NOT

9
Science
Quarter 1, Module 3
(Location of Genes in Chromosomes)

Department of Education ● Republic of the Philippines

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 WEEKLY HOME LEARNING PLAN
Weeks 3-4 Quarter 1
BIOLOGY 9- Tuesday

General Directions:
 Dili pagasulatan ang module, tanan answer isulat sa yellow paper.
 Sa yellow paper kinahanglan nakasulat ang inyong pangalan, subject,
grade and section ug pangalan sa subject teacher.
 Basahon ug sabton ang tanan directions sa kada activities.
 Isulat ang mga importanting impormasyon/ideya sa inyong notebook
aron naay ma review sa panahon sa quarterly exam.
 Iuli ang module ug e submit ang inyong answer sheet (yellow paper) sa
gitakdang schedule.

Day and Time Learning Learning Tasks Time Mode of

Competenc Allotment Delivery
y
8:00 – 9:00 Wake up, make up your bed, eat breakfast and get ready for an awesome day!
9:00 – 10:00 Have a short exercise/meditation/bonding with family.
Tuesday Explain the Quarter 1: Module 3 2hrs. Send
10:00 – 12:00 different Read: outputs to
patterns of  General Directions Facebook
non- Answer: Messenger
Mendelian  What I know Nos.1-10 (p.2) Group Chat
inheritance (Lesson 1) provided by
Read: the teacher
 What I Need to Know (p.3) or any other
platform
Read:
recommend
 What’s New (p.3)
ed by the
Perform and Answer:
school or
 Activity 1: Word Search Puzzle Nos.1-10 chosen by
(p.4) the teacher.
Read: (Modular
 What Is It (p.4) Digitized)
 What’s More (p.5)
Perform and Answer:
 Activity 2: DNA Modeling Nos.1-4 (p.6) Have the
 What I have Learned (p.7) parent
 What I can do (p.8) hand-in the
Read: output to
 Summary (p.9) the teacher
Answer: in school or
 UNIT ASSESSMENT Nos. 1-10 (p.10) barangay
distribution
area.
(Modular
Printed)

12:00 – 1:00 LUNCH

1:00 – 3:00 Explain the Quarter 1: Module 4 2hrs. Send
different Read: outputs to
patterns of General Directions Facebook
non- Answer: Messenger
Mendelian  What I know Nos.1-15 (p.2) Group Chat
inheritance provided by
(Lesson 1) the teacher
Read: or any other
platform
 What’s In (p.3)
recommend
 What I Need to Know (p.3)
ed by the
 What’s New (p.3)
school or
 What Is It (pp.4-5)

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 Perform and Answer: chosen by
 Activity : Incomplete Dominance: the teacher.
Pheno and Geno On the Go! Nos. 1-2 (Modular
(pp. 5-6) Digitized)
 What I Have Learned (p.6)
 What I Can Do (p.6)
(Lesson 2) Have the
Read: parent
 What’s In (p.7) hand-in the
 What I Need to Know (p.7) output to
 What’s New (p.7) the teacher
 What Is It (pp.7-8) in school or
barangay
Perform and Answer:
distribution
 What’s More Activity : Codominance :
area.
Mysterious Fishes(pp. 5-6)
(Modular
 What I Have Learned (p. 9)
Printed)
 What I Can Do (p. 9)

(Lesson 3)
Read:
 What’s In (p.10)
 What I Need to Know (p.10)
Perform and Answer:
 What’s New (p.10)
Read:
 What Is It (pp.10-11)
Perform and Answer:
 What’s More: Activity What’s Your
Blood Type, Baby? (p.12)
 What I Can Do (p.12)

Read:
 Summary (p.13)

Answer:
 UNIT ASSESSMENT Nos. 1-15 (pp.13-
14)
Answer:
 Additional Activities (p. 15)

3:00 - onwards FAMILY TIME

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 What I Know
(Pre-test)
Multiple Choice. Select the letter of the best answer from among the given choices. Write
it on a separate sheet of paper.
1. Which of the following theories does NOT explain the chromosomal basis of
inheritance?
A. Genes are located in the chromosomes.
B. Chromosomes and their related genes undergo segregation during meiosis
C. Mendel’s laws of inheritance do not relate to the behavior of chromosomes in
meiosis
D. Chromosomes and their related genes undergo independent assortment in the
formation of gametes.
2. Which structure in a cell are chromosomes be found?
A. cell membrane B. mitochondria C. nucleus D. centromere
3. A child’s body cells each contain 46 chromosomes. How many chromosomes did the
child inherit from his mother?
A. 46 chromosomes B. 23 chromosomes C. 23 pairs D. 13 pairs
4. Which of the following laws violates the chromosomal theory of inheritance?
A. Law of dominance C. Law of independent assortment
B. Law of segregation D. None of these
5. Describe the centromere of a chromosome
A. The part of the cell where the chromosome is located
B. The longest arm of the chromosome
C. The part of the DNA where the genes are found.
D. The point in the chromosome that joins the two chromatids.
6. Which of the following is considered the basic unit of heredity?
A. Trait B. Chromosome C. Enzyme D. Gene
7. DNA can sometimes be found in tightly compacted structures called _______in the
nucleus of a cell.
A. chromosomes B. nucleotides C. genes D. nitrogenous bases
8. What is the complementary strand for A C G T T?
A. C- A- T- G- G B. T-G- C- A- A C. G- T- C- A- A D. T- G- A- C- C
9. The location of a particular gene on a chromosome is called the ______.
A. “p” arm B. “q” arm C. genetic locus D.DNA
10. Which sentence is false?
A. Humans have 23 pairs of DNA (deoxyribonucleic acid).
B. Alleles are different forms or versions of the same gene.
C. A chromosome contains hundreds to thousands of genes.
D. Each gene has a special role in determining physical traits.

