1

Lesson 3.1 Evolution and Origin of Biodiversity: Patterns of Descent with

Modification

At the end of this Module, you should be able to:

• Classify the various types of reproductive isolating mechanisms that can lead to speciation.
• Nurture imaginative mind by inferring how reproductive isolating mechanisms prevent affect
fertilization.
• Explain how evolution produce tremendous amount of diversity among organisms.
• Develop keenness in abrupt change in the environment over a geographic border and strong
disruptive selection affects gene flow between neighboring populations.

The Earth is around 4.5 billion years old. The planet we call our only home has undergone a series of
geological and biological challenges that have changed not only its landscape but also its inhabitants. By
studying the Earth’s geological timeline, we can be able to trace the process by which fossils and living
organisms have evolved since the time that life started until the present day. Both the likeness and the
differences between all present-day organisms indicate the presence of common ancestor from which all
known species have originated and diverged from through the process of evolution.

Review
Look for the meaning of the following words. Try to familiarize them.

1. Species
2. Interbreeding
3. Allopatric
4. Sympatric
5. Parapatric
6. Isolating mechanism
7. Zygote

Task No. 1: Acrostic

Directions: Using the term SPECIES, make an acrostic regarding defining species according to the
biological species concept. You may base the ideas from the given statement below.

“Species are groups of interbreeding natural populations that are reproductively

isolated from other such groups.”

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 Lecturette No. 1

DIFFERENT FORMS OF REPRODUCTIVE ISOLATING MECHANISM

A. Pre -zygotic isolation mechanisms prevent fertilization and zygote formation.
I. geographic or ecological or habitat isolation – potential mates occupy different areas or
habitats thus, they never come in contact
II. temporal or seasonal isolation – different groups may not be reproductively
mature at the same season, or month or year
III. behavioral isolation – patterns of courtship are different
IV. mechanical isolation – differences in reproductive organs prevent successful
interbreeding
V. gametic isolation – incompatibilities between egg and sperm prevent fertilization

B. Post-zygotic isolation mechanisms allow fertilization but nonviable or weak or sterile hybrids
are formed.
I. hybrid inviability – fertilized egg fails to develop past the early embryonic stages
II. hybrid sterility – hybrids are sterile because gonads develop abnormally or there is abnormal
segregation of chromosomes during meiosis
III. hybrid breakdown - F1 hybrids are normal, vigorous and viable, but F2 contains many

Task No. 2: Classifying Animals

Directions: Classify different types of reproductive isolating mechanisms and species which can be
an animal or a plant. Discuss the reproductive isolating mechanisms and infer its effect to
fertilization. List at least 3 each.

Conclusion (Task No. 2):

__________________________________________________________________________________
__________________________________________________________________________________

Lecturette No. 2

MODES OF SPECIATION
• Allopatric speciation or geographic speciation (allo – other, patric – place; ‘other place’) –
occurs when some members of a population become geographically separated from the
other members thereby preventing gene flow. Examples of geographic barriers are bodies
of water and mountain ranges.
• Sympatric speciation (sym – same, patric – place; ‘same place’) - occurs when members of
a population that initially occupy the same habitat within the same range diverge into
two or more different species. It involves abrupt genetic changes that quickly lead to the
reproductive isolation of a group of individuals. Example is change in chromosome number
(polyploidization).

• Parapatric speciation (para – besides, patric – place; ‘beside each other’) – occurs when
the groups that evolved to be separate species are geographic neighbors. Gene flow
occurs but with great distances is reduced. There is also abrupt change in the environment
over a geographic border and strong disruptive selection must also happen weak or sterile
individuals

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 Source: quora.com

SPECIATION

Task No. 3: Identifying

Directions: Based on the descriptions, identify the given isolating mechanisms:
1. Two species of garter snakes live in the same region but one lives in water and the other on land
2. Two species of meadowlarks with different mating songs
3. Two species of trout that breed in different seasons
4. Mule is the sterile offspring of a horse and a donkey
5. Two species of plants flower at different months

Based on the descriptions, identify the mode of speciation:

6. The hemp nettle, Galeopsis tetrahit is a tetraploid found to thrive in the same area as two other
diploids species, Galeopsis pubescens and Galeopsis speciosa.
7. The Panama porkfish, Anisotremus taeniatus, found in the Pacific Ocean is morphologically
similar to the porkfish, Anisotremus virginiacus, found in the Caribbean Sea are separated by a
land bridge between North and South America called the Isthmus of Panama.
8. The Siberian lesser black-backed gull, lesser black-backed gull and herring gull are all found in
the Arctic region. The lesser black-backed gull interbreeds with the Siberian lesser black-backed
gull but not with the herring gull.

