General Biology 2

Quarter 1 – Module 6:
Systematics
General Biology 2 – Grade 12
Alternative Delivery Mode
Quarter 1 – Module 6: Systematics
First Edition, 2020

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General Biology 2
Quarter 1 – Module 6:
Systematics
Introductory Message
For the facilitator:

Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)

Module on Systematics!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or

facilitator in helping the learners meet the standards set by the K to 12 Curriculum

while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and

independent learning activities at their own pace and time. Furthermore, this also

aims to help learners acquire the needed 21st century skills while taking into

consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the

body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this

module. You also need to keep track of the learners' progress while allowing them to

manage their own learning. Furthermore, you are expected to encourage and assist

the learners as they do the tasks included in the module.

For the learner:

Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)

Module on Systematics!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action, and purpose. Through our hands we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
 skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

This is a task which aims to evaluate your

Assessment
level of mastery in achieving the learning
competency.

In this portion, another activity will be given

Additional Activities
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

This contains answers to all activities in the

Answer Key
module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module is made for you to explore important topics and concepts under
systematics. With the use of various exciting activities found in this module, you will
learn about basic principles, descriptions, identification, and classification. You will
also learn to identify the differences between a specific taxon relative to other taxa.
This is the application and use of the evidences of evolution synthesized by scientist
to come up with an organized manner of classifying and grouping the diverse living
organisms on Earth, hence SYSTEMATICS.

At the end of this module, you are expected to:

1. Explain how the structural and developmental characteristics and

relatedness of DNA sequences are used in classifying living things
(STEM_BIO11/12-IIIh-j-14)
2. Identify the unique/distinctive characteristics of a specific taxon relative to
other taxa (STEM_BIO11/12-IIIh-j-15)
3. Describe species diversity and cladistics, including the types of evidence and
procedures that can be used to establish evolutionary relationships
((STEM_BIO11/12-IIIh-j-16)
 What I Know

Hi! Let’s check what you already know about Systematics.

I. Match column A with column B. Write the letter of the correct answer on
your answer sheet. USE CAPITAL LETTERS.

A B
1. An organism that form a single
A. Systematics
taxonomic unit.
2. A group/taxon in a clade that is
B. Taxon
more distantly related to the
rest of the given taxon but C. MtDNA
serves as a reference group to
figure out where the root of the D. Phylogenetic Tree
tree should be placed.
3. A group of species used in E. Outgroup of a Clade
cladograms which consists of
one ancestor and all its F. Domain
descendants.
4. It pertains to the evolutionary G. Comparative Cytology
patterns or relationship
between organisms. H. Clade
5. The field of study that deals with
naming, ordering taxa and is I. Molecular Biology
introduced by Carl Linnaeus.
J. Taxonomy
6. The study that deals with the
hierarchy of every life form and
K. Phylogeny
how are they evolutionary
related with each other.
L. Cladogram
7. A set of similar body structure
which indicates common M. Homologous Structure
descent among organisms
under investigation. N. Cladistics
8. A method which applies shared
derived characteristics in O. Morphology
classifying and grouping
organisms. P. Nuclear DNA
9. It analyzes the structures of
organisms to group them into
similar clade and taxon.
10. A way of investigating the
evolutionary relationship using
DNA sequences.
 II. True or False. Using the cladogram below, identify whether the following
statements are true or false. Write Chaos if the statement is false and
System if it is true.

______________11. Dorsal nerve cord and notochord is present in all seven species.
______________12. Paired appendages and spinal column are present in all species
except humans.
______________13. Paired legs are present in all species except lamprey and tuna.
______________14. Amnion is present in all species except lamprey, tuna, kangaroo
and bullfrogs.
______________15. Mammary glands are present in kangaroo, rhesus monkeys, and
humans only.
 Lesson

1 Systematics

Amidst diversity, there is a system. Nature, as beautiful and wonderful as it

is, offers a myriad of different life forms. Diversity is so immense that if one wishes
to put things together, huge amount of work must be done. Imagine walking into a
library with tons of different kinds of books and there is an inevitable need to organize
these books so that information and knowledge from them will be put into better use.
Systematics is analogous to that scenario. And together, we will explore how
systematics work!

