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9
Science 11
Quarter 1, Wk 4 - Module 1:
Non – Mendelian Inheritance

Department of Education ● Republic of the Philippines

Science- Grade 9
Alternative Delivery Mode
Quarter 1, Wk 4 - Module 1: Non – Mendelian Inheritance
First Edition, 2020
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Published by the Department of Education – Division of Iligan City

Schools Division Superintendent: Roy Angelo L. Gazo, PhD.,CESO V
Development Team of the Module
Author/s: Mildred P. Gomez and Ofelia Marie R. Infante
Content and Language Evaluators:
Vivien L. Aganap, Sheryl P. Silang and Abigail Beth T. Belita
Illustrator and Layout Artist: Chris T. Sagarino
Management Team
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V

Asst. Regional Director

Roy Angelo E. Gazo, PhD, CESO V

Schools Division Superintendent

Nimfa R. Lago,PhD, CESE

Assistant Schools Division Superintendent
Mala Epra B. Magnaong, Chief ES, CLMD

Members Neil A. Improgo, EPS-LRMS

Bienvenido U. Tagolimot, Jr., EPS-ADM
Henry B. Abueva OIC-CID Chief
Ann Q. Solijon, EPS-Science
Sherlita L. Daguisonan, LRMS Manager
Meriam S. Otarra, PDO II
Charlotte D. Quidlat, Librarian II
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Department of Education – Division of Iligan City
Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph
 9
Science
Quarter 1, Wk.4 - Module 1
Non – Mendelian Inheritance

This instructional material was collaboratively developed and reviewed

by select teachers, school heads, Education Program Supervisor in Science
of the Department of Education- Division of Iligan City. We encourage
teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education-Iligan City
Division at iligan.city@deped.gov.ph or Telefax: (063)221-6069.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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 Table of Contents
Page

COVER PAGE
COPYRIGHT PAGE
TITLE PAGE
TABLE CONTENTS
WHAT THIS MODULE ABOUT
HOW TO LEARN FROM THIS MODULE
GUIDELINES AND REMINDERS
What I Need to Know
What I Know

Lesson 1: Incomplete Dominance 1

What’s In 1
What I Need to Know 1
What’s New 1
What Is It 2
What’s More 3
What I Have Learned 4
What I Can Do 5
Lesson 2: Codominance 6
What’s In 6
What I Need to Know 6
What’s New 6
What Is It 7
What’s More 8
9
What I Have Learned
What I Can Do 9
Lesson 3: Multiple Alleles 10
What’s In 10
What I Need to Know 10
What’s New 10
What Is It 11
What’s More 12
What I Have Learned 13
What I Can Do 13
Summary 14
Assessment (Post-Test) 14
Additional Activities 17
Key to Answers 18
References 20
This page is intentionally blank
What This Module is About

Introductory Message
Welcome to the Science 9 Alternative Delivery Mode (ADM) Module on Non-Mendelian
Inheritance.

To the teachers:

This module presents a simpler version of the contents found inside the textbooks;
thus, it would also help you in delivering the lessons in the learners’ level of
understanding. Hence, it makes the teaching-learning process simpler yet
meaningful and enjoyable.

To the parents:

This module presents ideas that are not too broad and can be easily understood by
you. In that case, you will be able to assist and help your child in the learning
process and most especially, gives you time to create or strengthen the affection
between you and your child.

To the learners:

This module was designed for you to fully understand the different non-Mendelian
patterns namely: Incomplete Dominance, Codominance and Multiple Alleles through
series of activities. These activities were planned and created to enhance your
higher order thinking skills as well as your creativity and innovativeness in solving
problems that are related to the lesson. Furthermore, this module will help you face
and surpass the real life scenarios and challenges that you thought would not make
sense but really do.

i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises
diligently.
• Answer all the given tests and exercises.

Icons of this Module

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.

ii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
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 previews the list of all sources used in
developing this module.

Guidelines and Reminders

The following are some guidelines and reminders to remember when using this
module:
1. Use this 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. Do not forget to answer the What I Know section before moving on to the next
activities included in the module.
3. Read the instructions 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 found 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!

- From the Science 9 Module

Development Team

iii
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.
B. One O allele and 1 B allele must be present.
C. The alleles A, B and O must all be present.
D. The alleles A, B and O must all be present.
iv
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

v
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
B. 75% black, 25% white
C. 75% gray, 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

vi
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Lesson
 1 Incomplete Dominance

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.

