JUNIOR HIGH SCHOOL

Grade 9

SCIENCE

SCI-BOX
(A SELF-LEARNING PACKAGE FOR JUNIOR HIGH SCHOOL)

Quarter 1 | Week 3

Patterns of Non-Mendelian
Inheritance

Grade 9—Science
Competency: Explain the different patterns of non-Mendelian inheritance
(S9LT-Id-29)
Science – Grade 9
Sci-Box (A Self-Learning Package) for JHS
Patterns of Non-Mendelian Inheritance
First Edition, 2020

Published in the Philippines

By the Department of Education
Schools Division of Iloilo
Luna Street, La Paz, Iloilo City
SCIENCE
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agen-
cy or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.
Quarter 1| Lesson 1
This Sci-Box (A Self-Learning Package) is published to be utilized by the Schools
Division of Iloilo.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced or

transmitted in any form or by any means electronic or mechanical without written
permission from the Schools Division of Iloilo.

Development Team of Sci-Box

Writers: Benjamen L. Bana-ag, Julie Mae A. Cao, Estela P. Valencia

Illustrator: Armand Glenn S. Lapor

Layout Artists: Lilibeth E. Larupay, Armand Glenn S. Lapor, Zaldy M. Tondo

Reviewer: Zaldy M. Tondo

Division Quality Assurance Team: Lilibeth E. Larupay, Zaldy M. Tondo

Armand Glenn S. Lapor, Rhoda M. Erdao

Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason

Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Zaldy M. Tondo

Grade 9—Science
Competency: Explain the different patterns of non-Mendelian inheritance
(S9LT-Id-29)
Introductory Message
Welcome to Grade 9 Science.

The Sci-Box (A Self-Learning Package) for Junior High School is a developed

to guide you our dear learners to meet the standards set by the K to 12 Curriculum.

The Sci-Box aims to guide our learners in accomplishing activities at their own
pace and time. This also aims to assist learners in developing and achieving the life-
SCIENCE
long learning skills while considering their needs and situations.

For learning facilitator: Quarter 1| Lesson 1

The Sci-Box is developed to address the current needs of the learner to continue
learning in the comforts of their homes or learning centers. As the learning facilitator,
make sure that you give them clear instructions on how to study and accomplish the
given activities in the material. Learner’s progress must be monitored.

For the learner:

The Sci-Box is developed to help you, dear learner, in your needs to continue
learning even if you are not in school. This learning material aims to primarily provide
you with meaningful and engaging activities for independent learning. Being an active
learner, carefully read and understand to follow the instructions given.

REMEMBER ….
To answer the given exercises, questions and assessment, USE your Science Activity
Notebook. When you are DONE, wait for the teacher/volunteer to collect your Activity
notebook.

Good luck and God bless.

Grade 9—Science
Competency: Explain the different patterns of non-Mendelian inheritance
(S9LT-Id-29)
 SELF-LEARNING PACKAGE IN

SCIENCE 9
Heredity: Inheritance and Variation

Learning Competency:
Explain the different patterns of
non-Mendelian inheritance
(S9LT-Id-29)
 Ready to Launch!

In Grade 8, students learned that cells divide to produce new cells and
meiosis is one of the processes producing genetic variations in Mendelian
patterns of inheritance. The inheritance of characteristics is not always as
simple as it is for the characteristics that Mendel studied in pea plants. In
Mendel’s experiments with pea plants, he found out that one allele was
always dominant over the other. This resulted in just two possible
phenotypes for each characteristic.
This module will focus on the modifications of the Mendelian
principles. It is expected that the students will be able to explain the
different patterns of non-Mendelian inheritance and see the difference
between the Mendelian and non-Mendelian patterns of inheritance. The
fundamental role of chromosomes and genes in heredity and variations and
the role of DNA in the transmission of traits will be explained.

Aim at the Target!

At the end of this module, your are expected to:

1. explain the different patterns of non-Mendelian inheritance;
2. identify characters whose inheritance does not conform with predicted
outcomes based on Mendel’s laws of inheritance;
3. solve genetic problems related to incomplete dominance, codominance
multiple alleles and sex-linked traits, and
4. identify the law that was not strictly followed in the non-Mendelian
inheritance.
 Try This!

Direction: Answer briefly the following questions.

In some aliens, one center horn (A) is codominant with two horns (B).
If an alien inherits both alleles (AB), then the alien has three horns. A
recessive allele (O) results in an alien which has no horns. Can you match
the genotype to each of the pictures below? Write the genotype and
phenotype of the four aliens.

