9

Science 9
Quarter 1 – Module 3:
Heredity: Inheritance and
Variation

AIRs - LM
LU_Q1_Science9_Module3
SCIENCE 9
Quarter 1 - Module 3: Heredity: Inheritance and Variation
Second Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.

Development Team of the

Module Author: Lorraine R. Lachica

Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewer: Lorena C. Delizo
Language Reviewer: Ma. Cherry Barrairo
Illustrator: Ernesto F. Ramos Jr.
Design and Layout: Mariza R. Mapalo
Management Team:

Atty. Donato D. Balderas Jr.

Schools Division
Superintendent Vivian Luz S.
Pagatpatan, Ph D
Assistant Schools Division Superintendent
German E. Flora, Ph D, CID Chief
Virgilio C. Boado, Ph D, EPS in Charge of LRMS
Rominel S. Sobremonte, Ed. D, EPS in Charge of Science
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II

Printed in the Philippines by:

Department of Education – SDO La Union

Office Address: Flores St. Catbangen, San Fernando City, La Union

Telefax: 072 – 205 – 0046

Email Address: [email protected]

LU_Q1_Science9_Module3
 9
Science
Quarter 1 - Module 3:
Heredity: Inheritance and
Variation

LU_Q1_Science9_Module3
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

LU_Q1_Science9_Module3
 Target

This module focuses on how genetic information is organized on genes in

chromosomes and the different patterns of inheritance. It also describes the location
of genes in chromosomes, explain the different patterns of non- Mendelian
inheritance and describe the molecular structure of the DNA. Gregor 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.

Furthermore, it helps and guides the learners to answer the many questions that
puzzle them on how traits were being passed from parents to offspring, how unique
an organism is and to clarify them about the role of DNA and chromosomes in
coding the instructions for traits passed from parents to their offspring.

Most Essential Learning competency:

Explain the different patterns of non -Mendelian inheritance STL9-Id-29

The module is divided into 4 lessons, namely:

⚫ Lesson 1- Structure and components of DNA

⚫ Lesson 2- Incomplete Dominance
⚫ Lesson 3- Codominance
⚫ Lesson 4- Multiple Alleles
⚫ Lesson 5- Sex Chromosome and Sex Determination

After going through this module, you are expected to attain the following
objectives:

1. Describe the location of genes in chromosomes.

a) Identify the component of DNA molecule
b) Explain the chromosomal basis of inheritance
2. Explain the different patterns of non-Mendelian inheritance.
3. Solve genetic problems related to incomplete dominance, codominance,
multiple alleles and sex-linked traits.

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 LESSON Structure and
1 Components of DNA

Jumpstart

Observing Yourself and Others

I. Objective

Observe some similarities and differences between you and your siblings

II. Procedure

Observe the differences in the physical traits of your siblings.

Identify the features from the list below.

TRAIT APPEARANCE
Skin color
Type of hair
Hairline
Dimples
Nose
Lips
Earlobes
Handedness

V. Observation

1. Is there any similarity between you and your siblings?

2. What is the importance of assessing your trait?

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 Discover
The information in DNA is stored as a code made up of four chemical bases:
the four nucleotide monomers are adenine (A), guanine (G), (Purines) cytosine (C),
and thymine (T). (Pyrimidine). The sequence, of these bases determines the
information needed for building and maintaining an organism, similar to the way in
which letters of the alphabet appear in a certain order to form words and sentences.
The four chemical bases form hydrogen bonds between the strands. Adenine
complements with Thymine while Guanine compliments with Cytosine.

