9

Con

SCIENCE
Quarter 1 – Module 3:
Inheritance Pattern:
Codominance
Science – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 3: Inheritance Pattern: Codominance
First Edition, 2020

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 9

Science
Quarter 1 – Module 3:
Inheritance Pattern:
Codominance
Introductory Message
For the facilitator:

Welcome to the Science – Grade 9 Alternative Delivery Mode (ADM) Module on

Inheritance Pattern: Codominance!

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.

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For the learner:

Welcome to the Science – Grade 9 Alternative Delivery Mode (ADM) Module on

Inheritance Pattern: Codominance!

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 in to 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.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

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 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

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!

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 What I Need to Know

This module in Science is written and designed for the Grade 9 students in response
to the continuity plan of the Department of Education. It aims to continue educating
learners at the comfort of their home. A key goal of Module 3 is for learners to
understand codominance as Non-Mendelian pattern of inheritance.

At the end of this module, you are expected to learn the following:
a. explain the different patterns of Non-Mendelian inheritance (S9LT-Id-
29);
b. define codominance and illustrate an example;
c. describe the inheritance of the ABO blood system and explain why the
A and B allele are codominant;
d. predict the phenotype and genotype of the possible offspring in
codominance.
 What I Know

Activity 1

Instructions: Read each statement or question and choose the letter of the correct
answer. Write your answer on your activity notebook.

1. A person with type AB blood would have ____________ antigens on red blood
cells, and ___________ antibodies carried in the plasma.

a. A and B; neither anti-A nor anti-B

b. Neither A nor B; both anti-A and anti-B
c. B; anti-A
d. A; anti-B

2. If you cross breed two roan cows, what percentage of progeny is expected to
be roan?

a) 10%
b) 25%
c) 50%
d) 75%

3. In case of codominance, the product is ___________________.

a) produced from both the alleles

b) produced from one allele
c) incompletely produced from both alleles
d) None are functional.

4. A man heterozygous for blood type A marries a woman heterozygous for

blood type B. The chance that their first child will have type O blood is _____.

a. 0%
b. 50%
c. 25%
d. 75%

5. Two roan cattle mated. Twenty five percent (25%) of the offsprings are red, fifty
percent (50%) are roan, and twenty five (25%) are white. Upon examination, it
was seen that the coat of one roan cow consists of both red and white hairs.
This trait is one controlled by _____.
a. Multiple alleles
b. Codominant alleles
c. Sex-linked genes
d. Polygenic inheritance
 For questions 6 to 9, use the information stated inside the box.

In cats, one of the alleles responsible for coat color is located in the X chromosome. There
are two alleles for coat color: orange and black. Orange coat color (XB) is completely dominant
to black
6. Uponcoat first
colorglance,
(Xb). However,
a cat withthere are tortoiseshell
a mixture of black andcats that fur
orange have a mixture
appears to of black
and orange fur. This
follow whatoccurs because
dominance in gametes with two X chromosomes, one X chromosome
pattern?
is randomly inactivated in each cell. If the chromosome with a black allele is inactivated, that
a. Epistasis
cell will b.
display orangedominance
Incomplete coloring, and vice versa. This results in a mixture of coloring on these
cats. c. Codominance

6. Upon first glance, a cat with a mixture of black and orange fur appears to
follow what dominance pattern?

a. Epistasis
b. Incomplete dominance
c. Codominance
d. X- link factor

7. Which type of cats typically display the tortoiseshell coloring?

a. Males
b. Females
c. Homozygous XB
d. Homozygous Xb

8. If a black male mates with an orange female, what percentage of the female
offspring will be tortoiseshell?

a. 25%
b. 50%
c. 75%
d. 100%

9. If an F1 male from the cross in #8 is crossed with a tortoiseshell female,

what percentage of the offspring will be orange?

a. 25%
b. 50%
c. 75%
d. 100%

10. A series of three codominant alleles (IA, IB and IO) controls whether red blood
cells display antigens A, B, both or none on their cell surface membranes.
Each of the four children of the two parents has a different ABO blood group.
What are the blood groups of the parents?