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 Location of Genes in
Lesson Chromosomes
1
What I Need to Know
At the end of the lesson, you will be able to:

1. Explain the chromosomal basis of inheritance.

2. Identify the components of a DNA molecule.

What’s New
Take a look at each other. Why do we have different traits? What is a trait? A trait is
an observable or an inherited characteristic of an organism from a parent determined by
genes.What are genes? Where are genes found in a cell? Genes are functional unit of heredity
found in the chromosomes, which are in the nucleus of a cell as illustrated in Figure 1.Genes are
sections of deoxyribonucleic acid (DNA) that are in charge of different functions like making one
of the proteins called histones. Histones provide support to a chromosome to be packed in the
nucleus of the cell. How do genes determine traits? Each gene has a special role in determining
physical traits — how we look —and many others about us. They carry information that makes
you who you are and what you look like: wavy, curly or straight hair, long or short legs, fair or
brown skin and even how you smile or laugh or cry. Many of these things are passed by genes
from one generation to the next in a family.

Figure1. Chromosome Structure

To help you understand better some important concepts in the structure of
chromosomes, do this word search puzzle activity.

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Activity No. 1: Word Search Puzzle.
Find and encircle in horizontal ( ), vertical ( ) and diagonal ( ) positions for the words in the
box above the puzzle. As you find the word, look for its meaning and write your answers on a
separate sheet of papers

chromosomes alleles DNA centromere gene

nucleus heredity locus histones trait

N G P H I S T O N E A V E D L W L
B A L L E L E S F B L E G F A S A
T O L C H R O M O S O M E S S P E
R Q N U C L E U S X C G N S C I I
A V N L W D K D N A U N E G F E O
I S B M P C I H I O S I A B E Q U
T X A Q L J C E N T R O M E R E T
C V T U H Y J A E U Y K H R L H L

1. An observable characteristic determined by genes.

2. These are structures within the cells that contain a person’s gene.
3. A unit of heredity responsible for determining some characteristics which is
transferred from a parent to offspring.
4. A membrane-bound organelle in the cell that contains chromosomes.
5. The position or location of a gene on a chromosome.
6. These are different forms of the same gene which are located on the same
part of the chromosome.
7. It contains the genetic code of the organisms.
8. It is a structure in a chromosome that joins together the sister chromatids.
9. The passing on of a characteristic/ trait genetically from one generation to
the next.
10. It is a protein which provides support to a chromosome.

What Is It
Who figured out that genes are on chromosomes? Walter Sutton and Theodor Boveri.
Generally became popular for this insight. They found the best evidence that an inherited trait is
determined by chromosomes. Boveri and Sutton’s chromosome theory of inheritance states that
genes are found at specific locations on chromosomes, and that the behavior of chromosomes
during meiosis can explain Gregor Mendel’s laws of inheritance which you have learned in Grade
8. Recall that meiosis is a process where a single cell divides into two to produce four daughter
cells.
Observations that support the chromosome theory of inheritance are the following:
 Just like Mendel's concept on genes, chromosomes come in homologous or
matched
 pairs in an organism. One member of the pair of genes and chromosomes comes
from the mother and one from the father.
 The members of a homologous pair separate in meiosis, so each sperm or egg
receives just one member. This process is just like the segregation of alleles into
gametes in Mendel's law of segregation.
 The chromosomes and their related genes are sorted into gametes independently to one
another in meiosis, just like the alleles of different genes in Mendel's law of independent
assortment.
A chromosome contains hundreds to thousands of genes. Each chromosome has a
centromere that joins together the two chromatids and divides also the chromosome into 2
sections or “arms”. The short arm of chromosome is labelled the “p arm”. The long arm of
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chromosome is labelled the “q arm”. The location of centromere on each chromosome gives the
chromosome its characteristic shape, and can be used to help describe the location of the specific
genes.

Figure 2. Location of Genes in a Homologous Chromosome

How are genes located on chromosomes? Genes on each chromosome are arranged in a
particular sequence, and each gene has a specific location on the chromosome called locus
(plural, loci)as shown in Figure 2. It has been mentioned earlier that a gene is a section of the DNA
that codes for a protein which expresses some given trait (height, eye and skin color, and others)
within that individual. Chromosomes usually contain thousands of different loci. Every
chromosome comes in a pair - one from the mother and one from the father parent in diploid
organisms like us, humans. These pairs of chromosomes are called homologous chromosomes.
In humans, there are 23 pairs of homologous chromosomes for a total of 46 chromosomes.
Homologous chromosomes (1) have similar structure and shape and (2) have genes that code for
proteins that express the same trait. These homologous genes are called alleles. There are
two alleles at each genetic locus, with one allele inherited from each parent. Alleles are different
forms of the same gene which are located on the same part of the chromosome. Although alleles
code for the same trait, they do not need to be the same. For instance, an allele pair might contain
one gene that codes for blue eye color while the other gene codes for brown eye color. Notice that
since the homologous chromosomes have similar structure, any allele pair is usually found along
the same locus on the chromosomes.

