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Science 9
First Quarter
Module No. 4 of 6
Non-Mendellian Patterns of Inheritance
Writer: Roland R. Agra

HONOR CODE
AS A MEMBER OF THE NAMUAC ACADEMY EAGLES FAMILY, I WILL CONDUCT
MYSELF WITH INTEGRITY & SINCERITY AT ALL TIMES, DEMONSTRATE COMPASSION &
JUSTICE IN ALL MY ACTIONS, UPHOLD THE VALUE OF EXCELLENCE, AND ABIDE BY THE
EXPECTATIONS SET FORTH IN THE STUDENT HANDBOOK.
I MAKE THIS PLEDGE IN THE SPIRIT OF HONOR & TRUST.

INTEGRATIVE PERFORMANCE TASK IN SCIENCE and MAPEH

GOAL To perform an instrumental piece about caring for the respiratory and
circulatory systems
ROLE Song Writer, health advocate, performer

AUDIENCE Alcohol Anonymous, Tobacco Anonymous

SITUATION The Municipal Health Office partnered with your group in disseminating
information on effective ways to care for circulatory and respiratory systems.
As a musician, you intend to perform an instrumental piece about the subject
matter.
PRODUCT Video presentation
STANDARDS Voice, Originality, Content

21ST CENTURY SKILLS CORE VALUE TASK

CRITICAL THINKING Excellence How to present the importance of maintaining a
healthy respiratory & circulatory system.
CREATIVITY Excellence To perform an instrumental piece.
COLLABORATION Justice The students will work together as members of the
team to perform the instrumental piece
CROSS CULTURAL
UNDERSTANDING
COMPUTER/ICT Excellence Applying music to the instrumental piece
CAREER/SELF RELIANCE
COMMUNICATION Integrity Students will perform the instrumental piece and
convey the message of the performance

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SCORING RUBRIC FOR THE PERFORMANCE TASK

CRITERIA 4 3 2 1
Content The learners The learners show The learners show The learners lack
show deep considerable shallow understanding how
understanding on understanding on understanding on to on the importance
the importance of the importance of the importance of of maintaining a
maintaining a maintaining a maintaining a healthy respiratory
healthy healthy respiratory healthy respiratory and circulatory
respiratory and and circulatory and circulatory systems. The
circulatory systems. Most of systems. The proposed ways are
systems. All the the proposed proposed ways are not explained and
proposed measures are not accurately conveyed in the
measures are explained explained and performed
explained accurately and conveyed in the instrumental piece. .
accurately and explicitly conveyed performed
explicitly in the performed instrumental piece.
conveyed in the instrumental piece.
performed
instrumental
piece.
Voice The rhythm, The rhythm, The rhythm, The rhythm,
dynamics, pitch dynamics, pitch dynamics, pitch dynamics, pitch do
maintains maintains maintains not maintain
appropriate tempo appropriate tempo somewhat appropriate tempo
for the for the instrumental appropriate tempo for the instrumental
instrumental piece piece and most of for the instrumental piece and most of
and the the expressions piece and most of the expressions
expressions enhance the expressions enhance
enhance performance by enhance performance by
performance by adding appropriate performance by adding appropriate
adding depth and adding appropriate depth and emotional
appropriate depth emotional range. depth and range.
and emotional emotional range.
range.
Originality The instrumental The instrumental The instrumental The instrumental
piece showed piece mostly piece somewhat piece showed
excellent effort, showed excellent excellent effort, excellent effort,
artistic creativity effort, artistic artistic creativity artistic creativity but
and originality. creativity and and originality. lacks originality.
originality.

EXPECTATIONS

In Grade 8, you have learned that traits can be dominant or recessive through Gregor Mendel’s
study on the characteristics of the pea plants. Dominant traits are characteristics that are expressed in
an organism. On the other hand, recessive traits are characteristics that are hidden/not expressed in an
organism. Traits are the physical features of an individual. And these are passed from one generation to
another through genes.