The system unto which the living things were put into order by the scientists
and researchers underwent revisions and numbers of collaboration before it had
been the way it is today. In this module, you will once again be immersed by the
beauty in the order that came from the chaos of diversified life forms found on Earth.

It is also noteworthy that this module is still connected with evolution. You will soon
know how science has tried to establish a way on how to organize the data obtained
from various studies of living organisms and their evolution.
 What’s In

Previously on Module 5: You have explored the different evidences of evolution.

You also have inferred evolutionary relationship between organisms using the
different evidences of evolution.

By way of a review, you need to analyze the following statements and identify what
evidence of evolution is depicted.

1. Humans and chimpanzees shared 99% of DNA similarities.

2. Vestigial structures indicate remnants of previously present structures
before the new species evolved.
3. Characteristics of ancient horses were inferred from the unearthed
preserved toe bone.
4. Unique marsupial characteristics were observed on some animals found in
Australia.
5. The embryos of vertebrates have similar structures.

As you examine the statements above, you have been reminded of the different pieces
of evidence that are used in inferring the evolutionary relationship between
organisms, do not forget these details because you will need them to be equipped in
our new learning adventure about systematics.
 Notes to the Teacher
This module intends to help learners understand basic taxonomic
concepts, principles, descriptions, nomenclature, identification,
and classification. These are all anchored on the Phylogeny, which
is the evolutionary relationship or relativeness of one organism
from another, it will be important to make sure that the learners
fully grasp the concepts of evolutionary relationship before moving
on to the next discussion or lesson.

What’s New

You’re on to learning systematics! Observe the following sets of objects and answer
the following guide questions.

Guide Questions:
1. How do you think were objects grouped in each box?
 2. Do you think there is another way of grouping these objects?
3. What is the importance of grouping things according to their classification?

What is It

To learn about systematics in a whole new level, we will try to investigate the topic
in a systematic approach.

DATA: WHAT DO WE HAVE ON HANDS?

Scientists have long begun the quest to understand life forms; we can
summarize this study in a specialized subject that you have been learning ever since
you first loved science as a STEM student, that is BIOLOGY. Because of the hard
works of our experts in this field we have huge data at our hands, which are all a
result of the quest that started hundreds of years ago.

What are those data? Let us explore each in the following section.

 Biodiversity
Bio means life and diversity
means variety. We have a diverse
collection of life forms at hand, they vary
from sizes, shapes, body structures,
lifestyle, and habitats. We also have data
about organisms that are already dead
and extinct through various fossil
records analyses efforts of experts in the
field. We have millions of different kinds
of living organisms found on Earth.

 Evidences of Evolution
We also have collected data that serve as evidence of evolution. We have
at our hands’ different ways to prove that evolution of organisms took place;
fossil records showed clear differences between the structures of organisms
living in the past and the present, comparative anatomy allowed us to compare
the homologous and analogous body structures of organisms, biogeography
indicates that environmental factors made organisms to evolve unique
characteristics to those living in a the same place, embryology revealed how
some organisms look similar to each other during their early development and
technology-aided in a new development at molecular biology to help compare
and map the similarities between the DNA of various organisms found on
Earth.
  Evolutionary Relationship

Evidence of evolution lead to the

inference data of evolutionary descent and
relationship between the diverse life forms
that we have at hand. Correlating our data
from biodiversity and evidences of
evolution (hence evolution), we have
another data at hand and that is the
evolutionary relationship between
organisms.

STUDIES: WHERE DO WE PUT OUR DATA?

Having those data at hands, it calls for a need to organize. It is now essential
that these data be organized in a manner that will be beneficial for data management,
further investigation, and communication between experts in the field as well as to
the students studying Biology.