Task No. 4: Picture (Species Diversity)

Directions: Show a picture regarding species diversity of a specific organism. What is the effect of abrupt
change in the environment over a geographic border and strong disruptive selection affects gene flow
between neighboring populations? You may use the given picture below as basis of your answer:

Changes in the
population of dogs
across borders,
environment and
behavior.
Source: Slideshare.net

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Task No. 5: Fill Me Please!
What an exemplar performance! You did a great job in finishing this module. Hopefully, you had an
enjoying moment in this journey. Congratulations!

After accomplishing series of Activities, fill in the blanks to complete the sentences below.
The difference of different organisms are due to

_______________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________.

Kindly share your thoughts and learnings by finishing the sentences below:
I have learned that ___________________________________________________________

I have realized that ___________________________________________________________

I will use my learning to ______________________________________________________

Recommended Readings:
1. https://www.khanacademy.org/science/biology/her/tree-of-life/a/species-speciation

Lesson 3.2 Development of Evolutionary Thought

At the end of this Module, you should be able to:

• Explain the Modern Synthesis as the unified theory of evolution.
• Make a chart involving the scientists and their respective contributions in the development of
evolutionary thought.
• Infer the usefulness of new ideas and discoveries in connection with the topic.
• Analyze the different concepts about evolutionary thought.
• Explain how organism’s physical environment are likely to result in evolutionary change.
• Realize the importance of tracing the development of organisms in the field of agriculture.

During the classical times, many ancient scientists believed that all species on Earth were
unchangeable based on the concept of essentialism (Winsor, 2003). Their main argument was that if the
creation of God were perfectly crafted, why then would God fix or change it?

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 Task No. 1B: Scientist
Directions: Enumerate famous scientist and cite their respective contributions in the development of
evolutionary thought.
Scientist Contribution

1.

2.

3.

4.

5.

Be Artistic: Performance Task

Directions: Create a “Collage” about Evolution. You will be graded according to the scoring rubric.

5 4 3 2 1

Content
Collage contains appropriate
items and information
(information is appropriate to
assigned topic).
Content is accurate Content is accurate but Content is accurate Content is either Content is inaccurate.
and all required some required but some required questionable or Information is
information is information is missing information is incomplete. incomplete,
presented in a and/or not presented in missing and/or not Information is not inaccurate, or not
logical order. a logical order, but is presented in a logical presented in a presented in a logical
still generally easy to order, making it logical order, order, making it
follow. difficult to follow. making it difficult to difficult to follow.
follow.

Pictures, Clip Art and Images, pictures, Images, pictures, and Most images and/or Images are No images or artwork
Artwork clip art and drawn clip art and drawn artwork is being inappropriate and included.
artwork are artwork are mostly colorful and artwork shows little,
Images, pictures, clip art and colorful, and colorful and appropriate. The if any, creativity.
drawn artwork are colorful and appropriate to the appropriate. Layout layout shows little The layout is messy,
appropriate to the topic. Layout may show some creativity and/or is disorganized or
assigned topic. The layout flows well, shows degree of creativity not organized cluttered.
flows well and shows creativity, and is but is not organized logically or cluttered.
creativity. The overall result pleasing to the eye. logically and/or is
is pleasing to the eye. cluttered.

Overall Presentation The collage fulfills The collage fulfills all

all requirements of but one of the
The collage fulfills all the assignment and requirements of the
requirements of the represents the assignment and shows
assignment and shows the student’s full that the student put
student’s full potential. potential. forth an honest effort
to complete the
assignment.

Lecturette No. 1

Linnaean System of Classification

The most influential early classification system was developed by Carolus Linnaeus. In fact, all modern
classification systems have their roots in Lin naeus’ system. Linnaeus was a Swedish botanist who lived during the
1700 s. He is known as the “father of taxonomy.” Linnaeus tried to describe and classify the entire known natural
world. In 1735, he published his classification system in a work called Systema Naturae (“System of Nature”).