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Genes are segments of DNA coding for a specific trait. A dominant trait is expressed when a
dominant gene masks the recessive gene. So, the question is, are all traits controlled by a dominant or
a recessive gene? What about those traits that have more than two phenotypes? Do they follow
Mendelian patterns of inheritance?

But not all traits are controlled by alleles found in the body chromosomes (autosomes). There
are traits governed by the sex chromosomes. These traits are called sex-linked traits. Sex-linked traits
affect both males and females. But in some cases, one particular sex is more prone to have a sex-linked
trait.

In this module, you are expected to:

1. Explain the different patterns of non-Mendelian inheritance
a. Identify characters whose inheritance does not conform with predicted outcomes
based on Mendel’s laws of inheritance;
b. Solve genetic problems related to incomplete dominance, codominance multiple
alleles and sex-linked traits.
c. Identify the law that was not strictly followed in the non-Mendelian inheritance

PRE-TEST

Directions: Choose the letter of the correct answer. Write your answers beside the number.

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.

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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.

OVERVIEW

In Grade 8, you learned that cells divide to produce new cells and meiosis is one of the processes
producing genetic variations in Mendelian patterns of inheritance. In Grade 9, you will focus on describing
the location of genes in chromosomes, explain the different patterns of non- Mendelian inheritance and
describe the molecular structure of the DNA.

Father Gregor Johann Mendel’s principles form the base for the understanding of heredity and
variation. Although Mendel’s work failed to discuss thoroughly the ‘factors’ or genes he mentioned in his
laws of inheritance, his findings prompted other scientists to probe further into the mystery of heredity.
Several researches were conducted after the rediscovery of Mendel’s work.

Walter Sutton and Theodore Boveri became popular because they found the best evidence that
an inherited trait is determined by chromosomes. Chromosome Theory of Inheritance explained that
genes are in the chromosomes.

Mendelian laws of inheritance have important exceptions to them. For example, not all genes
show simple patterns of dominant and recessive alleles.

LESSON PROPER

Lesson 1: Incomplete Dominance

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.

Incomplete dominance is a form of

inheritance in which one allele for a specific
trait is not completely dominant over the other
allele. This results in a third phenotype in
which the expressed physical trait is a
combination of the dominant and recessive
phenotypes. A typical example of this is the four o’clock flower (Mirabilis jalapa). It is said that the red
four o’clock flower is dominant while the white one is recessive. But when a pure red four o’clock flower
is crossed with a pure white one, the resulting phenotypes of the offspring is a pink flower.

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To determine the phenotypes of the offspring, a Punnett square is used. A Punnett square is a
tool used to determine the chance of inheriting a specific trait.

Incomplete dominance is important, especially in horticulture. Horticulture is the science of

growing flowers. Incomplete dominance produces a new variety of flowers and helps in the economic
aspect.

What are the genotypes and 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.

Phenotype refers to the observable characteristics of an organism as a multifactorial

consequence of genetic traits and environmental influences. The organism phenotype includes its
morphological, biochemical, physiological, and behavioral properties. Therefore, the phenotype is the
total characteristics displayed by an organism that results from the expression of the genes of an
organism as well as the influence of environmental factors and random variation.

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
Lesson 2: offspring carry half of both the parents.
Codominance

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Lesson 2: Codominance

The second non-Mendelian pattern of inheritance is the law of codominance. It states that both
alleles are expressed equally in the phenotype of the heterozygote. It means to say that both traits are
observed. Thus, a third phenotype is expressed.

One typical example is the coloration of the cow and bull. A red cow results in an offspring with
both red and white hairs called roan. Roan refers to cows with red hair and white blotches and usually
codominance occurs in animals.

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)

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.

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Lesson 3: Multiple Alleles

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.

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

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

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
offspring.
➢ 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.

Lesson 4: Sex Chromosomes and Sex Determination

Humans have 46 chromosomes in each cell. Observation of the human body cells shows
23 pairs of chromosomes for both males and females. Twenty- two pairs are somatic
chromosomes. The 23rd pair consists of sex chromosomes. Human males and some other male
organisms, such as other mammals and fruit flies, have non-identical sex chromosomes (XY).
Females have identical (XX) sex chromosomes while males have the XY sex chromosomes.