What’s More
You have already learned about chromosomes and the inherited traits that genes
produce. But, of what material are genes made? How does the genetic material produce the
characteristics of an organism? DNA or deoxyribonucleic acid is the genetic material that carries
the hereditary information to ensure continuity of life. Its structure was not determined until the
1950s. James D. Watson and Francis H. C. Crick found out that DNA is composed of building
units known as nucleotides. Look at Figure 3 for the structure of a nucleotide. It isbuilt on a
deoxyribose sugar and phosphate group that supports the four nitrogenous bases: guanine
pairs with cytosine and vice-versa while adenine pairs with thymine and vice versa. The bases
are complementary, always appearing opposite to each other on the helix. This is critical in the
reproduction of the genetic material, as it allows a strand to divide and copy itself, since it only
needs half of the material in the helix to duplicate successfully.

Figure 3. Structure of a Nucleotide

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In Figure 4, you have noticed that the structure of the DNA is actually in a double helix which
means that the long two chains of nucleotides are arranged in a spiral-like twisted ladder.

Figure 4. Double Helix Structure of DNA

Activity 2. DNA Modelling

Objectives: 1. Identify the components of a DNA molecule.
2. Construct a model of a DNA molecule.
Materials:
 cut-outs of basic subunits of DNA
 scissors
 crayons
 long bond paper
 tape or glue
Procedure:
1. Color and cut out all the units needed to make the nucleotides from the DNA
Model Template provided in Figure 5 after “What I Can Do”.
2. Color code the nitrogenous bases, phosphate and sugars. Adenine= yellow, Guanine=
green, Thymine= blue, Cytosine = red, Phosphate = brown , and Deoxyribose sugar =
black
3. Using the small squares and stars as guides, line up the bases, phosphates and
sugars. Attach the bases to the sugar using the circle as guide. Construct the
DNA model using the following sequence to form a row from top to bottom.
Thymine – Adenine Cytosine – Guanine Adenine - Thymine
Adenine – Thymine Guanine – Cytosine Cytosine – Guanine
4. Now, glue the appropriate parts together forming nucleotides on a long bond
paper. Complete the right side of the ladder. You will have to turn them upside
down to make them fit with the left side.
GUIDE QUESTIONS:
1. What are the 2 common parts of a nucleotide?
2. What is the part of the nucleotide that differs among the other nucleotides?
3. What is the pairing arrangement of the nitrogenous bases?
______________ pairs with _____________ and ___________ pairs with ____________
4. Are there always going to be an equal number of adenine and thymine nucleotides in a
molecule? Why?

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 What I Have Learned

Activity 3. Name and Match Me

I. Label the following parts with the given words in the box below. Write your answer on the
separate sheet.
nucleus nitrogenous bases chromosome centromere
deoxyribose sugar chromatid phosphate group DNA

6. __________

Illustration by Chris T. Sagarin

II. MATCHING TYPE. Match Column A with B. Write only the letter on the blank.
COLUMN A COLUMN B
1.the scientists who proposed the chromosomal theory of inheritance A. loci
2.building units of DNA B. cytosine
3.complementary pair of guanine C. Sutton and Boveri
4.locations of genes in the chromosome D. gene
5.functional unit of heredity E. nucleotides
6.genetic material F. “q arm”
7.long arm of chromosome G. Watson and Crick
H. adenine
I. DNA

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 What I Can Do
Activity 4. Where Could I Find You?
Objective : Describe the location of genes.
Materials: long bond paper, pencil/pen, ruler
Use these structures in making a DNA model.

Illustration by Juliet L Abrinica

Procedure:
1. Make a DNA molecule by pairing the DNA strand below with its complementary strand.
C-G-A-T-G-A-T-C-C-A-T—T
2. Use the structures in the diagram above in constructing the DNA molecule.
3. Encircle the possible gene in the DNA molecule.
Guide Questions:
1. What is the complementary strand of the given DNA strand?
2. Is the gene part of a DNA molecule? or the whole DNA molecule?
3. Where are genes located?
4. Describe the location of genes in chromosomes.
DNA Model Template