DNA is organized structurally into chromosomes and then wound around

nucleosomes as part of those chromosomes. Functionally, it's organized into genes,
of which are pieces of DNA, which lead to observable traits. And those traits come
not from the DNA itself, but actually from the RNA that is made from the DNA, or
most commonly of proteins that are made from the RNA which is made from the
DNA. So, the central dogma, so-called of molecular biology, is that genes, which are
made of DNA, are made into messenger RNAs, which are then made into proteins.
But for the most part, the observable traits of eye color or height or one thing or
another of individuals come from individual proteins. Sometimes, we're learning in
the last few years, actually, they come from RNAs themselves without being made
into proteins-
-things like micro RNAs. But those still are relatively the exception for accounting
for traits. DNA stores the genetic information that instructs the cell on which
proteins to make. So, DNA makes PROTEINS (both are biomolecules!) Responsible
for determining all organism’s traits such as eye color, body structure, and enzyme
production.

https://images.app.goo.gl/Zk5jE6ebYMZ7Z8MYA

The backbone of DNA molecule is composed of alternation sugar and phosphate

groups. An important property of DNA is that it can replicate, or make copies of

itself. Each strand of DNA in the double helix can serve as a pattern for duplicating
the sequence of 6 bases. This is critical when cells divide because each new cell
needs to have an exact copy of the DNA present in the old cell.

DNA is made up of millions of building blocks called nucleotide, which contain

1 sugar (S) nitrogenous base either (cytosine, guanine, thymine or adenine (NB)

1 phosphate (P)

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 https://images.app.goo.gl/gEV1W57yADzNDhfg7

Gene Structure and Chromosomes Gene

Gene is the genetic carrier of traits that passed on from parents to offspring. Gene is

also considered as basic unit of heredity and made up of DNA. And approximately
there are 3000 genes that are organized into chromosomes. Some genes act as
instruction to make molecules called proteins. However, many genes do not code for
proteins

https://images.app.goo.gl/YtZhS9RVv24wyxXH9

Gene Location

In 1902 and 1903, Sutton and Boveri published independent papers

proposing what we now call the chromosome theory of inheritance. This
theory states that individual genes are found at specific locations on particular
chromosomes, and that the behavior of chromosomes during meiosis can explain
why genes are inherited according to Mendel’s laws. Chromosomes, like Mendel's
genes, come in matched (homologous) pairs in an organism. For both genes and
chromosomes, one member of the pair comes from the mother and one from the
father. It is a thread-like structure found in the nuclei of both animal and plant
cells. Chromosomes are carrier of hereditary traits located inside the nucleus of a
cell.

https://images.app.goo.gl/t31E27eewEdvgRX26

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 Explore
Activity 1.1

Objective: Make a DNA

origami Materials:

• Blank DNA template

• Crayons

• Scissors

• Tape or glue

Procedures

1. Write the letter of your DNA sequence (A, C, G, or T) in the top right corner
and continue your sequence down the column on the right.
2. Write the corresponding complementary bases in boxes diagonally across
from your sequence as shown
3. Fold in half lengthwise. Make all creases as firm as possible
4. Hold the Paper so that the thick lines are diagonal and thin lines are
horizontal. Fold the top segment down and then unfold.
5. Start coloring the DNA sequence
6. Fold the top two segments down the next horizontal line. Unfold
7. Repeat for all segments
8. Turn the paper over
9. Fold along the first diagonal line. Unfold and fold along the second diagonal
line. Repeat for all diagonal line.
10. Fold the white edge without letters up.
11. Fold the other edge away from you. Partly unfold both edges.
12. You can see how the model is starting to twist
13. Twist and turn the paper while pushing the ends towards each other.
14. Now let go!
15. Admire your completed DNA double helix!

Guide Question:

1. Describe the shape of the DNA molecule.

2. What are the nitrogenous bases present in the DNA group of purines?
3. What are the nitrogenous bases present in the DNA group of pyrimidine?
4. What is the component that serves as the backbone or side of the ladder of
the DNA?

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1. If we all have the same components of DNA, why do we look different from other
people and from other organisms like plants and animals?

Deepen

Making DNA model using recycled materials

Objective: Make a DNA model using recycled materials

Materials: Recycled materials

Procedure: Choose one of the sequences below.

Sequence 1: T A C G T A T G A A A C -or

Sequence 2: T G G T T T A G A A T T

Gather your supplies.

Guide questions:

1. What are the common parts of a nucleotide?

2. What is the one part of the nucleotide that differs among the other different

nucleotides?

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3. What are the different kinds of nitrogen bases?