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The taxa are below:
o Kingdom - This is the highest taxon in Linnaean taxonomy, representing major divisions of organisms. Kingdoms
of organisms include the plant and animal kingdoms.
o Phylum (plural, phyla) - This taxon is a division of a kingdom. Phyla in the animal kingdom include chordates
(animals with an internal skeleton) and arthropods (animals with an external skeleton).
o Class - This taxon is a division of a phylum. Classes in the chordate phylum include mammals and birds.
o Order - This taxon is a division of a class. Orders in the mammal class include rodents and primates.
o Family - This taxon is a division of an order. Families in the primate order include hominids (apes and humans)
and hylobatids (gibbons).
o Genus - This taxon is a division of a family. Genera in the hominid family include Homo (humans) and Pan
(chimpanzees).
o Species - This taxon is below the genus and the lowest taxon in Linnaeus’ system. Species in the Pan
genus include Pan troglodytes (common chimpanzees) and Pan paniscus (pygmy chimpanzees).

Task No. 2: Classifying

Directions: Search for an organism (one plant and one animal) and then classify them according the
different taxa in the taxonomic hierarchy.

Conclusion (Task No. 2):

__________________________________________________________________________________
__________________________________________________________________________________

Lecturette No. 2

Thomas Malthus was an English economist. He wrote a popular essay called “On Population.” He
argued that human populations have the potential to grow faster than the resources they need.
When populations get too big, disease and famine occur. These calamities control population size by
killing off the weakest people.
Catastrophism was a theory developed by Georges Cuvier based on paleontological evidence in the
Paris Basin. Cuvier was there when he observed something peculiar about the fossil record. Instead of
finding a continuous succession of fossils, Cuvier noticed several gaps where all evidence of life would
disappear and then abruptly reappear again after a notable amount of time. Cuvier recognized these gaps in
the fossil succession as mass extinction events.
This led Cuvier to develop a theory called catastrophism. Catastrophism states that natural
history has been punctuated by catastrophic events that altered that way life developed and rocks were
deposited.
In geology, gradualism is a theory developed by James Hutton according to which profound changes
to the Earth
This theory inspired an evolution theory in paleontology, also called gradualism, according to which
the species appeared by the gradual transformation of ancestral species.
According to this theory, the population of a species is transformed slowly and progressively into
a new species by the accumulation of micro-evolutionary changes in the genetic heritage. The law of use
and disuse, which states that when certain organs become specially developed as a result of some
environmental need, then that state of development is hereditary and can be passed on to progeny.

Evolution of Darwin’s Theory

It took Darwin years to form his theory of evolution by natural selection. His reasoning went like this:

7
1. Like Lamarck, Darwin assumed that species can change over time. The fossils he found helped
convince him of that.
2. From Lyell, Darwin saw that Earth and its life were very old. Thus, there had been enough time for
evolution to produce the great diversity of life Darwin had observed.
3. From Malthus, Darwin knew that populations could grow faster than their resources. This
“overproduction of offspring” led to a “struggle for existence,” in Darwin’s words.
4. From artificial selection, Darwin knew that some offspring have variations that occur by chance, and
that can be inherited. In nature, offspring with certain variations might be more likely to survive the
“struggle for existence” and reproduce. If so, they would pass their favorable variations to their
offspring.
5. Darwin coined the term fitness to refer to an organism’s relative ability to survive and produce fertile
offspring. Nature selects the variations that are most useful. Therefore, he called this type of
selection natural selection.
6. Darwin knew artificial selection could change domestic species over time. He inferred that natural
selection could also change species over time. In fact, he thought that if a species changed enough, it
might evolve into a new species. weak or sterile individuals