Adapted from Science - Grade 9 Learner’s Module, 1st Edition, 2014

Figure 5. Basic Subunits of DNA

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Summary
 Heredity is the passing on of physical or mental characteristics genetically from
one generation to another.
 A trait or a character is a feature of an organism.
 Genes are sections of deoxyribonucleic acid (DNA) that contain the code for a
specific protein.
 Genes on each chromosome are arranged in a particular sequence, and each
gene has a specific location on the chromosome called locus (plural, loci).
 Chromosomes are structures within cells that contain a person’s genes.
 Histones provide support to a chromosome to be packed in the nucleus of the
cell.
 Each chromosome has constriction point which is called the centromere, which
divides the chromosome into 2 sections or “arms”. The short arm of chromosome
is labelled the “p arm”. The long arm of chromosome is labelled the “q arm”.
 Boveri and Sutton’s chromosome theory of inheritance states that genes are
found at specific locations on chromosomes, and that the behavior of
chromosomes during meiosis can explain Gregor Mendel’s laws of inheritance.
 Observations that support the chromosome theory of inheritance are the
following:
 Chromosomes come in homologous or matched pairs in an organism. One
member of the pair of genes and chromosomes comes from the mother and one
from the father.
 The members of a homologous pair separate in meiosis. This process is just like
the segregation of alleles into gametes in Mendel's law of segregation.
 The chromosomes and their related genes are sorted into gametes independently
just like the alleles of different genes in Mendel's law of independent assortment.
 DNA or deoxyribonucleic acid is the genetic material that carries the hereditary
information.
 Each nucleotide is made up of three parts: a nitrogen-containing ring structure
called a nitrogenous base, a five-carbon sugar, and at least one phosphate group.
 Each nucleotide in DNA contains one of four possible nitrogenous bases: adenine
(A), guanine (G) cytosine (C), and thymine (T).

Assessment: (Post-Test)
Multiple Choice: Select the letter of the best answer from among the given choices.
Write it on a separate sheet of paper.
1. Which of the following is considered the basic unit of heredity?
A.Gene B.Trait C.Enzyme D.Chromosome
2. Which structure in a cell are chromosomes be found?
A. cell membrane B.centromere C.nucleus D.mitochondria
3. What is the relationship among DNA, a gene, and a chromosome?
A. A chromosome contains hundreds of genes, which are composed of DNA.
B. A chromosome contains hundreds of genes, which are composed of protein.
C. A gene contains hundreds of chromosomes, which are composed of protein.
D. A gene is composed of DNA, but there is no relationship to a chromosome.
4. Describe the location of genes in chromosomes?
A. The genes on each chromosome are arranged in a particular sequence.
B. Each gene has a particular location on the chromosome called its locus.
C. Many genes are located in the chromosome which is made of DNA.
D. All of the above
5. The location of a particular gene on a chromosome is in the ______?
A. DNA B.q arm C.genetic locus D. nucleus

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6. Which of the following theories does NOT explain the chromosomal basis of
inheritance?
A. Genes are located in the chromosomes.
B. Chromosomes and their related genes undergo segregation during meiosis
C. Mendel’s laws of inheritance do not relate to the behavior of chromosomes in
meiosis.
D. Chromosomes and their related genes undergo independent assortment in
the formation of gametes.
7. A type of chromosome pair that has similar structure and shape and has genes
that codes for proteins which expresses the same trait.
A. Heterozygous chromosome C. Homologous chromosome
B. Homozygous genes D. Inheritance trait
8. Which sequence of DNA bases would pair with this partial strand: ATG TGA CAG?
A. GTA AGT GAC B. TAC ACT GTC C. CAT TCA CTG D. ATG TGA CAG
9. The part of the nucleotide that contains the “genetic code.”
A. deoxyribose sugar C. phosphate group
B. DNA D. nitrogenous bases
10. DNA contains the genetic blueprint for making ___________.
A. proteins B. atoms C. energy D. traits

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NOT
9
Science
Quarter 1, Module 4:
Non – Mendelian Inheritance

Department of Education ● Republic of the Philippines

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 What I Need to Know
After going through this module, you are expected to:
1. Explain the patterns of different pattern of non-Mendelian inheritance (S9LT-Id-29)

What I Know (Pre-Test)

Multiple Choice: Read and analyze each item carefully. Choose the letter
of the correct answer. Write the chosen letter on a separate sheet of paper.
1. Which of the following statements is TRUE about non-Mendelian inheritance?
A. It is a pattern of inheritance which follows the Law of Segregation.
B. It is a pattern of inheritance which does not follow Mendel's Genetic Laws.
C. It is a pattern of inheritance which was proposed by Sir Alexander Fleming.
D. It is a pattern of inheritance that solely explains the existence of dominant and
recessive traits.
2. Which of the following is the correct use of a Punnett square?
A. testing for the presence of the recessive allele
B. determining the DNA sequence of a given gene
C. identifying the gene locus where allelic variations are possible
D. predicting the result of genetic crosses between organisms of known genotype
3. What non-Mendelian pattern of inheritance occurs when the phenotype of the offspring
somewhere in between the phenotypes of both parents and a completely dominant allele
does not occur?
A. dominance B. codominance C. multiple alleles D.incomplete dominance
4. In incomplete dominance, the heterozygote offspring shows __________.
A. A phenotype of the dominant parent.
B. A phenotype of the recessive parent.
C. A phenotype that is intermediate between the 2 homozygous phenotypes.
D. A phenotype that is a combination between the 2 homozygous phenotypes.
5. In ABO Blood Group system, O is recessive. Therefore, for this blood type to be
expressed, ___________.
A. Two O alleles must be present. C. The alleles A, B and O must all be present.
B. One O allele and 1 B allele must be present. D. The alleles A, B and O must all be present.
6. What type of non-Mendelian inheritance is shown in the picture below?