4. Are there always going to be an equal number of adenine and thymine nucleotides
in molecule? Why?

5. Are there always going to be an equal number of guanine and cytosine nucleotides
in a molecule? Why?

6-8. The sides of the ladder are made up of alternating and

molecules. The steps (or rungs) of the ladder are made up of held together

by hydrogen bonds.

9-10. What are the chemical base pair of the following?

=A, =C, =T, =G

Gauge
Match and Pair

Direction: Match Column A with those in Column B. Wherein Column A

contains word related to genetics while Column B contains the definition. Write
the letter of the correct answer on the blank before the number.

Column A Column B
1. Chromosome A. cell division
2. Cytogenetics B. new combinations of genes
3. Mitosis C. carries the hereditary materials
4. Genes D. pairs of genes
5. Recombinant E. segment of DNA
6. Alleles F. study of chromosomes and their role
7. Idiograms G. X and Y
8. Sex chromosomes H. molecular locations of gene on chromosome
9. Phosphate group I. A,T,C,G
10. DNA code J. Backbone or side of the ladder
11. Purine Group K. T,C
12. Pyrimidine Group L. The passing on of characteristics from one
generation to the next
13. Heredity M. Chromosome that is made up of DNA tightly coiled
proteins .
14. Inheritance N. A thing that is inherited
15. Histones O. A,G

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LU_Q1_Science9_Module3
 LESSON Incomplete Dominance
2

Jumpstart

Incomplete dominance it is a form of intermediate inheritance in which one

allele which expresses a specific trait is not completely dominant over the another
allele which expresses a different trait. This type of interactions results in a third
phenotype in which the phenotype of the trait expressed is a combination of the
dominant and the recessive phenotypes.

Observing Crossing Over of an Organism

Objective : Observe the result of crossing between two organisms with different
phonotype.

Procedure : Describe the differences in the crossing between organisms with its
physical traits

PINK

1. What did you observe in the illustration?

2. Why does carnation pink is the result of cross-pollination between a red

carnation? and a white carnation.

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 Discover
Incomplete dominance is a form of intermediate inheritance in which one allele
which expresses a specific trait is not completely dominant over the other allele
which expresses a different trait. This type of interactions results in a third
phenotype in which the phenotype of the trait expressed is a combination of the
dominant and the recessive phenotypes.

Example: A cross between a red-flowered (RR) and white-flowered (WW) four o’clock

flowers (Marabilis jalapa). The resulting flowers have a pink color (RW) as shown in

Figure 5.

https://images.app.goo.gl/hZ7SQKtPVbHpSPdaA

If you look at the Punnett square, you come up with the phenotypic and
the genotypic ratio of the possible offspring.

Phenotypic ratio: 100% pink

Genotypic Ratio: 100% RW

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 Explore

Activity 1.1

Objective: Show a cross using a Punnett square.

Determine the genotypic and phenotypic ratio of the offspring.

Direction: Answer the following problem.

R W

What are the resulting offspring in the Punnett square?

What would be the genotypic and phenotypic ratios of the offspring?

1. Show a cross between homozygous gumamela white (WW) x Homozygous

gumamela red (RR)

W W

What are the resulting offspring in the Punnett square?

What would be the genotypic and phenotypic ratios of the offspring?

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Activity 2: What’s My Phenotype and Genotype?

Objective:

Solve genetic problems related to incomplete dominance

Procedure:

1. Refer to table below.

Table1: Phenotype and genotype of Gumamela flower.

Write the genotype and phenotype of the offspring when pink flower is crossed

to a white flower.

Phenotype Genotype

RED RR

WHITE WW

PINK RW

What are the resulting offspring in the Punnett square?

What would be the genotypic and phenotypic ratios of the offspring

Write the genotypic and the phenotypic ratio of the offspring.

Ratio: Genotypic Ratio=

Phenotypic Ratio=

Deepen

Objective: Describe incomplete dominance.

Investigate incomplete dominance in your community.

Give 7example of incomplete dominance that you observe in your community.

Direction: Answer the following questions.

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Example:

 A child with wavy hair as a result of one parent's curly hair and the other's
straight hair.
Guide Question:
What is incomplete dominance?
What did you observe in your community?
3.What are the similarities of your given example?
4.Can you see species exhibiting this kind of inheritance in your backyard?
5.How do you recognize incomplete dominance?
6. Does incomplete dominance occur in humans?