a. A and B
b. A and O
c. A and AB
d. AB and O
11. In human blood groups, an individual having an AB blood type is an
example of ___________.

a. incomplete dominance
b. blending
c. heterozygote advantage
d. codominance

12. Black fur (A) is codominant with white fur (a) and brown eyes (B) are dominant
to blue eyes (b) in mice. Two mice are heterozygous for both traits. If these
mice are crossed, what color of fur will the offspring with genotype Aa express?

a. Black and white spotted

b. Black
c. Gray
d. Black or white depending on each individual offspring

13. Which of the following is an example of codominance?

a. A black dog and tan dog mate to produce a tan dog.

b. A black dog and tan dog mate and produce a red dog.
c. A black dog and white dog mate to produce a black dog.
d. A black dog and tan dog mate to produce a dog with black and tan spots.

14. Which is not an example of Non-Mendelian laws of inheritance?

a. Codominance
b. Incomplete
c. Multiple allele
d. Law of segregation

15. If the genotypes of a husband and wife are IAIB and IAi, how many different
genotypes and phenotypes are possible among the blood types of their
children?

a. 2 genotypes and 3 phenotypes

b. 4 genotypes and 4 phenotypes
c. 3 genotypes and 4 phenotypes
d. 3 genotypes and 3 phenotypes
 Lesson
Inheritance Pattern:
1 Codominance

The inheritance of characteristics is not always simple as it is for the characteristics

that Mendel studied in pea plants. Each characteristic Mendel investigated was
controlled by one gene that had two possible alleles, one of which was completely
dominant to the other. This resulted in just two possible phenotypes for each
characteristic. Each characteristic Mendel studied was also controlled by a gene on
a different (nonhomologous) chromosome. As a result, each characteristic was
inherited independently of the other characteristics. Geneticists now know that
inheritance is often more complex than this.

A characteristic may be controlled by one gene with two alleles, but the two alleles
may have a different relationship than the simple dominant-recessive relationship.
For example, the two alleles may have a codominant or incompletely dominant
relationship.

In the previous module, we have learned about some respiratory and circulatory
illnesses. It was mentioned in the module that while most of these diseases are
caused by an unhealthy lifestyle, some of these diseases are hereditary and genetic.
It means they are passed down from the parents to the children. You would see how
this module is related to the previous module in that aspect.

It is important to learn and understand the Non- Mendelian inheritance pattern. In

this module, you will learn about codominance and predict the genotype and
phenotype of the possible offspring in codominance. You will also be able to describe
the ABO blood system and explain its relationship to codominance.
 What’s In

Before we proceed, let us check if you still remember the topic in the previous
module.

Respiratory disease is also called lung disorder or pulmonary disease. It is a

disorder or an infection that affects the lungs and causes breathing problems.

Circulatory system disease is a condition that affects the structures or function of

your heart and the blood vessels.

Activity 2

Instructions: Classify the following diseases as respiratory or circulatory:

__________1. Emphysema is the damage of air sacs (alveoli) in the lungs.

__________2. Asthma is a chronic disorder that causes swelling and soreness of the
interior airway walls.
__________3. Lung Cancer is tumors in the lungs that reduce a person's ability to
breathe.
__________4. Atherosclerosis refers to the buildup of fats, cholesterol and other
substances that trigger blood to clot.
__________5. Pneumonia is an infection in one or both lungs which causes
inflammation of the air sacs. The infection is caused by bacteria,
viruses and fungi.
__________6. Stroke is caused by blockage of blood flow or rupture of an artery to
the brain.
__________7. High blood pressure (hypertension) means too high force or pressure
of the blood flowing through the vessels.
__________8. Tuberculosis happens when the bacteria called mycobacterium
tuberculosis attack the lungs.
__________9. Chronic obstructive pulmonary disease (COPD) is caused by long-
term exposure to substances that irritate and damage the lungs like
cigarette smoke and other pollutants.
__________10.Coronary heart disease is the damage in major blood vessels that
supply our heart with blood, oxygen and nutrients. This disease can be
caused by high cholesterol foods, diabetes, family history and smoking.
 Notes to the Teacher
This module allows the learners to explain codominance and
determine the possible offspring based on it. They will also learn
blood system and its relationship with codominance.