A. Codominance
B. Multiple Allelism
C. Polygenic Inheritance
D. Incomplete Dominance
7. In the ABO blood group systems in humans, what two alleles are codominant?
A. A & A B. A & B C. A & O D. B & O
8. ABO blood types are an example of____.
A. codominance B. dominance C. incomplete dominance D. multiple alleles
9. All the offspring of a cross between a red-flowered plant and a white-flowered plant have
pink flowers. This means that the allele for red flowers is ________ to the allele for white
flowers.
A. codominant B. dominant C. incompletely dominant D. pleiotropic
10. What would be the genotype of a pink flower if it follows the rules for incomplete
dominance, given that R= red and W= white?
A. p B. pp C. rw D. RW
11. Pink four o’ clock flowers are obtained from a cross between pure bred red flower (RR)
and white flower (WW) plant? What is the genotype of the pink flowers?
A. RR B. RW C. WW D. red and white
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12. A black chicken and a white chicken mate and produce a gray chick. Which type of
inheritance would this be an example of?
A. Codominance B. Dominance C. Incomplete dominance D. recessive
13. A cross between a white rooster and a black hen results in 100% gray offspring. When
two of these gray offspring are mated, the probable phenotypic percentage seen in the
offspring would be.
A.100%gray C.75%gray,25%white
B.75%black, 25%white D.25%black,50%gray, 25%white
14. A non - Mendelian pattern which results when one allele is not dominant over the other
which means both alleles are shown equally in the phenotypes of the heterozygote.
A. Codominance B. Dominance C. Incomplete Dominance D. Multiple Alleles
15. If one of your parents is blood type A and the other is type B, which of the following blood
types would you likely be?
A. A B. AB C. B D.O

Lesson
Incomplete Dominance
1
What’s In
In your Grade 8, you have learned that gametes and somatic cells divide
to produce new cells. Yet, it is the gametes that are responsible in passing the genes
from generation to generation through the process called meiosis. You have also
learned that Mendel proposed different laws on inheritance that explained how the
traits from your parents are being passed on to you and even to your siblings.
However, there are some traits that we can say that violate his patterns of inheritance.
In this new lesson, you will discover new patterns of inheritance that does not
follow Mendel’s and some of their real – life examples.

What I Need to Know

At the end of this lesson, you are expected to:
1. Explain incomplete dominance pattern of inheritance; and
2. Solve problems involving incomplete dominance using Punnett square.

What’s New
In Mendelian patterns of inheritance, the effects of the recessive gene are
not observed when the dominant gene is present. However, there are some traits that
do not follow Mendel’s principles. Assigning one allele with a capital letter and the
other in lowercase does not work because neither allele is completely dominant over
the other.
To better understand this lesson, read and analyze the given problem in the
activity below. Try to answer it using your knowledge in previous grade about Punnett
square.

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 Problem: In four o’clock plants, R is the allele for red color and W is the allele for white
color. Construct a Punnett square showing this cross between red and white flowers.
What are the genotypes of the offspring? Identify the phenotypic and genotypic ratios.

What Is It
For the traits that Mendel have studied, one allele is completely dominant
over the other. Thus, the phenotype of the resulting heterozygote offspring is identical
to that of the homozygous dominant parent. However, there are some genes in
heterozygote offspring that do not share the phenotype of either parent.
Just like the one given in the problem above. Let us try to see and discover. If
we are going to make a Punnett Square from it, it would look like the figure below.

Illustration by Chris T. Sagarino

Figure 1. A Punnett square showing a cross between a red and a white four o’clock
flower and its offspring
 What are the genotypes of the offspring?
A genotype is an individual's collection of genes. In the example that follows,
RR and WW are the possible genotypes of a four o’clock flower. When a true-breeding,
pure red-flowered four o’clock plant (represented by RR) crosses with a true-breeding,
pure white-flowered four o’clock plant (represented by WW), their offspring are all pink-
flowered plants (represented by RW) which are heterozygous. They neither produced
red nor white-flowered plants because neither of the two is completely dominant.
 What are the genotypic and phenotypic ratios?
In incomplete dominance, one-half of the gametes of the heterozygotes (pink
flowers) carry the allele for the red flower and the other one-half of it carry the allele
for the white flower. Thus, the results of a heterozygote self-cross can still be predicted
both the genotypic and phenotypic ratios is 1:2:1. In this case, the genotypic ratio
would be 1 RR: 2 RW: 1 WW, and the phenotypic ratio would be 1:2:1 for red:
pink: white.

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 Incomplete Dominance is the expression of blended (or intermediate) traits in
a heterozygous individual or offspring. The blended traits are coded for by two alleles
inherited from both parents. Each of the two homozygous genotypes (refers to the
parents) shows a different phenotype since they are still distinct and separated from
each other. The resulting phenotype of the heterozygote is typically in between the
two different homozygote phenotypes.
Examples of this include petal coloration in some flower species (such as
carnations and four o’clock flowers), curliness of human hair, and human
hypercholesterolemia (also called high cholesterol, is the presence of high levels of
cholesterol in the blood).