Gauge

Objective: Determine the possible traits in each offspring.

Show the phenotype and genotype of the offspring of a monohybrid cross
Calculate the phenotypic and genotypic ratio of the offspring.
Direction: Answer the following problem.

A cross between a bird with blue feathers and a bird with white feathers produces
offspring with silver feathers. The color of the birds is determined by only two alleles.

1. What are the genotypes of the parent birds?

2. What is the genotype of the bird with silver feathers?

3. Draw/solve through a punnet square

4. Can you figure out the phenotypic ratios of the offspring of two birds with silver
feathers?

5. Can you figure out the genotypic ratio ratios of the offspring of two birds with
silver feathers?

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LU_Q1_Science9_Module3
 LESSON Codominance
3

Jumpstart

Another non-Mendelian pattern of inheritance is codominance neither of the

alleles is recessive or dominant; neither of the gene expression is masked or
expressed completely in the presence of the other gene. Instead, there is a blend of
the two alleles which creates a new feature. In codominance both the alleles are
expressed equally and their features are expressed in the phenotype. Codominance
is different from incomplete dominance in a way that the former has both alleles
manifesting the phenotypes whereas the latter produces an intermediate
phenotype.

https://images.app.goo.gl/TJxeiWMYfMCZbNQSA

1. Describe what will happen if black chicken crossed between white

chicken?

2. Does the phenotype of a black and white chicken combine? What do you
think is the reason?

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LU_Q1_Science9_Module3
 Discover

In the codominance inheritance neither of the alleles is recessive or

dominant; neither of the gene expression is masked or expressed completely in the
presence of the other gene. Instead, there is a blend of the two alleles which creates a
new feature. In codominance both the alleles are expressed equally and their
features are expressed in the phenotype. Codominance is different from incomplete
dominance in a way that the former has both alleles manifesting the phenotypes
whereas the latter produces an intermediate phenotype.

Below are examples of codominance.

1. Horse color

The roan coat color of a horse is due to codominance. Roan is the result when
a color appears in conjugation with white and red as shown in Figure 6. It is the
graying out of a color, and in horses there are three types of roans: red, bay, and
blue. All the colors follow similar co-dominance patterns.

https://images.app.goo.gl/kc1ZtLxUKUadSZNr6

2. Flower colors

If two plants were crossed to produce white and red flower, and if the alleles
of the gene responsible for petal color were dominant in nature, the flower produced
by the progeny plant would either be white with red spots or red with white spots

https://images.app.goo.gl/Ztg5gfc9NrZgsHLv9

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3. AB Blood Type

People with this blood type have A and B proteins at the same time. The ABO
gene determines what blood type a person has, and everyone has two copies of this
gene, one from each parent. There are several combinations of blood types that can
result, but when a person has both an A and a B allele, it will lead to blood types
visible in the blood, AB.

Explore

Objectives:
1. Describe the location of genes in chromosomes
2. Show the phenotype and genotype of the offspring of a monohybrid
cross
3. Give the phenotypic ratios of the offspring

Direction: Answer the following problems.

Procedure: Read the given problem

1. In some chickens, the gene for feather color is controlled by codominance.

The allele for black is B and the allele for white is W. The heterozygous
phenotype is known as erminette.

a. What is the genotype for black chickens? _

b. What is the genotype for white chickens?

c. What is the genotype for erminette chickens?

2. Show the possible outcome of the cross between two erminette chickens
by using the Punnett square. Determine its genotypic and phenotypic
ratio of the offspring.

Genotypic ratio: Phenotypic ratio:

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 2. Using a Punnett square, show the offspring of a cross between a
homozygous white fur cattle and one that is roan. Give the phenotypes
and genotypes of the offspring.

Cattle coat color key: CR = red CW= white

CWCR or CRCW = roan (where both red and white are expressed)

Genotypic ratio: Phenotypic ratio:

Deepen

Mystery Bull

Objective:
1. Determine the possible traits in each offspring.
2. Show the phenotype and genotype of the offspring of a monohybrid cross
3. Investigate the possible offspring

Direction:

1. Read the story and answer the following problems.

Mang Peping 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 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 Peping look for the father by solving the given problem.