What’s New

Activity 3

A. Instructions: Study the picture below. Do you observe something unusual

or uncommon with the photo? Write your observation on your activity
notebook.

https://flexbooks.ck12.org/cbook/ck-12-biology-flexbook-
2.0/section/3.7/primary/lesson/non-mendelian-inheritance-bio
 B. Instructions: Answer the questions on your activity notebook.

1. What are your observations based on the picture above? Explain.

__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________
2. Why does the iris of the eye have different colors?

__________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________

What is It

The inheritance of characteristics is not always simple as it is for the characteristics

that Mendel studied in pea plants. Each characteristic Mendel investigated was
controlled by one gene that had two possible alleles, and one of these was completely
dominant to the other. This resulted in just two possible phenotypes for each
characteristic.

A characteristic may be controlled by one gene with two alleles, but the two alleles
may have a different relationship than the simple dominant-recessive relationship.
For example, the two alleles may have a codominant or incompletely dominant
relationship.

In genetics, “dominant” genes are those that are always expressed if they are found
in an organism. Dominant genes may be expressed as co-dominant (where two
different traits are both expressed alongside each other) or as dominant/recessive
(where the presence of a dominant gene completely masks the presence of a recessive
gene).

In codominance, two dominant alleles of a contrasting pair are fully expressed at

the same time in the heterozygous individual. This happens when one allele is not
dominant over the other. The resulting heterozygotes exhibit the traits of both
parents.

Codominance describes a situation in which both alleles are expressed at the same
time. The hybrid organism shows a third phenotype. It is not the usual dominant or
the recessive one but a third different phenotype.

Codominance is easy to spot in plants and animals that have more than one pigment
color. Spotted cows and flowers with petals of two different colors are examples of
codominance.
 Examples of Codominance

Livestock
When a chicken with white feathers breeds with a chicken with black feathers, the
result is an offspring that grows up to have both black and white feathers. Likewise,
when a red cattle breeds with a white cattle, the resulting offspring may show both
red and white hairs resulting in a mixed coat pattern called “roan.”

Rhododendron

Rhododendrons and other flowers may also exhibit codominance. In the case of
rhododendrons, the crossing of a red and white flower may yield a flower that has
both red and white patches. Many flowers show similar patterns of codominance,
where both of the parental flower colors show up in different parts of the plant.

Blood Type
Do you know your blood type? What about your parent’s blood type? Do you know
that your blood type could be inherited?

An example of codominance that occurs in humans is that of blood type.

Codominance means that neither allele can mask the expression of the other allele.
An example in humans would be the ABO blood group, where alleles A and alleles B
are both expressed. So if an individual inherits allele A from their mother and allele
B from their father, they have blood type AB.

It is true that individuals within a population have two alleles per gene. However,
multiple alleles (3 or more) may exist for that gene within a population. A good
example of multiple alleles is the ABO blood group of humans. A single gene controls
ABO blood type but there are three common alleles of this gene in human populations
– IA, IB, and i. The IA and IB are dominant over i. Individuals with genotype IA IA or
genotype IA i have blood type A. Those with genotype IB IB or genotype IB i have blood
type B. The IA and IB alleles are codominant, thus individuals with genotype I AIB have
blood type AB.

Genotypes for Different Blood Types

A. Type A
Individuals with type A blood may be homozygous for type A blood (two
alleles for A) or heterozygous for type A blood (one allele for A and one allele
for O).
B. Type B
Individuals with type B blood may be homozygous for type B blood (two
alleles for B) or heterozygous for type A blood (one allele for B and one allele
for O).
C. Type AB
Individuals with type AB blood have one A allele and one B allele.
D. Type O
Individuals with type O blood have two O alleles.

For easier comparison, study table 1 below.

Table 1

Phenotype antigens on red

Genotypes plasma antibodies
(blood group) blood cells
A IAIA, IAIO A anti-B
B I B I B , I BI O B anti-A
AB I AI B A and B none
O ii none anti-A and anti-B

The cross below shows how all four blood groups can arise from a cross between a
group A and a group B parent.