Task No. 3: Multiple Choice

Directions: Encircle the letter of the correct answer.
1. Catastrophism, meaning the regular occurrence of geological or meteorological disturbances
(catastrophes), was Cuvier's attempt to explain the existence of
a) Evolution.
b) The fossil records.
c) Uniformitarianism.
d) The origin of new species.
2. Which of the following represents an idea that Darwin learned from the writings of Thomas
Malthus?
a) Technological innovation in agricultural practices will permit exponential growth of the human
population into the foreseeable future.
b) Populations tend to increase at a faster rate than their food supply normally allows.
c) Earth changed over the years through a series of catastrophic upheavals.
d) The environment is responsible for natural selection.
3. In the mid-1900s, the Soviet geneticist Lysenko believed that his winter wheat plants, exposed to
ever-colder temperatures, would eventually give rise to ever more cold-tolerant winter wheat.
Lysenko's attempts in this regard were most in agreement with the ideas of a) Cuvier
b) Hutton
c) Lamarck
d) Darwin
4. Which of the following ideas is not included in Darwin’s theory?
a) All organisms that have ever existed arose through evolutionary modifications of ancestral
species.
b) Natural selection drives some evolutionary change.
c) Natural selection preserves favorable traits.
d) Natural selection eliminates adaptive traits.
5. Which of the following statements is not compatible with Darwin’s theory?
a) All organisms have arisen by descent with modification.
b) Evolution has altered and diversified ancestral species.
c) Evolution occurs in individuals rather than in groups.
d) Natural selection eliminates unsuccessful variations.

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Task No. 4: TRUE or FALSE
Directions: Write ✔if the statement is TRUE or ❌ if the statement is FALSE.
_____ 1. As recent as 200 years ago, many people believed that Earth was only 6,000 years old.
_____ 2. Artificial selection only occurs when nature selects for beneficial traits.
_____ 3. The individual Galápagos Islands are all similar to each other.
_____ 4. Malthus argued that human populations grow faster than their resources.
_____ 5. Lamarck was one of the first scientists to propose that species evolve by natural selection.
_____ 6. Lyell was one of the first to say that Earth must be far older than most people believed.
_____ 7. Lamarck’s inheritance of acquired characteristics become a widely accepted scientific theory.
_____ 8. Fossils proved to Darwin that species can evolve.
_____ 9. The term fitness to refer to an organism’s ability to outrun its hunters.
_____ 10. Darwin published his findings soon after returning to England from the voyage of the Beagle.
_____ 11. According to Darwin, natural selection is what occurs, and evolution is how it happens.
_____ 12. During his journey aboard the Beagle, Darwin found fossils from the seas in the mountains.
_____ 13. Galápagos tortoises have differently shaped shells depending on where they live.
_____ 14. Darwin’s book changed science forever.
_____ 15. Alfred Russel Wallace developed a theory of evolution at the same time as Darwin.

Task No. 5: Fill Me Please!

What an exemplar performance! You did a great job in finishing this module. Hopefully, you
had an enjoying moment in this journey. Congratulations!

After accomplishing series of Activities, fill in the blanks to complete the sentences below.
For me evolution tackles about the
_______________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________.

Kindly share your thoughts and learnings by finishing the sentences below:

I have learned that __________________________________________________________

I have realized that ___________________________________________________________

I will use my learning to ______________________________________________________

9
 Lesson 4.1 Evidences of Evolution

At the end of this Module, you should be able to:

• Explain the differences between the different kinds of evidences of evolution.
• Perform different activities regarding evidences of evolution.
• Realize the importance of the different evidences of evolution to support the existence of life.

The reason why Darwin’s findings were not accepted universally in the scientific community
during his time was because of the lack of supporting pieces of evidence. All he had were based on his
observations. Today, Darwin’s hypothesis is now a scientific theory – which is a hypothesis tested
repeatedly by scientist worldwide, supported by considerable evidence from different disciplines without
being refuted by counter evidence. It is unfortunate that Darwin had died several years other scientist
could find supporting evidence for evolution. Even in the present time, pieces of evidence have been
added and validated the concept of evolution as first proposed by Darwin even more.

The Evidence for Evolution Anatomy and embryology Darwin thought of evolution as "descent with
modification," a process in which species change and give rise to new species over many generations. He
proposed that the evolutionary history of life forms a branching tree with many levels, in which all
species can be traced back to an ancient common ancestor.

Review
Look for the meaning of the following words. Try to familiarize them.