A need for systemization arouses from the continuous collections of these

data. Hence, here comes the various field of specialization that makes sense of the
data at hands, to create order in the diversity of living organisms.

To bring order or to systematize the given data, experts have arrived at the
following field of study, let us explore each of them on the following section.

 SYSTEMATICS: the order in biodiversity!

Systematics (a field of study under Biology) aims
to identify, compare, analyze, and document the
biodiversity of Earth through Phylogenetics.
 What is PHYLOGENETICS?
Phylogenetics is a field of study under
systematics which employ techniques and
scientific processes to synthesize the data into
Phylogeny.
 What is PHYLOGENY?
Phylogeny is the pattern of evolutionary relatedness of living organisms based
on data from fossil records, comparative anatomy, molecular or comparative
biology, embryology, and biogeography.
ANALYSES: HOW DO WE PROCESS OUR DATA?

To process the data that we have at our hands, there are various techniques
and methods that have been developed by different discipline under systematics.

What are these methods? We will explore two of the most famous methods used
in analyzing data under systematics, first is PHENETICS and second is CLADISTICS.

 PHENETICS vs CLADISTICS

1. PHENETICS is a method that aims to classify, or group organisms based on

their similarities, through this method, scientists were able to create a
phenogram which is a diagram that represents the similarities between a
group of organisms.
PROS: It is easy to classify organisms based on their physical attributes and
similarities. Organisms tend to have similarities if they are relative to each
other.
CONS: Phenetics did not take into consideration that we have two types of
similar body structures, as we have discussed from the previous module
similar body structures of organisms may be based on descent or maybe just
a result of same adaptation to the environment. If the similarity is homologous
it will be useful to systematics as it tries to group organisms based on their
evolutionary relationship. If the similarity is analogous, it may not represent
the real evolutionary relationship between organisms.

2. CLADISTICS is another method used by scientists to group or classify

organisms; unlike phenetics, this method reflects phylogeny or the pattern of
evolutionary relatedness of organisms. This method will result in the creation
of a cladogram, a diagram that represents the group of organisms with shared
derived characteristics.
PROS: Since this method focuses on grouping organisms with hared derived
characteristics, its result will easily represent organisms from the same
descent or common ancestor. Its analyses will fit with the objective of
systematics which is to classify organisms based on phylogenetics or
evolutionary relationship.
CONS: It is more difficult to make. Sometimes the method will also require
several hypotheses or versions of 1 cladogram before arriving at the most
probable result.

 CLADOGRAM FOR THE WIN!

After we have explored the two given methods of analyzing data under
systematics, it is easy to conclude that cladistics or making cladogram is the
more favored method. This method is systematic and will present more
relevant information when it comes to studying phylogeny or evolutionary
relationships.
  HOW TO INTERPRET A CLADOGRAM?

What is in a cladogram? As you have learned from the previous section, a

cladogram is very useful in deducing evolutionary relationships. To do that, you
need to be able to interpret a cladogram. A cladogram consists of a root which
represents the common ancestor of all the organisms represented in the cladogram,
a node which represents the hypothetical younger common ancestor of organisms
within the branch, the hypothetical common ancestor typically is the organism where
branching of new species or daughter taxa originated, taxa (A, B and C in the
diagram above) are the smallest unit of classification of organisms in biology, taxa
may represent species, clade consists of branches or organisms with the same
common ancestor, a clade represents an ancestor and all of its known descendant,
lastly, an outgroup is a taxon (singular for taxa) is a species which is distantly related
to other organisms within the group, but they are still included in the cladogram to
serve as a reference group to trace the root/early common ancestors of the organisms
present within the given cladogram.