Points to Remember in Incomplete Dominance:

 Only the phenotype of the heterozygote is blended (or intermediate).
 The alleles of the parents (which, in this case, are red and white-flowered
plants) are still distinct and separate from each other.
 The genotypic ratio also becomes the phenotypic ratio since half of the
gametes of the offspring carry half of both the parents.

What’s More
For you to better understand more about incomplete dominance, work
on the activity that follows.
Activity
Incomplete Dominance: Pheno and Geno On the Go!
Objectives:
1. Explain the pattern of Incomplete Dominance.
2. Solve problems involving Incomplete Dominance.
3. Describe Incomplete Dominance.
Materials: Pen and Paper
Procedure:
1. Read and analyze the given problem. Answer the questions that follow.
2. Write your answers neatly in a sheet of paper.

Problem: Two pink bougainvillea flowers were crossed and they produced offspring
with 3 different colors. (RW is the allele for color pink). The Punnett square for this
cross is given below with the genotypes of the offspring.

R W

R RR RW

W RW WW

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Questions:
1. What would be the phenotypes of the offspring?
2. What are the phenotypic and genotypic ratios?

What I Have Learned

Now that you have gained knowledge about incomplete dominance, complete the
paragraph below. Use a separate sheet for your answer.

Word Bank

Distinct Blended Separated

1:2:1 In between Two
Heterozygous Parents Alleles
Incomplete Dominance

(1) The pattern _____________________ is the expression of

________________ (or intermediate) traits in a ____________ individual or offspring.
(2) The blended traits are coded for by _____ alleles inherited from both ________.
(3) Each of the two homozygous genotypes (refers to the parents) shows a different
phenotype since they are still ________ and ___________ from each other. (4) The
resulting phenotype of the heterozygote is typically _____________ the two different
homozygote phenotypes. (5) The genotypic and phenotypic ratios is both _________.

What I Can Do

Goal: Predict the phenotype and genotype of the offspring using the
principle of Incomplete Dominance.

Instruction.

1. Construct a Punnett square and use your own genetic combinations

to produce your desired offspring displaying the principle of
incomplete dominance. You may use the flowers found in your
backyard or animals at home.

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 Lesson
Codominance
2
What’s In
In the previous lesson, you have learned that there are some genes in which
the heterozygous offspring do not share the phenotype of either parent. Instead, they have
intermediate phenotypes. This intermediate pattern of inheritance is called incomplete
dominance.
In this new lesson, you are going to get in touch and eventually discover another
intermediate pattern of inheritance that does not follow Mendel’s principles.

What I Need to Know

At the end of this lesson, you are expected to:
1. Explain the pattern of Codominance; and
2. Give the phenotypic and genotypic percentages of the offspring’s produced.

What’s New
Another pattern of inheritance that does not follow Mendel’s
principles is Codominance. Read and analyze the problem below.
A red bull, which is a male cattle (CRCR) mated with a white female cow (CW CW ). Predict
the possible offspring by filling up the Punnett square.

CW CW

CR
CR

What Is It
In cattle, there are 3 different phenotypes. Those with red coats
are homozygous for the red coat allele. Those with white coats are
homozygous for the white coat allele. Lastly, those cattle with red hairs mixed with
white hairs are said to be heterozygous and appears roan. The appearance of roan
coats is due to the codominance of the red and white coat color alleles.
In summary:
Cattle and Horse Coat Color
Genotype Resulting Phenotype
CRCR Red coat
W W
C C White coat
R W
C C Roan coat (red hairs mixed with white)

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 In the given problem above, if we are to construct a Punnett square, it would
look like the figure below.

Illustration by Chris T. Sagarino

Figure 2. Codominance in cattle

 Predict the possible offspring of the parents.
As shown in the Punnett Square above, if a pure red bull mates with a pure
white cow, all their offspring will express both the alleles of the red bull and white cow.
Thus, cattle with roan coat are produced with the said mating of parents. The white
coat has red patches on it.
Codominance is another form of intermediate inheritance that does not follow
Mendel’s laws. In this form of inheritance, the alleles of a gene pair in a heterozygote
offspring are fully expressed or exhibited. As a result, the offspring’s phenotype is the
combination of the parent’s phenotypes.
Therefore, the trait is neither dominant nor recessive. Just like in incomplete
dominance, the genotypic ratio becomes the phenotypic ratio. Examples of this include
A and B blood types in humans, sickle-cell disease, and coat color in cattle and horses.

Points to Remember in Codominance:

 The phenotype of the heterozygote is a combination of the phenotypes
of the homozygous parents.
 The trait is neither dominant nor recessive.
 Just like in incomplete dominance, the genotypic ratio becomes the
phenotypic ratio.

What’s More
A good practice makes perfect. So, try to answer the enrichment
activities below for you to get a perfect score on Codominance.

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Activity
Codominance: Mysterious Fishes
Objectives:
1. Solve the given problems involving codominance by using Punnett squares;
and
2. Give the phenotypic percentages of the offspring.
Materials: Pen, Paper
Procedure: Read and analyze the given problems. Answer the questions that follow.

