slight changes in
organisms between adjacent layers of sedimentary rocks.
 Species originate through gradual change of adaptations. There is one line of descent.

4. Punctuated Equilibrium - Punctuated Equilibrium proposes that species have long periods of
stability, interrupted by geologically brief periods of significant change, during which a new
species may evolve.
• This was proposed by Niles Eldredge, and Stephen Gould in 1972.
• Speciation occurs in relatively quickly, in rapid bursts, followed by long periods of genetic
stability in between.
• Environmental changes (higher temps., and introduction of competitive species) lead to rapid
changes in a small population’s gene pool that is reproductively isolated from the main
population.
• Speciation happens relatively quickly- 10,000 years or less.
• Punctuated Equilibrium involves many lines of descent, it is a pattern of long, stable periods,
interrupted by brief periods of more rapid change.

The Five Kingdoms

1. Monera
2. Protista
3. Fungi 4.
4. Plantae
5. Animalia

1. Monera - Simplest organisms, one celled, prokaryotic everywhere on earth.

- Found everywhere on earth, some are helpful, some harmful
- consumers
- They need water, oxygen and appropriate temperature to survive
- Most feed on dead plants & animals
- Most do not move (non-motile)
- Asexual reproduction by binary fission
- Sexual reproduction by conjugation

Cell Parts
1. cytoplasm
2. cell membrane

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

3. cell wall
4. some have flagella

Cell Shapes, Different Types of Bacteria

 Round (coccus, cocci)

 Rod-Shaped (bacillus, bacilli)
 Spiral (spirillum, spirilli)

Protista

Most one celled organisms, eukaryotic, most live in water

PROTOZOA – animal-like, one-celled, move, consumers (don’t make food)

ALGAE – plant-like, most one-celled, have chlorophyll, producers (make food)
SLIME MOLDS SLIME MOLDS – fungus-like, one-celled, have 2 life stages (1 fungus-like life stage),
consumers
Examples: Amoeba
Reproduction

 Asexual reproduction by fragmentation (individual breaks into pieces & each piece grows into a
new individual)
 Sexual reproduction by alternation of generations

Kingdom FUNGI

Fungi - Multi-cellular, eukaryotic organisms

- Most have large cells and many nuclei chitin
- Fungi have cell walls made of chitin

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

- They are consumers, and grow in dark moist places

- Asexual reproduction by budding (buds re- grow to adult) & fragments (fragments grow to new
adult)
- Sexual reproduction by spores (spores germinate and produce new organism

Kingdom PLANTAE

Plantae - Many-celled, eukaryotic

- Have cell walls made of cellulose
- Contain chlorophyll, they are producers (make their own food though photosynthesis)
- Live in both aquatic & land environments
- Plants do not move
Examples include: mosses, ferns, grasses, shrubs, flowering plants (angiosperms), trees
(gymnosperms)

Kingdom ANIMALIA

9 phyla

1.Poriferans
2.Coelenterates
3.Platyheminthes
4.Nematodes
5.Annelids
6. Mollusks
7. Arthropods
8. Echinoderms
9. Chordates

Phylum: Porifera (Sponges)

- Simple organisms 2 cell layers
- No head or mouth, no organs
- digestion by diffusion
- Porous body with stiff skeleton
- Attached to underwater surfaces
- Live in fresh water and salt water
- No symmetry

Phylum Coelenterata
- (jellyfish, sea anemones, sea fans, corals) 2 cell layers
- Tentacles around the mouth have stinging cells
- Mouth is the only opening into the digestive cavity
- Have radial symmetry
- Most live in salt water N
- erve net (no head)

Phylum Platyhelminthes
- (flukes, tapeworms, planarians)
- 3 cell layers
- Mouth is the only opening into the digestive cavity
- Many are parasitic (flukes, tapeworms)
- Many live in the ocean (planarians)
- Exhibit bilateral symmetry
- Primitive brain, 2 longitudinal nerve cords, respond to stimuli (touch, light)

Phylum Nematoda

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
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College of Engineering and Technology

- (Round Worms) (hookworms, pinworms, trichinae)

- Have tubular body
- Have digestive tract with 2 openings
- Live mainly in the soil, water or animal tissues
- Reproduce sexually bilateral symmetry
- xhibit bilateral symmetry
- Primitive brain, pharyngeal nerve ring, dorsal and ventral nerve cords