2. 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) is mated with a red(RR)cow 3

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 3. Illustrate your answers using a Punnett square.

4. Write your answers on the paper.

5. Will you be able to trace the father of the calves?

6. What are the possible phenotypes of the calves for each

cow?

7. Do you think you will make Mang Peping happy about the result of
your investigation?

8. How are you going to explain it to him?

9. How would you apply what you have learned to improve the breeds of
livestock in your area?

10. What possible suggestions can you give to animal breeders in your area?

Gauge

Objective:
1. Show the phenotype and genotype of the offspring of a monohybrid
Cross
2. Calculate the genotypic and the phenotypic ratio of the offspring.

Direction:

1. Solve genetic problems related to codominance

Phenotype:

Phenotype: Red Phenotype: Red

Genotype: Genotype:

Phenotype: Phenotype:
Roan Genotype: Roan Genotype:

Genotypic Ratio= Phenotypic Ratio=

2. What should be the genotypes and the phenotypes of the parent cattle if the
breeder wants to only have white fur cattle. Show your cross on a Punnett
square.

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LU_Q1_Science9_Module3
 LESSON Multiple Alleles
4

Jumpstart

Alleles are alternative form of a gene that controls a certain trait. Normally, a
gene is controlled by only two alleles but there are genes that have two or more
alleles. For example, in human, the ABO blood type. In this case three alleles are
controlling the blood group, wherein blood type A is codominant with blood type B
and blood type O is recessive. The four possible blood types are shown in Table 3

below.

https://images.app.goo.gl/MPUEYv5o9nrmPqog9

I. Objective:

Describe the given illustration by giving the correct word of the jumbled letter.

NEOVIOTLU

SEEDRB

OMBCDENI

IENCHNEARIT

DBLOOD

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II: Guide Question:

1. What can you say to your answers in the jumbled letter?

2. Compare your answers in the jumbled word to the given illustrations
3. What is the main idea of the illustration?

Discover

Multiple alleles are defined as the type of non-Mendelian inheritance pattern

that comprised of more than two alleles that code for a certain characteristic in a
species. Multiple alleles mean there is more than two types of phenotypes present. It
also depends on the dominant and recessive alleles that are present in the trait and
the pattern of dominance the individual alleles follow when they are combined
together.

Multiple alleles examples: The ABO blood type in humans is a good example of
multiple alleles. Red blood cells of humans are of type A (IA), type B (IB) or type O
(i). These different alleles that code for blood groups can be combined in different
ways by the Mendel's law of inheritance principle. The resulting genotypes are A, B,
AB or type O blood group. The blood type A is a combination of two alleles (IA) or
one A allele and one O allele (IA i). Similarly with the blood type B, it is coded by two
B alleles (IBIB) or one B allele (IB) and one O allele (IBi). The blood type O can only
be coded by two o alleles (ii), it is a recessive trait.

https://images.app.goo.gl/9fhXN9DXhxPLvFnq8

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 Explore

What’s Your Blood Type?

Objective: Infer the unknown phenotypes of individuals on the basis of the known
phenotypes of their family members.

Direction: Solve genetic problems related to multiple alleles.

Procedure:

1. Given the blood types of the two family members, determine the possible
blood type of the remaining member.

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

A A
B AB
AB B
O O

2. Determine child’s blood type if a mother has type A (AA) blood and the father
has type B (BB) blood. Show your solution using a Punnett square.
3. Write the genotypic and phenotypic ratio of the offspring.

Ratio: Genotypic Ratio= Phenotypic Ratio=

Deepen

Blood Matching

Objective: Infer the unknown phenotypes of individuals on the basis of known

phenotypes of their family members.

Direction: Solve genetic problems related to multiple alleles.

Procedure: Read the given problem.

1. Three children recently born in a hospital were accidentally mixed up. The
blood types of the parents involved are given along with the blood types of the
infants. Determine which baby belongs with which parents.