Let us now solve a word problem about codominance. Read the given problems
carefully and study ways on how to give the phenotype and genotype of codominance
pattern of inheritance with the use of Punnet square.

Sample activity with complete solutions:

1. The lubber grasshopper is a very large grasshopper, and is black with red
and yellow stripes. Assume that red stripes are expressed from the
homozygous RR genotype, yellow stripes from the homozygous YY genotype,
and both from the heterozygous genotype RY. What will the results of the F1
generations resulting from a cross of 2 grasshopper be (one with red and
yellow stripes and the other one with red stripes)?

Answer: Type of dominance -_CODOMINANCE_

R R

R RR RR

Y RY RY

Genotypes Phenotypes Probability of Phenotypes

 2 RR Red 50% Red
2RY Red and Yellow 50 %Red and Yellow

2. In horses, coat color comes in many varieties. If a brown horse (BB) is

crossed with a white horse (WW), the offspring are palominos (BW brown
with white manes and tails). If a palomino horse is crossed with a white
horse, what will the phenotype ratio of the F1 be?

Answer: Type of dominance -_CODOMINANCE_

B W

W BW WW

W BW WW

Genotypes Phenotypes Probability of Phenotypes

2 BW Palomino 50% Palomino
2 WW White 50%White

Multiple Alleles
3. Cattle hair color shows codominance. Red CR is dominant, and white CW
is recessive. In the heterozygous condition, codominance is shown as a
roan (something of a light red) coat. If two roan cattle are crossed, what is
the chance of probability of each phenotype? What about the chance of
probability of each genotype?

Answer: Type of dominance -_CODOMINANCE_

CR CW

CR CR CR CR CW

CW CR CW CW CW

Genotypes Phenotypes Probability of Phenotypes

1 C R CR Red 25% Red
2 C R CW Roan 50% Roan
2 CW CW White 25 %White

4. George has type AB blood. His father is type O and his mother is type AB.
What are the genotypes of his parents and what are the possible blood
types and ratios expected for crosses involving these parental genotypes?
Is George their biological child?

Answer: Type of dominance -_CODOMINANCE_

 i i

IA IA i IA i

IB IB i IB i

Genotypes Phenotypes Probability of Phenotypes

2 IA I Type A 50% Type A
2 IB I Type B 50 % Type B

What’s More

You just learned the concept of codominance and you can now show the possible
offspring with genotype and phenotype with the use of a Punnet square. I know you
are ready for the next activity!

Activity 4

A. Punnet Squares Practice

Instructions: Read and understand each given. Write your answer on your
activity notebook.

1. If a red (RR) and a white flower (WW) were crossbred resulting in 100% RW, what
phenotype(s) would be seen according to the rules of codominance?

2. In some chickens, the gene for the color of the feather is controlled by codominance.
The allele for black is B and the allele for white is W. The heterozygous phenotype is
known as an erminette (black and white spotted). What would be the phenotype and
genotype of the possible offspring if a black chicken cross breeds with an erminette?
3. In flowers, R is red and W is white. A specific flower with a genotype of RW is actually
red and white with spots. What would be the genotypes and phenotypes if a
homozygous red flower is mated with a red and white spotted flower?

4. In a certain fish, blue scales (BB) and red scales (bb) are codominant. When a fish has
the hybrid genotype, it has a patchwork of blue and red scales.

a. What is the genotype for blue fish? ______________

b. What is the genotype for red fish? ______________
c. What is the genotype for patchwork fish? ___________

5. What happens if you breed a patchwork fish with a fish that only has blue scales?

a. What is the probability of having fish with red scales? ________%

b. What is the probability of having fish with patchwork scales? _________%

B. A, B, O Blood Type

Instructions: Answer each problem below. Show all the possible solutions using a
Punnett square.
1. A man with type A blood got married three times. His first wife is type B.
They have three children—types AB, A and A. He got married for the second
time to a woman with type A blood. They have two children who both have
type A blood. This man married for the last time to a woman with type O
blood and they have four children. The children are all type A. What are
the genotypes of these people?
2. Based on the information in this table, which man could not be the
father of the baby? Justify your answer with a Punnett square.