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How is sex determined and inherited?

Let us study gamete formation based on the sex chromosomes. You will observe in Figure 3 that
all egg cells receive an X chromosome; while half of the sperm cells receive X chromosomes and the
other half receive Y chromosomes.

Male
Male
Female
Sex chromosomes Female
XX
XX
XY XY

Meiosis

X X X Y
Gametes
Gametes
X X

If an egg is fertilized by a sperm with a Y chromosome, as shown in the figure, the offspring is
male. When an egg is fertilized by a sperm carrying an X chromosome, the offspring is female. Note that
there is a 50 percent chance of having a male or female offspring. The greater the number of offspring,
the greater is the chance of getting the expected 1:1 ratio of male and female.

Key Concepts
Males have 44 body chromosomes and two sex chromosomes X and Y. The males
determine the sex of their children. Females have 44 body chromosomes and two sex
chromosomes, both X. The total number in each cell of an individual is 46. These chromosomes
contain the genes, which arethe factors of heredity.

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Lesson 5: Sex-Linked Genes

Genes located on the X chromosomes are called X-linked genes. Genes on the Y chromosomes
are called Y-linked genes. An example of an X-linked trait is color blindness. To illustrate the inheritance
of an X-linked trait, we will use color blindness in our discussion. Let us study the table below. The X
chromosome with the gene for color blindness is represented as XC, while the one without is represented
as X.

Genotypes and phenotypes of color blindness in humans

Genotype Phenotype
1. X X Normal female
2. X XC Normal female, carrier of the gene
3. XC XC Color- blind female
4. XY Normal male
5. XC Y Color-blind male

Can you identify the genotype of the female who is color-blind? Notice that for a female to
become color-blind, she must be homozygous (XC XC) for
the color-blind genes. The trait is, therefore, recessive in
females. If a female has only one X chromosome with the
allele for color blindness, she becomes normal but can pass
on the trait to her offspring. She is therefore a carrier of the
trait. Since males have only one X chromosome, the gene
for color blindness when present in the male, will always be
expressed because it does not have an allele to hide or
prevent its expression. Thus, the male will be color- blind.
This is the reason why color blindness is more common in
males than in females.

Another example of an X-linked trait in humans is hemophilia. A person suffering from hemophilia
could die from loss of blood even from a small wound because the blood either clots very slowly or does
clot at all.

An example of a Y-linked trait, hypertrichosis pinnae auris, a genetic disorder in humans that
causes hairy ears. Since the trait is found in the Y chromosome, then only males can have the trait. A
father who has the condition will pass it on to all his sons, and they, in turn, will pass it on to their own
sons.

Sex-limited traits are generally autosomal, which means

that they are not found on the X or Y chromosomes. The genes
for these traits behave exactly the same way that any autosomal
gene behaves. The difference here comes in the expression of the
genes in the phenotype of the individual. Sex-limited traits are
expressed in only one gender. In cattle, for instance, lactation is
expressed in females but never in males. Both male and female
cattle however possess a gene pair for lactation. The gene for
lactation (L) is dominant over the non- lactating gene(l). The figure

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shows the genotypes and phenotypes of the gene

for lactation. These genes are carried by both males
and females, but it is only expressed in females.
Have you noticed that in female cattle, if at least one
gene pair is for lactation (L), the female produces
milk? In male cattle, it does not matter if they
possess one or two genes for lactation. They never
produce milk.

Sex-influenced traits are also autosomal,

meaning that their genes are not carried on the sex
chromosomes. Again, what makes these traits unusual is the way they are expressed phenotypically. In
this case, the difference is in the ways the two genders express the genes.

One classic example of a sex-influenced

trait is pattern baldness in humans, though the
condition is not restricted to males. This gene has
two alleles, “bald” and “non-bald”. The behaviors
of the products of these genes are highly
influenced by the hormones in the individual,
particularly by the hormone testosterone. All
humans have testosterone, but males have much
higher levels of this hormone than females do.
The result is that, in males, the baldness allele
behaves like a dominant allele, while in females it
behaves like a recessive allele. Study the figure which shows the pattern of expression for baldness.