Morphology: structural and developmental characteristics as a basis in a

cladogram. As you have observed in the given example of diagrams in this module,
a cladogram may be presented both horizontally and vertically if the needed parts
and information were provided. Above is an illustration of how we may use the shared
derived characteristics of organisms for classification.
 Understanding and deducting data from a cladogram: we can deduct from the
given cladogram above that the eukaryotes found at the root of the cladogram are
the common ancestor in the diagram, there are also nodes between reptiles and birds
as well as between rodents and primates, each node represent hypothetical common
ancestors of the daughter taxa reptiles and birds which share a common
characteristic of having eggshells to protect their embryonic offspring, while the
daughter taxa rodents and primates share common characteristics of fur/hair.
Furthermore, as represented by the diagram, the development of these
characteristics happen chronologically, the characteristics closer to roots first appear
and observable or present to all organisms in the cladogram; for example, the
vertebrae characteristics or having a backbone is shared characteristic that can be
found on fish, amphibians, reptiles, birds, rodents, and primates. The rest of the
characteristics showed later along with evolution and are only present on organisms
from the given point when it was developed towards the end of the cladogram. For
example, four limbs are only seen on amphibians up to the primates and not on
fishes; another example is the amniotic egg, which is only present on reptiles up to
the primates and not on fishes and amphibians. We can also deduce from the
cladogram that fishes first evolved from eukaryotes and primates were last to evolve
as is also evident in the geographic timescale.

Image source: bioninja.com

Molecular biology: DNA and protein sequences as basis for cladogram.

Scientists have also developed a way to compare the DNA and protein sequences of
organisms from one another and infer phylogeny from the analysis. Computing
machines and new techniques were used to map the DNA and protein sequences of
organisms. After having laid the part of those sequences, scientists can easily point
out the most related organisms in terms of their DNA structure. You have already
learned from Module 1 that DNA codes for the structure and characteristics of
organisms, hence it is fit to say that if the DNA or protein synthesis of organisms
share a great number of similarities, the organisms’ development and structure will
also follow. It is also theorized that the DNA sequences of one organism carry
mutations from the previous species where they evolve, and this process is true to
and pro the evolutionary line of descent of that said organism.

Putting DNA and protein sequences data

on a cladogram. In putting and using the data from
DNA connection analyses to the cladogram, the
organisms with a more shared number of similar
codes of DNA will be put closer to each other. In
terms of time frame where we can indicate when
does a certain species appear and evolve in the
cladogram, scientists employ various methodologies
in trying to count the number of mutations present
in the DNA: less mutation means the organism is an
older species and will be put closer to the root of the
cladogram depending on the correlation of data from
all of the present organisms in the clade or within
the whole cladogram.

CLASSIFICATION: THE RESULT OF OUR DATA ANALYSES

The analyses of our data resulted in the comprehensive data about the
evolutionary relatedness of the organisms. Through systematics, we will be able to
put organisms on their correct classification based on their relativeness to one
another in terms of the phylogeny.

Hence the creation of the “THE TREE OF LIFE”. The tree of life is like a family
tree of all the organisms found on earth, including those that lived on the past that
we have available information from fossil records. The tree is based on the
systematics of the biodiversity of life on Earth. It puts all the organisms into their
own branches, those which are closely related to each other were placed closer to
each other in the tree. The tree of life represents the great evolution of life as well as
the history of life on Earth because the tree also uses information from the geologic
timescale where organisms were put into the time when they first appear. Organisms
found on the root and lower part of the tree are the early ancestors of all the
organisms on Earth.

As you observe the following tree of life, where researchers worked hard to put
all of the studied and available data together so that making sense of the given data
will be more systematic and convenient, you may notice that the tree of life contains
numerous cladograms and clades which were put together as a whole. At the end
of each branch is a taxon which has unique distinctive characteristics from
other taxa.
Image source: Wikipedia.org
TAXONOMY and ITS PRESENCE in the TREE OF LIFE

At the bottom-most part of the tree of life is the origin of life which we have
already explored from module 2 after that is the three domain classification of life
forms on Earth namely the Archaea, Bacteria and Eukarya.