Phylum Annelida (Segmented Worms)

- (earthworms, sandworms, leeches) 3 cell layers

- Segmented body with pair of bristles on each segment
- Have circulatory, digestive & nervous systems (breathe through skin)
- Sensory cells, more advanced brain, ventral nerve cord with ganglia
- Move by contracting circular and longitudinal muscles

Phylum Molluska

- Mollusca (snails, slugs, oysters, clams, octopuses, squids)

- 3 distinct body parts
1. Head-foot
2. Heart and organs
3. Mantle
- Have soft body protected by 1 shell, 2 shells or no shell Live in fresh or salt water, or on land

Phylum Arthropoda

- Arthropoda - bilateral symmetry

- Have jointed legs, segmented bodies & exoskeleton, have bilateral symmetry
- They live in the water, land and air
- The 5 major classes include:
1. Crustaceans (Lobsters, crabs, crayfish, shrimp)
2. Arachnids– 8 legs, 2 body parts (Spiders, mites, ticks, scorpions)
3. Insects – 6 legs, 3 body parts (Beetles, grasshoppers, dragonflies, butterflies)
4. Centipedes
5. Millipedes

Phylum Echinodermata

- Echinodermata (starfish, sea urchins, brittle stars, sand dollars, sea cucumbers)
- Have 5 body parts (“arms”) radiating out
- Have bumpy, spiny internal skeleton
- Have “tube feet” Live in salt water on ocean bottom radial symmetry
- Exhibit radial symmetry

Phylum Chordata

- All chordates have:

1. Gill slits (they stay or disappear)
2. Notochord (supporting rod of tissue along the back)
3. Hollow nerve tube (runs along the back) back bone

- Most chordates have a back bone (Fish, Amphibians, Reptiles, Birds, Mammals)

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PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

- Some chordates do not have a back bone (Tunicates and Lancelets)

Chordata Classes

- Fish – live in water, breathe through gills, are covered by scales, and are cold-blooded
- Amphibians – live in moist environment, in or near water, or on land for short periods, have thin
moist skin, and are cold-blooded R
- Reptiles – live on land, breath through lungs, have dry scaly skin, are cold-blooded
- Birds– live on land & over H2O, have feathers, fly, breath through lungs, warm-blooded
- Mammals – live on land and in or near water, have hair, fur, females have mammary glands that
produce milk for young. They lay eggs, or have pouches, or develop in the mother (live birth).

Additional References

Please watch:

https://www.slideserve.com/ivie/fungi-protists-monera
https://slideplayer.com/slide/8595300/

IV. LEARNING ASSESSMENT (100 points).

Note. Answers must be HANDWRITTEN, scan/take photo, then turn in. This will help you facilitate
more in learning. Please also take note that the Warm-up questions will give you a maximum of
15 points.

1. Explain briefly the biodiversity? 5 points maximum)

2. Provide some examples of Monera and Protista? (5 points)
3. What are the basic differences between Protista and Monera? (5 points)
4. How do Monera and Protista respire? (5 points)
5. How do Monera and Protista reproduce? (5 points)
6. Differentiate the three (3) levels of biodiversity. (10 points)
7. Differentiate the theory of biogenesis from the theory of abiogenesis. (max 10 points)
8. Discuss the theories on the Origin of Life. (10 points)
9. Discuss briefly the 5 kingdoms of life. Give 5 examples each. (20 points)
10. Give your conclusion about the lessons in this module.

V. References
1. "What is biodiversity?". United Nations Environment Programme, World Conservation Monitoring
Centre.
2. https://sci.umanitoba.ca/biological-sciences/undergraduate/evolution-and-biodiversity/
3. https://courses.lumenlearning.com/wm-biology2/chapter/the-diversity-of-life/
4. https://courses.lumenlearning.com/boundless-biology/chapter/sexual-reproduction/
5. https://www.nationalgeographic.org/encyclopedia/biodiversity/
6. Introduction to Environmental Microbiology, Pepper et. al., 2014
7. John Russell (2016), The Five Kingdoms

Prepared by:

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 Republic of the Philippines
PARTIDO STATE UNIVERSITY
Camarines Sur
College of Engineering and Technology

Prepared by: Reviewed by: Approved:

ENGR. EMELINA R. PADAYAO PROF. ANA L. VARGAS DR. MORIEL L. PRADO

FACULTY PROGRAM DIRECTOR DEAN

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