Answer:

Name Blood type

Mother A

Baby B

Sammy, the player O

George, the referee AB

The waiter A

The cable guy B

3. A wealthy elderly couple die together in an accident. Soon, a man shows

up to claim their fortune and says he is their only son who ran away from
home as a boy. Other relatives dispute his claim. Hospital records show
that the deceased couple were type AB and O respectively. The claimant
to the fortune was type O. Could he be their biological son? Explain.

4. Suppose two newborn babies were accidentally mixed up in the hospital.

In an effort to determine to which parents each baby belonged, the blood
types of the babies and parents were identified. From the following test
results, identify which baby belongs to which parents.

Answer:

Individual Blood type

Baby #1 O

Baby #2 A

Mrs. Brown B

Mr. Brown AB

Mrs. Smith B

Mr. Smith B
5. Alice has type A blood and her husband Mark has type B blood. Their
first child, Amanda, has type O blood. Their second child, Alex, has type
AB blood.

What is Alice’s genotype? ____________________________________________

What is Mark’s genotype? ___________________________________________
Show how you found the answer by completing the Punnett square(s).
 What I Have Learned

Activity 5

A. Instructions: Answer the question on your activity notebook.

1.What is codominance?__________________________________________________
__________________________________________________________________________
__________________________________________________________________________

B. Instructions: Analyze each situation and determine the percentage, genotype

and phenotype.

Blood Types

Person Genotype Blood type

Father IAi A+
Child Ii O-
Mother #1 IAIB AB-
Mother #2 IAi B+

A lawyer is collecting evidence in a maternity case to determine who the child’s father
is. The above table shows the people involved in the case as well as their genotypes
and blood types.
a. Using Punnett square, show who would most likely be the mother of the child.
Mother #2 to get the ii / O blood type.

b. If Mother #1 and a O+ man were to have children, what are the possible blood
types of their children as well as the probabilities for each blood type?
 What I Can Do

Activity 6
Instructions: Analyze the given problem below, illustrate your answers using punnet
square and then answer the guide questions. Write your answers on your activity
notebook.

Mang Raul owns pure bred red cows. In his

farm he noticed that after a typhoon several
months ago, all of the fences that separate
his cattle from his neighbor’s cattle were
destroyed. During the time that the fences
were down, three bulls one from each
neighbor, mingled with his cows. For a
while, he thought that none of the bulls
found his cows, but over the months, he
noticed that all of his cows are pregnant.
He suspected that one of the bulls is the
father. Which bull is it? Help Mang Raul
look for the father?
Determine the possible traits of the calves if:
• A red (RR) bull is mated with a red (RR) cow 1
• A red (RR) bull is mated with a white (WW) cow 2
• A roan (RW) bull is mated with a red (RR) cow?

Guide questions:

1. Explain the codominance inheritance pattern shown in the problem above.

2. How is ABO blood type considered an example of the codominance

inheritance pattern?
 Assessment

Activity 7

A. Instructions: Choose the letter of the correct answer. Write your

answer on your activity notebook.
1. Interactions among the human ABO blood group alleles involve _______ and
________.
a. codominance, complete dominance
b. codominance, incomplete dominance
c. complete dominance, incomplete dominance
d. epistasis, complementation; continuous variation, environmental
variation

2. For codominant traits, heterozygous organisms have a phenotype that

shows __________.
a. both alleles
b. only the recessive allele
c. neither the dominant or recessive allele
d. only the dominant allele

3. Codominance occurs when ____________.

a. neither allele is dominant or recessive

b. both alleles for a gene are equally expressed
c. No option is correct.
d. Both options are correct.

4. Which phenotype(s) do the red blood cells from a person with AB blood type
exhibit?

a. Either the A or B phenotype in separate red blood cells.

b. Both the A and B phenotype in each red blood cell.
c. The B phenotype
d. The A phenotype

5. Which of the following is not an example of codominance?

a. A child of parents with blood types A and B has AB blood type.

b. A calf of a red cow and a white cow has a roan coat consisting of red and
white hairs.
c. A parent with blue eyes and a parent with brown eyes have a child with
brown eyes.
d. A flower offspring of red and white flowers has both red and white petals
6. In cattle, roan coat color (mixed red and white hairs) occurs in the
heterozygous (Rr) offspring of red (RR) and white (rr) homozygotes. Which of
the following crosses would produce an offspring in the ratio of 1 red: 2
roan:1 white?

a. red × white
b. roan × roan
c. white × roan
d. red × roan

7. A mother with type A blood gives birth to a child with type O blood. Which of
the following could not be the blood type of the father?

a. A
b. AB
c. O
d. Any of the above is a possible blood type of the father.