Archaea and bacteria are among the oldest living organisms on earth, together
they were comprised of the prokaryotes. Prokaryotes are single-celled
microorganism, they have simple cell structures and minimal specifications for
survival. The difference between a bacterial prokaryote and archaean prokaryote lies
on their cell wall, bacterial prokaryotes have developed peptidoglycan in their cell
wall while archaea do not. Peptidoglycan is a chain of protein that gives strength and
protection to the cell wall of the bacteria, it also serves a function in binary fission,
the bacterial cell division.

Eukarya are organisms that have evolved to

have eukaryotic cells or cells which are more
complex and have several of organelles, they also
have a nucleus, unlike prokaryotes. Eukarya
consists of a different kingdom, namely the
Animalia, Plantae, Fungi, and Protista. Animalia
are the animals, Plantae are the plants, fungi are
plants like organisms but have DNA structures
that are far related to plants, their DNA is more
related to that of animals examples of fungi are
molds and mushrooms, protists, on the other,
hand are microorganisms which cannot be
considered as plants or animals and were also
distinguishable with bacteria because of the
more intricate cell structures such as the
nucleus.

These kingdoms will be further

subdivided into phylum, and each phylum into
class, each class into order and family, which is
further subdivided into genus and species.

This way of grouping organisms is based

on the principles of Taxonomy which is fathered
by Carl Linnaeus, the first man to group
organisms into a set of hierarchy. Taxonomy
precedes systematics, but both fields of study
under Biology have been working together to
make a comprehensive collection and organization of
the Earth’s biodiversity.
Image source: Wikipedia.org
 Taxonomy haslong been naming and categorizing organisms before
systematics arrive, but systematics help taxonomy to reclassify some organisms
based on phylogeny rather than phenetics, molecular biology also paved the way to
make reclassification of organisms more concrete by using DNA and protein
sequence analyses.
 What’s More

Have you liked learning about systematics and basic taxonomic principles,
have you enjoyed knowing about how organisms on Earth were classified and
grouped?

Nothing to miss because there are still more learning activities waiting for you!
Analyze the following cladogram, answer the questions that follow.

1. If lancelet is the outgroup, will it have the same characteristics with the rest
of the organisms in the cladogram?
2. Which taxon is most related to leopard? Why?
3. Which taxon (aside from the outgroup) is most distantly related to leopard?
4. What characteristics separate salamander from tuna?
5. Based on the cladogram, which organism will have most similar DNA
sequence with turtle? Explain your answer.
 What I Have Learned

Now it’s your turn! Read and fill out the following “I have
learned oath.”

Exploring systematics is an astonishing learning experience! I

can now understand the way of classifying diverse living
organisms through phylogeny. I have also remembered that
systematics is the aims to classify living organisms by
determining (1.) __________________, which addresses
phylogeny through different methodologies.

I have learned from this module that (2.) ______________________________ is the

preferred method or approach of classifying living organisms under systematics,
through this process a diagram called as (3.) _________________ is made. This diagram
may be used to deduce evolutionary relationship between organisms. There are two
discussed evidences that may be used as basis for making the said diagram they are
(4.) ___________________, and (5.) _____________________. Consolidated diagrams of
different clade or group of organisms lead to the making of the comprehensive (6.)
_____________________, which is like the family tree of all the organisms on earth. This
tree is also historically correct and is then very useful as over all data management
and presentation of the biodiversity on Earth. I have also learned the study of
classifying, naming, and grouping organisms into a hierarchy which is termed as (7.)
____________________, this is fathered by (8.) ___________________________. The highest
classification in the said hierarchy is (9.) __________________, followed by kingdoms.
The most specific group hierarchy and is correlated to the taxa is (10.) ____________.

Biology indeed offered me great adventures as I learn greatly about life! It teaches
how to classify and create a system for the diverse lists of organisms found on Earth.
What is more amazing is how scientists and field experts collaborated to make a
consensus body of knowledge that is then presented in a comprehensive diagram.
The application of this work is useful in tracing our history and in foreseeing what
will happen to us in the future so that we may recommend ways on how to ease our
living. With proper precaution, science is beneficial to society. I ___________________
(write/state your name), do solemnly pledge that I will only do good and responsible
science for my society specifically in learning about the systematics.
What I Can Do

The tree of life is also presented and used in

some symbolisms as a circular tree of life. Circles
represent connectivity and inclusion.