If you look at the heterozygous gene pair for baldness (Bb), males express baldness, while
females do not. Baldness may be expressed in females but it occurs more frequently in males. Such trait
is sex-influenced because of a substance that is not produced equally in males and females.

Key Concepts
Sex-linked traits are inherited through the X chromosomes. Males have only one X
chromosome. Thus, if they inherit the affected X, they will have the disorder.
Females have two X chromosomes. Therefore, they can inherit/carry the trait without being
affected if it acts in a recessive manner. Sex-limited traits are those that are expressed
exclusively in one sex. Sex-influenced traits are expressed in both sexes but more frequently in
one than in the other sex.

WRAP- UP

✓ Incomplete dominance occurs when the phenotype of the offspring is somewhere in between
the phenotypes of both parents; a completely dominant allele does not occur.
✓ Codominance occurs when both alleles are expressed equally in the phenotype of the
heterozygote.
✓ Many genes have multiple (more than two) alleles. An example is ABO blood type in humans.
There are three common alleles for the gene that controls this characteristic. The alleles IA and
IB are dominant over i. Another example is the coat color of rabbits.

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✓ In humans, XX chromosomes determine femaleness and XY determine maleness.

✓ A sex-linked trait is on the X chromosome. Females have two X chromosomes; they can inherit
or carry the trait without being affected if it acts in a recessive manner. An example is hemophilia.
✓ Sex-limited traits are those that are expressed exclusively in one sex.
✓ Sex-influenced traits are expressed in both sexes but more frequently in one than in the other
sex.

VALUING

Look at the picture, what will happen if there is an alteration of the genetic make-up
of an organism? What could be its effect on the organism? Observe the picture below.

If the genetic make-up of an organism is altered, mutation will take place. Mutation
is alteration in one’s genetic make-up. How will you inform people to help lessen the
occurrence of mutation?

POST-ASSESSMENT

A. Enrichment Activities

Activity 1. Incomplete Dominance: Pheno and Geno On the Go!

Read and analyze the given problem. Answer the questions that follow.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 while RR is the allele for color red and WW is
the allele for color white).

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Questions:
1. What would be the phenotypes of the offspring? _____________________________

2. What are the phenotypic and genotypic ratios? ______________________________

Activity 2. Codominance. A Red Bull (RR) and a white cow (CC) mated. Predict for the possible
offspring ofthe crossbreeding by using a Punnett square.

Questions:
1. What would be the phenotypes of the offspring? _____________________________

2. What are the phenotypic and genotypic ratios? ______________________________

Activity 3. Multiple Alleles. Let us try to show the cross between a wife with Type B heterozygous blood
type and the husband with homozygous blood type A.

FEMALE
MALE

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

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

Activity 4. When Gender Matters. Read the given problem: Color-blindness is a recessive, sex-linked
disorder in humans. A color-blind man has a child with a woman who is a carrier of the disorder.

KEY: X = normal vision Xc = color-blindness X XC = carrier

1. Illustrate using a Punnett square the probability of having children who will have normal vision
and children who will be color-blind.

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Guide Questions:
1. What is the genotype of the male?
2. What is the genotype of the female?
3. What is the chance that the child will be color-blind?
4. What is the chance that a daughter will be color-blind?
5. What is the chance that a son will be color-blind?

B. 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. The blending of colors among the bougainvillea flowers (Bougainvillea glabra) 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.

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 c. B
b. AB d. O

7. 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

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8. What do you call the traits controlled by the sex chromosomes?

a. X-linked traits c. Sex-limited traits
b. Sex-linked traits d. Sex-influenced traits

9. Which among the following conditions of parents will have a child that is hemophiliac?
a. When both her parents are hemophiliac.
b. When both her parents are normal (not hemophiliac).
c. When her father is normal and her mother is hemophiliac.
d. When her father is hemophiliac and her mother is normal (not hemophiliac).

10. A colorblind female marries a man with a normal color vision. What is the probability that any of their
children will become colorblind?
a. 0%
b. 25%
c. 50%
d. 75%

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