1. Homologous
2. Genetic code
3. Analogous
4. Biogeography
5. Molecular Biology
6. Fossils
7. Transcription
8. Evolution
9. Translation
10. Modification

Task No. 1: List Down

Directions: In your opinion, list down 2 evidences of evolution and explain why you choose it as an
evidence of evolution.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

10
 Lecturette No. 1

1.
Homologous features If two or more species share a unique physical feature, such as a complex
bone structure or a body plan, they may all have inherited this feature from a common ancestor.
Physical features shared due to evolutionary history (a common ancestor) are said to be
homologous.
2.
Analogous features to make things a little more interesting and complicated, not all physical
features that look alike are marks of common ancestry. Instead, some physical similarities are
analogous: they evolved independently in different organisms because the organisms lived in
similar environments or experienced similar selective pressures. This process is called
convergent evolution. (To converge means to come together, like two lines meeting at a point.)
3.
Determining relationships from similar features in general, biologists don't draw conclusions
about how species are related on the basis of any single feature they think is homologous.
Instead, they study a large collection of features (often, both physical features and DNA
sequences) and draw conclusions about relatedness based on these features as a group. We will
explore this idea further when we examine phylogenetic trees.
4.
Molecular Biology Like structural homologies, similarities between biological molecules can reflect
shared evolutionary ancestry. At the most basic level, all living organisms share:
▪ the same Genetic material (DNA)
▪ the same, or highly similar, genetic codes
▪ the same basic process of gene expression (transcription and translation)
▪ the same molecular building blocks, such as amino acids
5.
Biogeography The geographic distribution of organisms on Earth follows patterns that are best
explained by evolution, in combination with the movement of tectonic plates over geological
time.
6.
Fossil record Fossils are the preserved remains of previously living organisms or their traces,
dating from the distant past. The fossil record is not, alas, complete or unbroken: most
organisms never fossilize, and even the organisms that do fossilize are rarely found by humans.
7.
Vestigial features are structures or attributes that have lost most of its ancestral function in
more recent species.
8.
Evidence from Embryology Embryology is the study of the development of an organism from an
embryo to its adult form.
9.
Common structures are shared in the embryo stage and disappear by the time the

11
Task No. 2: Identification
Directions: Identify the type of evolution being described.
1. Fossil of a dinosaur
2. Organisms found in different places (but belong to the same group)
3. Vestigial structures in two related organisms
4. DNA sequence in two related organisms
5. Domestication of dogs
6. The case of the peppered moth
7. Antibiotic resistance in bacteria
8. Arms and legs of cat and frog
9. Gill slits present in human embryo and fish embryo
10. number of the same amino acids present in the human and amoeba.

Lecturette No. 2

Evidences to support that Evolution is happening in rece nt times

1. Antibiotic Resistance in Bacteria
2. Pesticide Resistance
3. Variation in the Beaks of Finches
4. Industrial Melanism in Peppered Moth
5. Domestication of Dogs
6. Cultivation of Crops

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Task No. 3: Picture Analysis
Directions: Identify the evidence shown by the picture and explain how it supports evolution.

1. 3.

2.
4.

Conclusion (Task No. 3):

__________________________________________________________________________________
__________________________________________________________________________________

Task No. 4: Essay

Directions: Explain the following.
1. What evidences did scientists use to support the theory of evolution?
2. What evidences are supported by modern technologies?
3. What recent evidences prove that evolution is taking place in the Earth?
4. Without evidences of evolution, do you think other theories can support the existence of life?

Task No. 5: Fill Me Please!

What an exemplar performance! You did a great job in finishing this module. Hopefully, you
had an enjoying moment in this journey. Congratulations!

After accomplishing series of Activities, fill in the blanks to complete the sentences below.
The different evidence of evolution explains
_______________________________________________________________________________

_______________________________________________________________________________
_____________________________________________________________________________.

Kindly share your thoughts and learnings by finishing the sentences below:
I have learned that __________________________________________________________

I have realized that __________________________________________________________

I will use my learning to ______________________________________________________

13
 Lesson 4.2 Evolutionary Relationships of Organisms

At the end of this Module, you should be able to:

• Recognize how comparisons of similarities and differences can suggest evolutionary
relationships.
• Examine the different diagrams in the worksheets regarding the significance of using multiple
lines of evidence in identifying evolutionary relationship.
• Appreciate the role of evolutionary relationship among organisms based on amino acid
sequence in the field of medicine.