Observe the illustration on the left. The branches

of the tree are trying to connect and reach out to
the roots of the tree.

What do you think does the tree signify? Relate

it on the study of systematics.
 Assessment

Let’s checked how well you have learned from our exploration about systematics by
answering the following questions. Choose and encircle the letter of the best answer.

1. What subdivision of systematics employ techniques and methods to determine

phylogeny?
a. Cladistics
b. Phenetics
c. Phylogenetics
d. Taxonomy
2. Systematics aim to put organisms into a classification that represent their
evolutionary relationship, which method is preferred by systematists to
represent the said classification?
a. Cladistics
b. Phenetics
c. Phylogenetics
d. Taxonomy
3. What evidence/s can be used to identify the difference of one taxon from other
taxa to be appropriately classified in accordance to their phylogeny?
a. Morphological Comparison
b. DNA Sequence Analyses
c. Protein Sequence Analyses
d. All of the above
4. Which part of a cladogram represent a hypothetical younger common ancestor
before branching or new speciation occur?
a. Root
b. Nodes
c. Branches
d. Outgroup
5. A rooted cladogram represents a common ancestor with all of its descendants,
which of the following is needed to serve as a reference group to identify the
common ancestor before branching for the set of organisms occur?
a. Root
b. Nodes
c. Branches
d. Outgroup
6. Who is the father of Taxonomy?
a. Charles Darwin
b. Carl Linnaeus
c. Carl Sagan
d. Russel Wallace
7. In taxonomy, there is a hierarchy of grouping organisms, which among the
following is the greatest and most general classification of organisms?
a. Domain
b. Kingdom
c. Family
d. Species
8. Which among the following is an examples of class classification under
taxonomy?
a. Eukarya
b. Animalia
c. Mammalia
d. Carnivora
9. The following are the domains of life-forms on Earth EXCEPT:
a. Eubacteria
b. Eukarya
c. Bacteria
d. Archaea
10. How are prokaryotes (archaea and bacteria) different from eukaryotes
(eukarya)?
a. Cell walls of eukaryotes have peptidoglycan
b. Eukaryotes developed more complex cell structures including a nucleus
c. Prokaryotes have evolved into protists and fungi too
d. Prokaryotes are simple organism without a double stranded DNA
11. Explain how the structural and developmental structures of organisms may
be used to determine the evolutionary relationship between organisms?
a. Body structures often reflect same descent if scrutinized and made sure
that homology is present.
b. Body structures always represent relativeness of organisms which show
how they came from a common ancestor with same structures.
c. Developmental structures of organisms showed how organisms evolve and
adapt with their environment and biogeographical profile.
d. Vestigial structures of organisms indicate that organisms don’t change in
time.
12. In a cladogram, how will you deduce DNA sequence relations between
organisms?
a. Organism which are closer to roots contain multiple mutated genes as an
evidence of changes through time.
b. Organisms near the nodes of a cladogram will be daughter taxa that have
completely different DNA sequences from each other.
c. Organisms found closer to each other will have more similar DNA
sequences and were considered more closely related to each other.
d. Cladograms cannot be used to determine DNA structures of organisms.
13. How will describe the tree of life?
a. Tree of life is a comprehensive representation of the groups or classification
of organisms based on their evolutionary descent and time of appearance.
b. Tree of life represents the historical data bank of all the dinosaurs that
roamed the planet.
 c. Tree of life is like the cycle of life which metaphorically represent how living
organisms will be born and resurrected in another form.
d. The tree of life is a scientific endeavor which is put forth by all the experts
in the field in order to create a representation and pictorial diagram of all
the species on Earth.
14. How will you differentiate phenetics from cladistics?
a. Phenetics uses similarities to cluster group of organisms together while
cladistics uses differences to cluster different species apart.
b. Phenetics uses physical attributes and similar structures of organisms for
classification while cladistics uses shared derived characteristics which
not only represent similarities but also phylogeny.
c. Both phenetics and cladistics were preferred by systematists.
d. B and C
15. Enumerate the hierarchal taxonomic classification of life on Earth in correct
order.
a. Kingdom, Phylum, Class, Order, Family, Genus, Species
b. Kingdom, Domain, Class, Order, Family, Phylum, Genus, Species
c. Domain, Kingdom, Phylum, Order, Class, Family, Genus Species
d. Domain, Kingdom, Phylum, Class, Order, Family, Genus, Species
 Additional Activities