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 Mother & Father Babie
Parent 1 Type A & Type B Child X - Blood Type A

Parent 2 Type O & Type AB Child Y - Blood Type O

Parent 3 Type B & Type O Child Z - Blood Type AB

2. A man with blood type AB marries a woman with blood type O. Using the
Punnett square below; show all possible genotypes of the offspring.

Phenotypic Ratio: Genotypic Ratio:

3. Could a mother with type B blood and a father with type O blood produce
an off spring with type AB?

4. In a paternity case, a woman with blood type O claims a man with blood
type A to be the father of her child. Is there any possibility that the woman is
correct? If so, show the genotypes of the people involved and likely cross to
produce a child with blood type O.

Gauge

Possible offspring

Objective: Show the possible outcome of the cross-blood types.

1: Construct the Punnett square and show the possible outcome of the
cross.

AB B
O B
A AB
AB O
A O

2. Interpret the result

3. Write the genotypic and phenotypic ratio of the offspring.

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 LESSON Sex Chromosomes and Sex
5 Determination

Jumpstart

Humans have 46 chromosomes in each cell. According to study human body

cells show 23 pairs of chromosomes for both males and females. Twenty-two pairs
are somatic chromosomes. The 23 rd pair consist of sex chromosomes. In human
males and some other organism havr non-identical sex chromosome (XY). Females
have identical (XX) sex chromosomes.

Boy or Girl?

Objective: Identify how sex in human is determined

Procedure:

1. Draw a punnet square which shows the inheritance of the sex

chromosomes.
Represent the female sex chromosomes with XX and the male sex
chromosome with XY.

Guide Question:

1. What will be the sex of a child produced when an egg is fertilized by a

sperm that has a Y chromosome?
2. What type of sperm must fertilize an egg to result in a female child?
3. Based on this punnett square, what percentage of children would you
expect to be male and female?

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 Discover

Sex linked genes are genes that are in the sex chromosomes and that are
therefore inherited differently between males and females. In mammals, were the
female has two X chromosomes (XX) and the male has one X and one Y
chromosome (XY), recessive genes on the X chromosome are more often expressed
in males because their only X chromosome has this gene, while females may carry a
defective recessive gene on one X chromosome that is compensated by a healthy
dominant gene on the other X chromosome. Common examples of sex-linked genes
are those that code for colorblindness or those that code for hemophilia (inability to
make blood clots) in humans.

EXAMPLE OF X-LINKED TRAIT

1. Colorblindness
Colorblindness is a recessive gene that is only expressed on the X
chromosome (let’s use X* for the X chromosome carrying the recessive
colorblind gene). If a male receives the colorblind gene from the mother, this
individual will be colorblind (X*Y). If, on the other hand, a female receives
one colorblind gene (either from the mother or the father) and another
healthy gene (not colorblind, either from the mother or the father), then this
female organism (XX*) will not be colorblind because the healthy gene is
dominant and the recessive colorblind gene will not be expressed. She will be
however, a carrier, which implies that she can pass on the colorblind gene to
her offspring. Finally, if a female receives a colorblind gene from the mother
and another colorblind gene from the father, this female will be colorblind
(X*X*).
2. HEMOPHILIA
Hemophilia is a sex-linked disease. It is a recessive disorder and it
impairs the ability to clot blood, this happens due to the missing blood
clotting factor. The alleles of hemophilia are present on the X chromosome.
Most of the males have this disorder, females also have this disease, but the
cases are few.

Example Of A Y-Linked Trait:

*Y-linked traits never occur in females, and occur in all male descendants of
an affected male.

Hypertrichosis Pinnae Auris

Hypertrichosis pinnae auris, a genetic disorder in humans that causes hairy

ears. Since the trait is found in the Y chromosome, then the 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.

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Sex-Limited Traits

Sex-limited genes are autosomal genes (genes located on autosome

chromosomes, i.e., not located on the sex chromosomes) that affect traits which
appear only in one sex, but not in the other sex. Traits of this kind are called sex-
limited traits e.g., milk production in dairy cattle, the formation of breast in human
and the ability to produce eggs in chicken. The genes involved in these traits operate
in females but not in males.