Keep This in Mind!

1. Incomplete Dominance
In incomplete dominance, a
heterozygote shows a phenotype that is
intermediate between the two homozygous
phenotypes. Neither allele is dominant over
the other. An example of incomplete
dominance is flower color in four o’clock
plant, like those shown in Figure 1. When
a pure red-flowered four o’clock plant is
crossed with a pure white flowered four
Figure 1:
o’clock plant, the offspring will produce
neither red nor white flowers. Instead, all Incomplete Dominance
flowers will be pink.
2. Codominance
Another pattern of inheritance is codominance. This results when one
allele is not dominant over the other. The resulting heterozygotes exhibit the
traits of both parents. One example of codominance is the MN blood typing
in humans. On the surface of our red blood cells are proteins bound to
sugar molecules, forming complexes called antigens. One group of antigens
are controlled by a pair of alleles, LM and LN. The pairing of these alleles will
determine the blood type of an individual, and there are three: M, MN and N.
Table 1 summarizes the genotypes and phenotypes of the MN blood typing
in humans.
Table 1. Human MN Blood Types and its Genotypes
Blood Types Genotypes
M
MN
N LNLN

3. Multiple Alleles
Sometimes, even if only two alleles control a trait, there may actually
be more than two types of alleles available. This will also lead to more than
two phenotypes expressed. Another blood group system in humans, the
ABO system, is an example of a character governed by multiple alleles.
Three alleles are responsible for this blood system: IA , IB, and i. The ABO
blood type is determined by the presence or absence of two antigens, A and
B. Allele i does not code for an antigen. There are four possible blood types
as shown in Table 2.
Table 2. Blood Types and its Genotypes

Blood Types Genotypes

A
B
AB IA IB
O ii
4. 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 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 not clot at all. Another 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 Table 3. The X
chromosome with the gene for color blindness is represented as XC, while the
one without is represented as X.
Table 3. Genotypes and Phenotypes of Color-blindness in Humans

Genotype Phenotype
XX Normal Female
X XC Normal Female, carrier of the gene
X C XC Color-blind Female
XY Normal Male
XC Y Color-blind Male

5. Sex-Influenced Traits
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. On the next page, study Table 4 which shows the pattern of expression
for baldness.
 Table 4. Expression of Pattern Baldness in Humans

Male Genotypes Male Phenotypes

XB Y B Male bald
XB Y b Male bald
Xb Y b Male non-bald
Female Genotypes Female Phenotypes
X B XB Female bald
XB X b Female non-bald
X b Xb Female non-bald

Analysis
Direction: You are tasked to answer the following questions.
1. In four o’clock plants, R is the allele for red color and W is allele for white
color. Two pink flowered four o’clock plants were crossed. Show the
possible outcome of the cross between two pink flowered four o’clock
plants by using the Punnett square.

Q1. How many types of gametes will each parent produce in the
problem?
Q2. What is the phenotype of a heterozygous four o’clock flower?
Q3. What are the possible phenotypes of the offspring from the cross of
the parental plants?
Q4. What are the possible genotypes of the offspring from the cross of
the parental plants?
2. Determine the possible traits of the calves if:
A. a red (RR) bull is mated with a red (RR) cow 1
B. a red (RR) bull is mated with a white (WW) cow 2
C. a roan (RW) is mated with a red (RR) cow 3

Mang Marcelino owns purebred 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 awhile, 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
Marcelino look for the father by solving the given problem.

Q5. Will you be able to trace the father of the calves? What are the
possible phenotypes of the calves for each cow?
Q6. Do you think you will make Mang Marcelino happy about the result
of your investigation?
Q7. How will you explain it to him?
Q8. How will you apply what you have learned to improve the breeds of
livestock in your area?

3. Given the blood types of the mother and the child, identify the possible
blood type of the father.

Mother’s Blood Type Father’s Blood Type Child’s Blood Type

A A
B AB
AB B
O O
4. 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.
Illustrate using a Punnett square the probability of having children who
will have normal vision and children who will be color-blind.
KEY: X = normal vision Xc = color-blindness

Q9. What is the genotype of the male?

Q10. What is the genotype of the female?
Q11. What is the chance that the child will be color-blind?
Q12. What is the chance that a daughter will be color-blind?
Q13. What is the chance that a son will be color-blind?

Abstraction and Generalization

Incomplete dominance is a form of intermediate

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.