1
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.

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.
 2

 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.

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

 3
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
 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. Choose from the given words found in the word bank.

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.
5
 Lesson

2 Codominance

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 (CWCW). Predict
the possible offspring by filling up the Punnett square.

CW CW

CR
CR
 6

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
CWCW White coat
CRCW Roan coat (red hairs mixed with white)

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.
 7
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.

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? _________
 8
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.

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.

9
 Lesson

3 Multiple Alleles

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.

10
 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.

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.
11
 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.

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

12
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 Blood Group system, the allele i is always

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.

13

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
B. coat color in horses
C. ABO Blood Group system
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. 

14

4. All of the following are examples of codominance EXCEPT _________.

 A. roan fur in cattle
B. coat color in horses
C. ABO Blood Group system
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

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
B. 75% gray, 25% white
C. 75% black, 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

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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

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Key Answers
PRE – TEST Lesson 1: What’s More
1. B 1. 1 red, 2 pink and 1 white
2. D 2. phenotype: 1:2:1
3. D genotype: 1:2:1
4. C
5. A
6. A
7. B Lesson 1: What I Have Learned
8. D 1. Incomplete Dominance, blended,
9. C heterozygous
10. D 2. two, parents
11. B 3. distinct, separated
12. C 4. in between
13. D 5. 1:2:1
14. A
15. B LESSON 3: What’s More
1. A, AB, O
Lesson 2: What’s More 2. A, AB
1. 0 3. A, AB
2. 2 4. O Lesson 3: What I Have
Learned
Lesson 2: What I Have Learned
1. T
1. Codominance-is a form of inheritance
2. T
where the alleles of a gene pair in a
3. F- IA and IB
heterozygote offspring are fully expressed
4. T
or exhibited.
5. T
2. A combination of phenotypes of the
parents
3. 1:2:1 Lesson 3: What’s New
Lesson 2: What I Can Do IB i
1. 2 red coat, 2 roan coat
2. 2:2 IA IA IB IA i

IA IA IB IA i
Lesson 2: What’s New
1. Blood types AB and A
CW CW
2. 0% for blood type O
CR CR CW CR CW

CR CR CW CR CW

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Additional Activities
Lesson 3: What I Can Do A
1. Codominance
IA i 2. Multiple Alleles
I I A A A
I i 3. Incomplete Dominance
IA
POST TEST 4. Multiple Alleles
I1.
B C IA IB IB i 5. Incomplete Dominance
2. B
 19

References
Printed 

Baguio, Sol Saranay M., et.al.Breaking Through Science.839 EDSA, South Triangle,
Q.C.:C & E Publishing, Inc., 2014.

Capco, Carmelita M. & Yang, Gilbert C.Biology (2nd Ed).927 Quezon Avenue , Quezon
City:Phoenix Publishing House, Inc., 1996.

DepEd.Science 9 Learner’s Material.2014.

Hoefnagels, Marielle.Biology:Concepts and Investigations (2nd Ed).1221 Avenue of

the Americas, New York, NY 10020:McGraw-Hill Companies, Inc., 2012.

Electronic Sources 

“Biology Online Dictionary”.biologyonline.com. Access on May 24, 2020.

https://www.biologyonline.com/dictionary/codominance
PDF Files

Incomplete Dominance and Codominance.PDF file. May 28, 2020.

https://www.woodbridge.k12.nj.us/cms/lib/NJ01913008/Centricity/Domain/555/
Ch.%2014%20incomplete%20dominance%20and%20codominance
%20practice%20problems.pdf

Incomplete Dominance Codominance Multiple Alleles. PDF file. May 28, 2020.
https://www.cnhs.org/ourpages/auto/2017/3/15/40632433/NON
%20MENDELIAN%20INHERITANCE.pdf

Worksheet: Multiple Allele Crosses. PDF file. May 28, 2020.

https://1.cdn.edl.io/mDS5ZSj899vgSMjnytzxNTHSWkXZ34NCDW1THDyIBmO
8kNvQ.pdf

For inquiries and feedback, please write or call:

DepEd Division of Iligan City

Office Address: General Aguinaldo, St., Iligan City
Telefax: (063)221-6069
E-mail Address: iligan.city@deped.gov.ph

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