Name____________________________

Date__________ Period __________

An Automobile Phylogenetic Tree

Purpose of this activity: Carefully look at the list of cars and trucks below. In this activity we are going to
consider these vehicles to be organisms that are all related in an evolutionary way. Actually, there has
been an evolutionary process in automotive design that is a lot like biological evolution. As you study this
list of vehicles think about the characteristics that can be used to show relationships. The number of
wheels and the number of doors are two that come immediately to mind, but there are others as well.
Using the characteristics you identify, you can construct a phylogenetic tree to show how this group
evolved over time. We can never really know what happened in the past, but we can make reasonable
speculations.

Instructions: Using a pencil, draw a branched phylogenetic tree starting at the bottom of a sheet of paper.
Start with what you think is the most primitive vehicle. Be sure you have a reason, based on a careful
consideration of characteristics, for each branch. At the appropriate location on each branch place the
name of the vehicle. Work with a small group and be prepared to present your work to the class. Keep in
mind that there may not be a single right way to draw a phylogenetic tree for these vehicles. Remember
that scientific knowledge grows by trial and error. All theories or interpretations are open to revision.

Vehicles:

car with three wheels and one seat (nearly extinct in the U.S.)
car with four wheels, four doors , front and back seat
car with four wheels, two doors, front seat only
car with four wheels, two doors, front and back seat, no top
truck with four wheels, two doors, one seat and a short bed
truck with four wheels, two doors, one seat and a long bed
truck with six wheels, two doors and only one seat
truck with six wheels, four doors, front and back seat

Example:

Rachel Kimmel-Hirsch 2013

Analysis Questions:

1. What characteristics are you going to consider? List below.

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2. Explain several of the branching points on your tree.

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3. Which vehicle seems to be the most primitive? Justify your answer.

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4. Which vehicles seem to be the most advanced? Justify your answer.

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5. What is the value of a phylogenetic tree to biologists?

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Rachel Kimmel-Hirsch 2013
Studying Living Organisms
An Automobile Phylogenetic Tree

Target age or High school biology or life science classes.

ability group:
Class time One period.
required:
Materials and Text book for reference, pencil and paper. Pictures of various
equipment: automobiles and trucks might be useful.
Summary of activity: Students will construct a phylogenetic tree for the various
automobiles and trucks listed after considering important
characteristics of these "organisms." For many students it may be
easier to construct a phylogenetic tree using vehicles rather than
organisms with characteristics that may not be obvious or familiar
This activity can lead into other similar exercises using real plants
or animals.
Prior knowledge, Be sure students understand the basics of biological classification,
concepts or vocabulary evolutionary processes and phylogenetic tree construction.
necessary to complete
activity:

Teacher Instructions
Explain that a phylogenetic tree is a hypothesis regarding the evolutionary history of a group of
organisms. Assume all of these vehicles evolved from a primitive ancestor having four wheels Have
students work in small groups and devise a way that each group can present their work to the class. It may
be necessary to draw a simple version of a phylogenetic tree to get students off to a good start. Students
will probably interpret relationships in a variety of ways. Emphasize that this work is very speculative.
The important point is to carefully consider all evidence. There is no single "right" interpretation.

Rachel Kimmel-Hirsch 2013