The Evidence for Evolution Anatomy and embryology Darwin thought of evolution as "descent
with modification," a process in which species change and give rise to new species over many
generations. He proposed that the evolutionary history of life forms a branching tree with many levels,
in which all species can be traced back to an ancient common ancestor.
If one mention the word “evolution”, that is most likely interpreted as organisms evolving or
changing to something different. As scientist continue to examine the diversity of life and their
evolutionary history, they observed different kinds of patterns of evolution.

Review
Look for the meaning of the following words. Try to familiarize them.
1. Phylogeny
2. Polytomy
3. Phylogenetic Tree
4. Taxonomy
5. Branch Point
6. Binomial Nomenclature
7. Basal Taxon
8. Sister Taxa

Task No. 1: True or False

Directions: Write T if the statement is correct, if not write F.

_________1. Living things share some biomolecules which may be used to prove relationships.
_________2. Cytochrome-c, is an important enzyme found some living and non-living organisms that can
be used for evolutionary relationship.
_________3. Basic features (cells and anatomical structures) can also be used to infer relationship
among organisms.
_________4. Based your answer from the tree below. Goat is more
closely related to human than to lizard

_________5. Evolutionary relationships have changed over time as

information has increased.

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Lecturette No. 1

INFERRING RELATIONSHIPS FROM EVIDENCES OF EVOLUTION

Living things share some biomolecules which may be used to prove relationships. These chemicals
include DNA and proteins. The building blocks of these chemicals may be analyzed to show similarities and
differences among organisms. The more similarities, the closer the relationships.
One of these is the protein cytochrome-c, an important enzyme found in virtually all organisms. It is a
highly conserved protein which functions in the electron transport chain system of the mitochondria which is
needed for the release of energy from food. It also performs a role in apoptosis (programmed cell death) by
being released into the cytosol activating the events of cell death.
There are 104 amino acids in the human cytochrome c, 37 of which have been found at the same
position in every cytochrome c that has been sequenced. The molecules are assumed to have descended
from a primitive microbial cytochrome that existed over two billion years ago. Common structures are shared
in the embryo stage and disappear by the time the embryo reaches the juvenile or adult form.

Task No. 2: Cytochrome Completion

Directions: Supply the missing information.

Amino Acid Sequences of in Cytochrome-c

ANIMAL AMINO ACID SEQUENCE

1. HORSE

2. CHICKEN

3. FROG

4. HUMAN

5. SHARK

Lecturette No. 2

A cladogram is a diagram used to represent a hypothetical relationship between groups of

animals, called a phylogeny. A cladogram is used by a scientist studying phylogenetic systematics
to visualize the groups of organisms being compared, how they are related, and their most
common ancestors.
A phylogeny is a hypothetical relationship between groups of organisms being compared.
A phylogeny is often depicted using a phylogenetic tree.
A phylogenetic tree is a diagram used to reflect evolutionary relationships among
organisms or groups of organisms. Scientists consider phylogenetic trees to be a hypothesis of the
evolutionary past since one cannot go back to confirm the proposed relationships. In other words,
a “tree of life” can be constructed to illustrate when different organisms evolved and to show the
relationships among different organisms a phylogenetic tree can be read like a map of

15
evolutionary history. Many phylogenetic trees have a single lineage at the base representing a
common ancestor.
Scientists call such trees rooted, which means there is a single ancestral lineage (typically
drawn from the bottom or left) to which all organisms represented in the diagram relate. Notice in
the rooted phylogenetic tree that the three domains— Bacteria, Archaea, and Eukarya—diverge
from a single point and branch off. The small branch that plants and animals (including humans)
occupy in this diagram shows how recent and miniscule these groups are compared with other
organisms. Unrooted trees don’t show a common ancestor but do show relationships among
species.
In a rooted tree, the branching indicates evolutionary relationships. The point where a
split occurs, called a branch point, represents where a single lineage evolved into a distinct new
one. A lineage that evolved early from the root and remains unbranched is called basal taxon.
When two lineages stem from the same branch point, they are called sister taxa. A branch with
more than two lineages is called a polytomy and serves to illustrate where scientists have not
definitively determined all of the relationships. It is important to note that although sister taxa and
polytomy do share an ancestor, it does not mean that the groups of organisms split or evolved
from each other. Organisms in two taxa may have split apart at a specific branch point, but neither
taxa gave rise to the other.