You did a great job on reaching at this far end of this module! Let’s wrap up
this brilliant learning experience with another exciting activity.

Create your own graphic representation for the taxonomy of living things.
You may choose to create a graph or picture representation whichever is more
suitable and enjoyable for you.
 Additional Activities: Assessment:
Students answers may 1. C What I Have
vary. 2. A What I Can Do: Learned:
3. D
10 pts- the graphical 4. B Students answers 1. Phylogenetic
representation contains 5. A may vary. s
complete hierarchy or 6. C 2. Cladistics
taxonomy of biological 3. Cladogram
7. B
organisms, eye-catching 4. Morphology
8. D
and easy to comprehend 5. Molecular
9. A biology
10. B 6. Tree of life
11. B 7. Taxonomy
7 pts- the graphical 12. A 8. Carl
representation contains 13. C Linnaeus
incomplete hierarchy of 14. D 9. Domain
biological organisms, 15. A 10. Species
with interesting
graphics.
What’s In:
1. Molecular
What’s New: biology
What I Know:
What’s More: 2. Comparative
Students’ answers anatomy 1. B
1. No may vary. 3. Fossil record
2. E
2. Turtle. More 4. Biogeograph
relative organisms 3. H
y
were put closer to 5. Embryology 4. K
each other. 5. J
3. Lamprey 6. A
4. Four walking legs 7. M
5. Leopard. They are 8. N
descendants of a 9. O
hypothetical 10. I
common ancestor 11. Order
as is evident in 12. Chaos
their branching
13. Order
from a node, they
14. Chaos
are also part of a
clade. 15. Order
Answer Key
References
DepEd (2020). Most Essential Learning Competencies with Corresponding CG codes.
General Biology 2. Pp. 631-633.

CHED (2016). Teaching Guide for Senior High School in General Biology 2. First
Edition. Pp. 109-129.

Tiamzon, Maria Elena, et al. (2016). General Biology 2 Textbook for Senior Highschool.
Quezon City: Vibal Group, Inc. Pp. 122-215.

Jasper, S. “Phylogeny and Systematics.” Texas University. 2008. June 26, 2020.
http://www.bio.utexas.edu/faculty/sjasper/Bio213/phylogeny.html

George Washington University Faculty. “Systematics.” GW. 2006. June

26, 2020.
https://www2.gwu.edu/~darwin/BiSc151/Systematics/Systematics.ht
ml

Fitch, Steven. “Cladogram.” ISSUU. 2009. June 26, 2020.

https://issuu.com/fitcher/docs/cladogram/6

Bioninja. “Cladograms.” Bioninja. 2020. June 26, 2020.

https://ib.bioninja.com.au/standard-level/topic-5-evolution-and-
biodi/54-cladistics/cladograms.html

BasicBiology. “Taxonomy.” Basic Biology Inspired by Life. 2019. June 26, 2020.
https://basicbiology.net/biology-101/taxonomy

Wikipedia.org. Tree of life by Haeckel.jpg. Image/jpg. 2020. June 26, 2020.

https://en.wikipedia.org/wiki/File:Tree_of_life_by_Haeckel.jpg

Wikipedia.org. Biological Classification.png. Image/png. 2020. June 26, 2020.

https://en.wikipedia.org/wiki/Taxonomy_(biology)#/media/File:Biologi
cal_classification_L_Pengo_vflip.svg
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