In a certain fish, blue scales (FBFB) and red scales (FRFR) are codominant.
When a fish has the hybrid genotype, it has a patchwork of blue and red scales.
Problem: A patchwork fish was crossed with a fish that has blue scales. A Punnett
square is given below with the genotypes of the offspring.
FB FB

FB FBFB FBFB

FR FBFR FBFR

a. How many fish/es has/have red scales? _________

b. How many fish/es has/have patchwork scales? _________

What I Have Learned

Now, let us see how well-versed you are when it comes to the mastery
of ideas about codominance. Answer the given questions below based on
what you have learned about the lesson. Use a separate sheet for your answer.
1. What is Codominance?
2. What can you say about the phenotype of the offspring?
3. What is the phenotypic ratio in this pattern of inheritance?

What I Can Do
Instruction: Solve the given problem below and write your answer in a
piece of paper.

A male cattle with roan coat (CRCW ) mates with a female which has a red
coat (CRCR). A Punnett square of the cross is given below with the
genotypes of the offspring.
CR CR

CR CRCR CRCR

CW CRCW CRCW

1. Identify the possible phenotypes of the offspring.

2. Give its phenotypic ratio. ________________________

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 Lesson
Multiple Alleles
3
What’s In
In Lesson 2, you have learned that in codominance, the phenotype of the
heterozygote exhibits both the phenotypes of the homozygous parent. Thus, the trait
is neither dominant nor recessive.
In this new lesson, you are going to learn that there are times when there may
be more than two types of alleles that control a certain trait. And this certain situation
leads to the expression of more than two phenotypes.

What I Need to Know

At the end of this lesson, you are expected to:
1. Solve problems involving multiple alleles; and
2. Infer the unknown phenotypes of individuals on the basis of the known
phenotypes of their family members.
What’s New
The work of Mendel on garden peas and his proposal on his genetic
laws suggested that a specific gene is controlled by just two alleles. In our
case today, we can say that it’s not always the situation. Multiple alleles
may exist in a population level and different individuals in the population may have
different pairs of alleles despite the fact that humans and other diploid organisms can
only have two alleles controlling a gene.
Let’s consider this situation in the human ABO Blood Group system.
A homozygous A male marries a heterozygous B female. Fill up the Punnett
square below and answer the question.
IB i

IA

IA

1. What would be the possible blood types of their children? _____________________

2. What is the percentage of having a type O child? _____________________

What Is It
In humans, the ABO Blood Group system is a character governed by
multiple alleles. There are 3 alleles that governed this system: I A, IB and i.

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0
In summary:
Phenotypes Genotypes
Type A IAIA (homozygous), IAi (heterozygous)
Type B IBIB (homozygous), IBi (heterozygous)
Type AB IAIB
Type O ii

Let us try to solve the problem presented earlier in this lesson by making a Punnett
square to show the cross between parents. It would look like the one shown below.

FEMALE
MALE IB i

IA IAIB IAi

IA IAIB IAi

• What would be the possible blood types of their children?

Based on the Punnett square above, the possible blood types of their children
are Type AB and Type A.
• What is the percentage of having a type O child?
If we take a look back at the Punnett square, it is clearly seen that there is no
Type O in the boxes. Therefore, there is 0% chance of having a Type O child.

Points to Remember in Multiple Alleles:

 There are more than two alleles controlling a gene pair.
 More than two phenotypes are exhibited or expressed in the offsprings.
 In the ABO Blood Group system:
 Alleles IA and IB are codominant of each other
 Alleles IA and IB are dominant over the i allele
 Allele i i is always recessive.

What’s More
To gain more understanding about Multiple Alleles, these
enrichment activities below are provided for you. Read and analyze them well so that
you will arrive on the right answers.

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Activity: What’s Your Blood Type, Baby?
Objective:
Infer the unknown phenotypes of individuals on the basis of the known
phenotypes of their family members.
Materials: Pen and Paper
Procedure:
Read the instructions carefully. Analyze the problems. Write your answers in a
clean piece of paper.

The table below shows the blood type of an individual. Predict using a Punnett
square the possible blood type on the basis of the given phenotypes of their family
members.
Mother’s Blood Type Father’s Blood Type Child’s Blood Type
A A
2 B AB
AB B
O O

What I Have Learned

Now, let us try to evaluate how much you have learned about Multiple
Alleles. Try to identify which among the sentences below are facts about
the pattern and which are not.

Instruction: Write T if the statement is correct. If False, change the

underlined word to make the sentence correct.

_____________ 1. In multiple alleles, there are more than two alleles

controlling a gene pair.
_____________ 2. The resulting offspring’s produced exhibit the
combination of the alleles of the parents.
_____________ 3. In the ABO Blood12Group system, the allele i is always
dominant over the other alleles.
_____________ 4. Multiple Alleles also occurs in the fur color of rabbits and
laboratory mice.
_____________ 5. The alleles IA and IB are codominant of each other.

What I Can Do
As mentioned beforehand, there are some traits that are coded for by
more than two alleles. One of common examples is blood type in humans. This is a violation
of Mendel’s Principle of unit characteristics. A case is given below for you to solve.

A male individual whose blood type is AB marries female whose blood type
is A. Is it possible to bear a child whose blood type is O? Prove your answer by
making a Punnett square.