CLADOGRAM

16
Task No. 3: Phylogenetic Tree
Directions: Trace the lineage and ancestors of human, use the phylogenetic tree to comprehensively
discuss the human ancestor. Use a separate sheet of paper for your answer.
Conclusion (Task No. 3):
__________________________________________________________________________________
__________________________________________________________________________________

Task No. 4: Performance Task

Directions: Research about the following question. Write an essay narrating your ideas, opinion and
answers on the questions below. Write your answer on a separate sheet of paper. You will be graded
based on the scoring rubric.

Provocative Questions: Human-Pig Embryo

This pig embryo was injected with human cells early in its development and grew to be four weeks old.
• Do you think the experiment on Human-Pig Hybrid can solve the problems regarding
organ donations and compatibility?
• How can the role of evolutionary relationship help the field of medicine?

REFERENCES and CREDITS to:

Earth Science- Grade 12

Alternative Delivery Mode
Quarter 1 - Module 1: Genetics
First Edition, 2020
Published by the Department of Education – Division of Cagayan de Oro Schools Division Superintendent: Dr. Cherry Mae L.
Limbaco, CESO V

Teaching Guide for Senior High School

GENERAL BIOLOGY 2
SPECIALIZED SUBJECT

General Biology 2 (REX Bookstore pages 150-151, 198) M.A. Rea, N.H. Dagamac
Exploring Life Through Science General Biology 2 (Pheonix Publishing House pages 279-280, 327-328) A.C. Morales-Ramos, J.D.
Ramos

17
 SUMMATIVE TEST: GENERAL BIOLOGY 2
MODULE 2

Name of Learner: ____________________________________ Grade Level: _____________________

Section: _________________________________________ Date: ____________________

I. MULTIPLE CHOICE: Encircle the letter that corresponds to the correct answer. Avoid ERASURES.

1. In an occurrence of fire or sudden change in environmental conditions, which of the following populations
is most likely to survive?
a. A small population with little genetic variation
b. A large population with little genetic variation
c. A small population with high genetic variation
d. A large population with high genetic variation
2. A human arm and the wings of a butterfly are examples of __________________.
a. Analogous structures c. Molecular structures
b. Homologous structures d. Vestigial structures
3. Darwin and Wallace both independently discovered the scientific concept of _____________.
a. Extinction c. Mutation
b. Genetic Drift d. Natural selection
4. The immediate genetic divergence that would result from a small population that colonized a new
geographical location is likely due to ______________.
a. Founder effect c. Natural Selection
b. Bottleneck effect d. Punctuated Equilibrium
5. In a population with white and black mice in a rocky environment exposed to selective pressure of
predation, which of the following outcomes would you expect to observe? a. The percentage of white mice
in the population will increase
b. The percentage of black mice in the population will increase
c. There will be no change in the percentage ration of white over black mice.
d. It is difficult to predict because they have a long reproductive cycle.
6. Similar of structures common to related species and inherited from a common ancestor are called
________________.
a. Analogous structures c. homologous structures
b. Developmental structures d. vestigial structures
7. In order for scientist to observe evolution in real time, they must test organisms in an environment that
must __________________.
a. Be high in numbers and easily observed
b. Have short life reproductive cycles
c. Live in stable environments
d. Scientist cannot observe evolution in real time
8. Which of the following is NOT true about evolution?
a. All organisms of a particular species are identical so they can breed
b. Organisms that are best adapted to their environment could breed and most likely produce offspring.
c. Survival of one's species depends on some individuals who produce offspring
d. Offspring inherit favorable characteristics from their parents
9. Humans share common features with cats. Genes present in both organisms are nearly identical. Both
have limbs of similar skeletal structures and early embryos very similar during early development stages.
Cats have a functional whereas man has a vestigial tailbone. In evolutionary terms, these statements
exemplify the concept of _______________
a. Analogy
b. Descent with modification
c. Genetic drift
d. Homology
10. Which of the following disciplines refers to the native distribution of living species?
a. Biogeography c. Migration
b. Continental drift d. Paleontology