In codominance, both alleles are expressed equally in

the phenotype of the heterozygote. For example, red
cows crossed with white cows will have offspring that
are roan cows. Roan refers to cows with red hair and
white blotches.
 In humans, there are four blood types (phenotypes): A,
B, AB, O. Blood type is controlled by three alleles: A, B,
O. O is recessive, two O alleles must be present for a
person to have type O blood. A and B are codominant.
If a person receives an A allele and a B allele, their
blood type is type AB.

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.

Application
Direction: Read the situations below. Answer the questions that follow.
Situation (1)
1. Hemophilia is a disease caused by a gene found on the X chromosome.
Therefore, it is referred to as a sex-linked disease. The recessive allele
causes the disease. A man with hemophilia marries a woman that is
homozygous dominant for the trait.
Make a key for the trait. XH=____________Xh = _____________
Illustrate using a Punnett square the probability that their children
will have the disease.
 Q1. Identify the genotype of the male? female?
Q2. Will any of their children have the disease?
Q3. Predict the probabilities of their children having the disease.

2. Blood type is determined by the presence or absence of two antigens –

antigen A and antigen B. The body’s ability to produce antigens is a trait
that is inherited. Using the information about inheritance of blood type,
answer the given problem:
A father of four children has blood type A. The mother has blood type O.
Q4. Predict the possible blood types of their children.
Q5. Explain why two of their children have blood type A while the other
two have blood type O.

3. Predict the genotypic and phenotypic ratios in the offspring if the mother
is bald and the father is not bald (refer to Table 4 Expression of Pattern
Baldness in Human). Perform a cross using a Punnett square.
Q6. In what way are sex-limited and sex-influenced characters similar?
Q7. What is the main difference between sex-limited and sex-
influenced traits?

Reflect

Why is it important to learn non-Mendelian inheritance?

Reinforcement & Enrichment

In the Mendelian patterns of inheritance, the effects of the recessive

genes are not observed when the dominant gene is present. Do traits always
follow the Mendelian principles of heredity? What is your stand?
 Assess Your Learning

Direction: Read each item carefully. Write the letter of the best answer.
In fruit flies, humans and other mammals, sex is determined by an X-Y
system. However, many organisms do not have the X-Y system of sex
determination. For example, birds have a Z-W system. Male birds are ZZ,
where as females are ZW. In chickens, barred feathers (ZB) are dominant
over non-barred feathers (Zb).
1. Draw a Punnett square that shows the results of a cross between a
barred female and a non barred male chicken.

2. What is the probability that the offspring will be barred female?

a.0 b. 50% c. 75% d. 100%

3. What is the probability that the offspring will be non barred female?
a.0 b. 50% c. 75% d. 100%

4. What is the probability that the offspring will be barred male?

a.0 b. 50% c. 75% d. 100%

5. What is the probability that the offspring will be non barred male?
a.0 b. 50% c. 75% d. 100%

6. What blood type will be most likely possessed by a person who inherits
the A and O blood types alleles?
a. Blood type A c. Blood type O
b. Blood type AB d. Blood type B
7. What is the phenotype of cattle with this genotype: XlXl ?
a. lactating male c. nonlactating male
b. nonlactating female d. lactating female

8. Which of the following is TRUE about X- linked inheritance?

I. A father may transmit an X-linked trait or disease to his sons.
II. A father may transmit an X-linked trait or disease to his daughter.
III. A mother may transmit an X-linked trait or disease to her sons.
a. I only c. I and II only
b. II and III only d. II only

9. Which sex chromosome is present in both male and female?

a. X-chromosome c. Y-chromosome
b. Z-chromosome d. XZ chromosome

10. Pink four o’clock flowers are obtained from a cross between a pure bred
red flower plant and white flower plant. What is the genotype of the pink
flowers?
a. RR b. RW c. WW d. RWR

References & Photo Credits

Campbell, N.et.al. (2009). Biology (8th ed.). Pearson Education, Inc

DepEd. (2009). Biology Science and Technology Textbook for second year,
Book Media.
Mader (2009). Essentials of Biology (2nd ed.). Mcgraw Hill Companies, Inc.
Rabago, L. et.al. (2010).Functional Biology: Modular Approach. Vibal
Publishing House, Inc.
University of the Philippines National Institute for Science & Mathematics
Education Development 2000. Source book on Practical Work for
Teachers: High school biology (Vol. 2). Q.C.