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Summary

The inheritance of some characteristics are not as simple as those that were
studied by Mendel in his garden pea plants. That’s why geneticists usually call them
those that violate Mendel’s principles. They are associated with phenomena such as
codominance, incomplete dominance, multiple alleles, and sex-linked traits (to be
discussed on the next module).
 Incomplete Dominance is the expression of blended (or intermediate)
traits in a heterozygous individual or offspring. The blended traits are coded
for by two alleles inherited from both parents. Each of the two homozygous
genotypes (refers to the parents) shows a different phenotype since they
are still distinct and separated from each other.
 Codominance is another form of inheritance in which the alleles of a gene
pair in a heterozygote offspring are fully expressed or exhibited. As a result,
the offspring’s phenotype is the combination of the parent’s phenotypes.
Therefore, the trait is neither dominant nor recessive.
 Multiple Alleles, a specific gene pair is controlled by more than two alleles.
Thus, there are more than two phenotypes that are exhibited or expressed
in the offspring. The ABO Blood Group system is the most common example
of the character governed by this inheritance.

Assessment: (Post-Test)
Directions: Read and analyze each item carefully. Select the correct answer from the choices
given. Write your answers on a separate sheet of paper. Write the CAPITAL LETTER only of
your answer.
1. The blending of colors among the bougainvillea flowers (bumbel) is an
example of what pattern of non-Mendelian Inheritance?
A. Codominance B. Multiple Alleles C. Incomplete Dominance D.
Both B and C
2. Which among the choices below is an example of Incomplete Dominance?
A. roan fur in cattle C. ABO Blood Group system
B. coat color in horses D. waviness of hair in humans
3. Which of the following statements is FALSE about codominance?
A. It is a pattern of inheritance which does not follow Mendel's Genetic Laws.
B. It is a pattern of inheritance which shows the blending of traits of the parents.
C. It is a pattern of inheritance in which one allele is not dominant over the other.
D. It is a pattern of inheritance wherein the heterozygote shows the traits of both
parents.
4. All of the following are examples of codominance EXCEPT _________.
A. roan fur in cattle C. ABO Blood Group system
B. coat color in horses D. A and B alleles in human blood
5. What is the phenotypic and genotypic ratios in incomplete dominance and
codominance?
A. 2:2 B. 3:1 C. 1:2:1 D. 1:3:0

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6. If one of your parents is blood type A and the other is type B, which of the
following blood types would you likely be?
A. A B. AB C. B D. O
7. All the offspring of a cross between a red-flowered plant and a white-
flowered plant have pink flowers. This means that the allele for red flowers is
________ to the allele for white flowers.
A. dominant B. pleiotropic C. codominant D. incompletely dominant
8. A black chicken and a white chicken mate and produce a gray chick. Which type
of inheritance would this be an example of?
A. recessive B. dominance C. codominance D. Incomplete dominance
9. A cross between a white rooster and a black hen results in 100% gray offspring.
When two of these gray offspring are mated, the probable phenotypic percentage
seen in the offspring would be
A. 100% gray C. 75% black, 25% white
B. 75% gray, 25% white D. 25%black, 50% gray, 25%white
10. What would be the genotype of a pink flower if it follows the rules for incomplete
dominance, given that R= red and W= white?
A. p B. pp C. rw D. RW
11. Pink four o’ clock flowers are obtained from a cross between pure bred red flower
(RR) and white flower (WW) plant? What is the genotype of the pink flowers?
A. RR B. RW C. WW D. red and white
12. In incomplete dominance, the heterozygote offspring shows __________.
A. A phenotype of the dominant parent.
B. A phenotype of the recessive parent.
C. A phenotype that is intermediate between the 2 homozygous phenotypes.
D. A phenotype that is a combination between the 2 homozygous phenotypes.
13. In ABO Blood Group system, O is recessive. Therefore, for this blood type to be
expressed, ___________.
A. Two O alleles must be present.
B. The alleles A, B and O must all be present.
C. The alleles A, B and O must all be present.
D. One O allele and One B allele must be present.
14. What type of non-Mendelian inheritance is shown in the picture below?

a. Codominance
b. Multiple Allelism
c. Polygenic Inheritance
d. Incomplete Dominance

15. ABO blood types are an example of____.

A. dominance B. codominance C. multiple alleles D. incomplete dominance

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 Additional Activities
A. Identify what is asked. Use a separate sheet of paper for your answers.
1. It is another form of inheritance in which the alleles of a gene pair in a
heterozygote offspring are fully expressed or exhibited.
2. It is a specific gene pair that is controlled by more than two alleles.
3. The blended traits that are coded by two alleles inherited from both parents.
4. A Non Mendelian inheritance that governed the ABO Blood group system.
5. It is the expression of intermediate traits in a heterozygous individual or offspring.
B. Identify the type of Non-Mendelian Inheritance is related to the following
characteristics.
1. Pink snapdragons resulted from blending of red and white alleles.
2. Blood type AB
3. Coat colors in rabbits
4. ABO Blood system in human
5. Roan cow that has both the red and white hairs

15. B
14. A
13. D
12. C
11. B
10. D
9. C
8. D
7. B
6. A
5. A
4. C
3. D
2. D
1. B
PRE – TEST

Key Answers

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