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11. The science dealing with classifying organisms into groups based on shared characteristics called
a. binomial nomenclature c. phylogeny
b. cladistics d. taxonomy
12. Which is the correct order of taxa to classify organisms?
a. class, order, domain, species, kingdom, family, phylum, class
b. domain, kingdom, phylum, class, order, family, genus, species
c. phylum, kingdom, domain, species, genus, family, order, class
d. genus, domain, order, class, species, family, phylum, kingdom
13. The study of biological diversity based on evolutionary relationships is called __________.
a. Classification c. Systematics
b. Natural Selection d. Taxonomy
14. A diagram that shows how organisms might be related is called ________________.
a. Concept Map c. Punctuated Equilibrium
b. Cladogram d. Phylogenetic Tree
15. The evolutionary history of a certain species is referred to as its __________________.
a. Domain b. Classification c. Inheritance d. Phylogeny
16. In which group prokaryotes living in very salty lakes could best be classified?
a. Archaea b. Bacteria c. Fungi d. Protista
17. The scientist who made use of ribosomal RNA as a molecular clock to different life forms into domain is
_______________.
a. Aristotle b. Linnaeus c. Haeckel d. Woese
18. Organisms are classified based on _______________.
a. Eating habits c. reproductive cycles
b. Physical, molecular and behavioral characteristics d. locality
19. A genus is a taxon that can be divided into ___________________.
a. Classes b. Family c. Phyla d. Species
20. Which of the following organisms have cells that do NOT contain a nucleus?
a. Archaebacteria c. Protist
b. Fungi d. Plants
21. In which type of rock were fossils most commonly preserved?
a. Metamorphic b. Sedimentary c. Igneous d. Any Type
22. Darwin judged the fitness of an individual based on ________________.
a. Ability to find food
b. Strategy to defend itself outside factors
c. Dominance over other individuals
d. Number of offspring
23. When two species of different lineages developed similarity in appearance as a result of adaptation, the
phenomenon is termed as:
a. Microevolution c. convergent evolution
b. Divergent evolution d. coevolution
24. The tendency of a population to be in genetic equilibrium can be disturbed by:
a. Random mating c. scarcity of mutation
b. Lack of migration d. no random mating
25. Which of the following situations shows artificial selection?
a. Susceptibility testing of microorganisms against different antibiotics
b. The different finches found by Darwin in the Galapagos
c. Cultivation of new varieties of rice plants
d. Elongated neck of giraffes

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 II. TRUE or FALSE
Directions: Write ✔if the statement is TRUE or ❌ if the statement is FALSE.

_________1. Darwin developed the concept of natural selection from his observations Galapagos Islands
_________2. Evolution is a scientifically valid theory
_________3. Darwin took Mendel's idea on inherited traits into account in his work on natural selection.
_________4. Lamarck thought that giraffes developed long necks in stretching their necks to reach leaves on the
branches of trees.
_________5. An individual with lower fitness has a lower reproductive to those with higher fitness.
_________6. Individuals with variation tend to survive longer.
_________7. Pasteur disputed spontaneous generation using a sterilized meat jar.
_________8. Wallace, like Darwin, also advanced the concept of "evolution by means of natural selection”.
_________9. The possible site of the origin of life is the ocean floor.
_________10. Endosymbiosis explains the origin of organelles of eukaryotic cells.
_________11. The science of cladistics produces a system for naming and classifying organisms
_________12. The broadest categories in the system of classification below kingdom level, are called phyla
_________13. The only taxonomic unit that is needed to be written in entirely lowercase letters is the genus level
_________14. When all the organisms in one taxon comes from a single common ancestor, the taxon is considered
to be monophyletic.
_________15. The presence of opposable thumbs in humans and other apes means that we share a common
ancestor, this character shows homology.
_________16. When a derived character is shared by members of the clade, the process is called a
symplesiomorphy.
_________17. Sexually and asexually reproducing organisms which includes polyphyletic groups is known as the
phylogenetic species concept.
_________18. Sympatric speciation occurs when the formations of new species happen in the same geographic
area.
_________19. When a tree is unrooted, it is not necessarily needed to have an outgroup.
_________20. Derived characters are used to distinguish members of similar taxa.

References and Lifted from:

 General Biology 2 (REX Bookstore pages 150-151, 198) M.A. Rea, N.H. Dagamac
 Exploring Life Through Science General Biology 2 (Phoenix Publishing House pages 279-280, 327-328) A.C.
Morales-Ramos, J.D. Ramos

CONGRATULATIONS FOR COMPLETING MODULE 2

________________________________________
Parent/Guardian’s Signature over Printed Name

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