8. A roan cow shows codominance in fur color (brown and white). What
phenotype ratio is expected in an offspring when a female roan and a male
roan mate?

a. All four would be brown and white.

b. Half would be orange, half would be white
c. 2 brown: 2 brown and white: 0 white
d. 1 brown: 2 brown and white: 1 white

9. In some carnations, flower color exhibits codominance. When crossed, red

(RR) and white (WW) flowers make speckled flowers (RW) that show both
colors.

Complete a cross between a speckled flower and a red flower. What would be
the phenotypic ratio of their offspring?

a. 2 red: 2 speckled
b. 4 red: 0 speckled
c. 4 speckled: 0 white
d.1 speckled: 1 white

10. Blood types are an example of codominance and _______________.

a. incomplete dominance
b. sex linked traits
c. multiple alleles
d. polygenics
B. Instructions: Analyze each situation and answer the questions that
follow.

1. Sickle cell anemia is a trait that exhibits

codominance. A person with a CA CAgenotype does not
have sickle cell anemia, and a person with an C S
CSgenotype has full sickle cell anemia. A person with a
CA CS genotype will have some sickle-cells, though s/he
might show minimal or no symptoms (a “carrier”).
Englebert is a carrier of sickle-cell anemia (shows
minimal symptoms), and his partner, Gwendoline, does
not have it. What are the chances that Engelbert and
Gwendoline will have a child with any sickle-shaped
blood cells?

a. Make a Punnett square for the given situation.

b. Give the phenotype and genotype of the offspring.
c. Write the probability for each genotype and phenotype.
d. What are the chances that Engelbert and Gwendoline will have a child
with any sickle-shaped blood cells?

2.

Type A (IA) and Type B (IB) blood are codominant to each other. They
are both dominant over Type O (IO) blood. What are the possible blood
types for the offspring produced by a type O mother and a type AB
father?

a. Make a Punnett square for the given situation.

b. Give the phenotype and genotype of the possible offspring.
c. Write the probability for each genotype and phenotype.
d. What is the possible blood type of the offspring?
 Additional Activities

Activity 8

Instructions: Read and understand the situations carefully. Write your answer on
your activity notebook.

A. In horses, chestnut and white coat colors are codominant. Heterozygous

horses have a blend of both colors, which is a golden tan color. Such
heterozygous horses are known as palominos.

a. Cross a chestnut horse to a white horse. Show the Punnet square of

the possible offspring.
b. Cross a chestnut horse and palomino horse. Show the Punnet square
of the possible offspring