Sex-Influenced Traits

The expression of some gens may be sex influenced. The traits controlled by
these autosomal genes appear in either sex, but either the frequency of occurrence
in the two sexes are different or the relationship between genotype and phenotype
is different. An example 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.

Explore

Are You an XX or XY?

Objective: In this activity you will learn how sex in human is determined.

Procedure: Study the Punnett square and complete the statements below.

X Y

1. The sex of the child produced is if the egg is fertilized by an X

bearing sperm.

2. The sex of the child produced is if the egg is fertilized by a Y

bearing sperm.

3. The
sex chromosome is present in both male and female.
4. There is
% chance of having male child.

5. The sex chromosome determines the person’s sex.

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 Good job scientist! Now that you are familiar with the sex chromosomes,
always remember that they also carry genes, which are factors of heredity.

Deepen

My X and Ys

Objective: Solve problems related to sex-linked traits

Direction: Answer the given genetic problem.

Procedure:

For each of the following crosses remember that hemophilia and color
blindness are recessive sex-linked traits in humans. In sex linked traits men will
always express the trait if they carry it on the X chromosome. Women can express
the trait only if it is found on both X chromosomes. Women have two normal
phenotypes: homozygous normal and carrier. Men have only one normal phenotype
because they have only one X chromosome. Hemophilia for example:

Normal Male: XH Y

Hemophiliac Male: XhY

Normal Female: XHXH&XHXh (carrier)

Hemophiliac Female: XhXh

*Draw a punnett square to solve the problem.

1. A woman that is a carrier of hemophilia marries a hemophiliac man. What is the

probability that their children will be a hemophiliac?

2. A hemophiliac woman has a mother who is phenotypically normal. What are

the genotypes of her mother and her father?

3. What is the probability that a normal vision woman who marries a man who is
color blind will have a daughter who is color blind.

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 Gauge

Objective:

1. Give the genotypic and phenotypic ratios in the offspring if the mother is
bald and the father is not bald.

Direction: Solve the given problem

If you look at the heterozygous gene pair of 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.

Procedure: Perform a cross using a Punnett square.

Male Genotypes Male Phenotypes

XYBB Male bald
XYBb Male bald
XYbb Male nonbald
Female Genotypes Female Phenotypes
XXBB Female bald
XXBb Female nonbald
XXbb Female nonbald

1. Interpret the result

2. Write the phenotypic and genotypic ratio

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References

Alvarez, L., Angeles, D., Apurada, H., Carmona, M., Lahorra, O., Marcaida, J.,
Olarte, M., Osorio, E., Paningbatan, D., Rosales, M. and Delos Santos, M.,
2014. Science-Grade 9 Learner's Module. 1st ed. Pasig City: Department
of Education, pp.28-47.

Aquino, M., Madriaga, E., Valdoz, M. and Biong, J., 2017. Science Links 9. Revised
ed. Sampaloc,Manila: Rex Book Store,Inc, pp.44-55.

Angeles, Delfin, Lieza Crisostomo, Darwin Quinsaat, and Salina Toledo.

2013. Science Vistas 9. Makati City: Salesiana Books by Don Bosco Press.

Bergmann, D. C. (2011). The chromosomal theory of heredity. In Genetics

lecture notes. Biosci41, Stanford University, 21 Dominance (genetics).
(2015, November 3). Retrieved November 21, 2015 from

Wikipedia: https://en.wikipedia.org/wiki/Dominance_%28genetics%29.

Genome News Network. (2004). Theodor Boveri (1862-1915) and Walter Sutton
(1877-1916) propose

that chromosomes bear hereditary factors in accordance with Mendelian laws. In

Genetics and

genomics timeline. Retrieved

from
http://www.genomenewsnetwork.org/resources/timeline/1902_Boveri_Sutton.php
https://www.slideshare.net/MMASSY/gene-action-and-modification-of-mendelian

http://mail.nlesd.ca/~patrickwells/biology/genetics/sexlinked.html

http://mail.nlesd.ca/~patrickwells/biology/genetics/incomplete.html

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 For inquiries or feedback, please write or call:

Department of Education – SDO La Union

Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
[email protected]
[email protected]

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