Chestnut Horse Genotype HB HB

White Horse Genotype HW HW
Palomino Horse Genotype HB HW

B. In unicorns, both the horn and wings are codominant. Assume that the
horns are expressed from the homozygous CH genotype, the wings from
the homozygous CW genotype, and both from the heterozygous
genotype. What will be the phenotypic ratio of the F1 generation
resulting from a cross of two unicorns (one with a horn & one with a
horn & wings)?
 B : A,B,0 Blood Type Continuation
What’s More
George the referee - 1. man – IA IA 3. R R
IAIB
First wife – IB IB R RR RR
Mother IA IA Children - IAIA , IAIA , W RW RW
IA IAIA IAIB
IAIA 50% - RR - Red
50% - RW – Red White
IB IAIB Second wife - IAIA Spotted
IAIB 2nd batch children - all
Baby – IBIB IAIA 4. a. BB
b. bb
The waiter - IAIB Third wife - ii c. Bb
Mother IA IA 3rd batch children - ii,
IA IAIA IAi 5. B b
IAIA
B BB Bb
IA IAIA 2. All the listed men are B BB Bb
IAIA not the father of the 50%- BB – blue scales
Baby – IBIB baby. Check the 50%- Bb – patchwork fish
punnet square
The cable guy - IAIB Sammy the player - ii a. 0%
Mother IB IB
Mother b. 50%
IA IAIB IA IA
IAIB i IAi
IA IAIB IAi
IAIB i IAi IAi
Baby – IBIB
What’s In:
ay Activity 2 What I Know:
1. respiratory
Activity 1
What’s more: system
ACTIVITY 4 What’s New: 2. respiratory 1. A
1. system 2. C
Activity 3
R R 3. respiratory
3. A
W RW RW 1. Students’ system
4. C
W RW RW 4. circulatory
answers vary. 5. B
100% -RW -Red and system
5. respiratory 6. C
white spotted 2. The iris of the eye
system 7. B
flower having different
6. circulatory 8. D
colors shows
2. B B system 9. A
codominance
B BB BB 7. circulatory 10. D
pattern of
W BW BW system 11. D
inheritance. The 8. respiratory
50% - BB – Black 12. A
traits of the eye of system
50% - BW- Erminette 13. D
both parents 9. respiratory 14. D
exhibit in the eye system 15. B
of the child. 10. circulatory
system
Answer Key
What I Can Do: What I Have Learned:
Guide Questions: A. In codominance, two
dominant alleles of a
1. Codominance is easy contrasting pair are fully
to spot in plants and expressed at the same time
animals that have more in the heterozygous
than one pigment individual. This happens
color. Spotted cows of when one allele is not
dominant over the other.
two different colors are
The resulting heterozygotes
examples of
exhibit the traits of both
codominance. The parents.
resulting offspring may
show both brown and Part 2
white hairs, resulting in a Fisrt Problem IA i
mixed coat pattern IA IAi
called “roan.” IAIA
2. Codominance means
that neither allele can
i IAi ii
mask the expression of
25% IAIA Type A
the other allele. An
50% IAi Type A
example in humans
25% ii Type O
would be the ABO Second Problem
blood group, where
alleles A and alleles B IA IB
are both expressed. So i IAi IBi
if an individual inherits
allele A from their i IAi IBi
mother and allele B 50% IAi Type A
from their father, they 50% IBi Type B
Activity No.3 Continuation Continuation
4 a. ii
b. IAi 4. Mrs. Brown – IB i 3. The claimant is
Mark MR. IAIB IAi not their son
BROWN
ii IA because his blood
c. IBi type is O (ii). The
IB IBIB IBi
offspring of the
Baby # 2 – A (IAi)
5. a. ii wealthy elderly
Mrs. Smith – IB i
b. IAIB MR. SMITH couple could have
IBIB IBi
c. IBI IB a blood type A (IAi)
IA IB i IBi ii and B (IBi) . See the
i IAi IBi Baby # 1 – O (ii) Punnet square.
5. IA i i i
i IAi IBi IA IAi IAi
IB IAIB IB
e. not i
necessarily i IAi ii IB
6. a. IAIA and IB IBi
Alice A – “A” (IAi) i
IAI Mark- “B” (IB i)
b. IBIB and Amanda – “A” ( IAi)
IBI Alex – “A” ( ii)
 Asessment:
A.
What I can Do: Additional Activities: 1.A
First Part 2.A
RR X RR 3.B
1. a. HB HB 4.B
R R
HB HBHB HBHB 5.C
6.B
R RR RR HW HBHW HBHW
7.B
8.D
R RR RR 9. A
All red Calves . 50% HBHB Chesnut Horse
50% HBHW Palomino 10.C
2. a. B.
WW X RR CH CH 1. a. CA CS
W W CH CHCH CHCH CA CACA CACS
R RW RW CW CHCW CH CW CA CACA CACS
b. 50% CACA Type Does not
R RW RW have sickle cell anemia
50% CHCH Unicorn with horn
All roan calves 50% CACS Type B – carrier
only
50% CHCWUnicorn with horn c. None
and wings 2. a. i i
RR X RW IA IAi IA i
R W
IBi IBi IBi
R RR RW b. 50% IAi Type A
50% IBi Type B
R RR RW
2 red calves
2 roan calves
References
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