RO_MIMAROPA_WS_Science8_Q4

Science 8
Fourth Quarter
Week 3

Lesson 1: Genesis of Genetics

MELC: Predict phenotypic expressions of traits following simple patterns
of inheritance. (S8LT-IVf-18)
Objectives: Discuss some key concepts of genetics which include heredity,
inheritance, and variation.
Explain Mendel’s principles of heredity.

KEY CONCEPT:

We always wonder how we acquired our physical features from our

parents. Even some resemble very closely to either their father or mother.
Others don’t look like their parents. All these things are explained by heredity.
It is a process by which parents transfer traits to their offspring. Alongside
heredity is variation. All organisms vary. For instance, we have different
species of banana- from lakatan to saba. Variation refers to the diversity of
characteristics in a specific group of organisms. Both heredity and variation
are studied in a branch of biology known as genetics.

Before the establishment of the science of genetics, there were many

non-scientific beliefs about the nature of heredity. For instance, the traits
acquired by an organism are a combination of the traits from the parents. So
by saying that a tall father and a short mother will come up with a medium
one. But how can one explain the existence of tall offspring from tall and short
parents?

It was until in the 1860s when Gregor

Mendel, an Austrian monk in Brunn, Austria (now
part of the Czech Republic) pioneered the study on
patterns of inheritance. He used pea plants for his
study. He carefully cross-bred these plants and
observed seven major characteristics including seed
color, seed shape, flower position, flower color, pod
shape, pod color, and stem length. Data collection
and organization were done under controlled
conditions. His work was considered one of the most
important works in biology. He is regarded as the
Father of Genetics. Gregor Mendel
(Photo Credit: public
domain/ Wikimedia
After careful organization and analysis of data, Commons)
Mendel found out trends in how traits from parent
plants were acquired by the succeeding generations of pea plants. Let us take
the case of flower color in pea plants. When he cross-pollinated purple and
white-flowered pea plants and noticed that the characteristic of having a white
flower in pea plants did not occur in the first generation of pea plants. To

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further test the validity of his experiment, he cross-pollinated plants of the

first generation. After several months, he noticed that white flowers
reappeared in the second generation of plants. The same results were true
when he studied other characteristics of pea plants. Likewise, the second
generation followed a distinct ratio of results-3:1. Therefore, for every purple-
flowered pea plant in the second generation, there was a white-flowered one.
The following diagram shows the observations of Mendel on
flower color in pea plants.

Mendel’s observations on the flower color in pea plants.

Source: https:// i. imgur.com/WjAejQd.gif

Based on the results of his experiment, Mendel was able to formulate

three principles that explain how traits are transferred from parents to
offspring.

1. Principle of Dominance and Recessiveness

We notice that specific traits always come in pairs. These pairs are
called alleles. For instance, there are tall and short plants, purple and white-
flowered plants as well as round and wrinkled seeds. But an organism only
acquires one of these pair of traits. Aside from this, we can also observe that
the two contrasting traits, one seems to dominate the other in a population.
Based on these assumptions, Mendel was able to formulate the principle of
dominance and recessiveness. This states that factors (Mendel refers to
traits) can be dominant or recessive. Dominant traits are those that prevent
the expression of recessive traits in a generation. These are also traits that
are highly observable in a population. Recessive traits, on the other hand,
are those that can be expressed in the absence of a dominant trait.

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Pea plant dominant and recessive traits

Source: https://www. Scienceabc.com/ wp-content/uploads/2018/05/Pea-plant-
dominant-and-recessive

2. Principle of Segregation
Mendel noticed that the seven characteristics that he studied on pea
plants, always one parental trait (the recessive one) are not expressed in the
first generation of offspring but reappears in the second generation. Because
of this observation, he was able to come up with the principle of segregation.
This states that the pairs of traits or alleles segregate during gamete
formation. This principle was later proven through advancements in cell and
molecular biology.

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3. Principle of Independent Assortment

The principle of independent assortment of traits states that each pair
of alleles separates independently of the other pairs during gamete formation.
This means that traits are transmitted to offspring independently of one
another.

Mendel published his experimental results and analysis in 1866.

However, biologists of that time paid little attention to them. Nobody tried to
repeat Mendel’s experiments or to apply the techniques he used to study the
different traits in other organisms. For many years, Mendel’s results remained
unnoticed. However, these results were Karl Correns, Hugu de Vries, and
Erich Tschermark von Seysenegg. Only then did the scientific world come to
know and benefit from Mendel’s findings.

This rediscovery marked the beginning of the analytical study of

heredity. It also gave birth to genetics as a new science, founded on Mendel’s
findings. Genetics also includes the study of genes and chromosomes and
their properties and behavior in cells, individuals, and the population.

ACTIVITIES

Activity 1: Who Am I?
Procedure:
1. Examine some of your observable characteristics.
2. Identify your traits that are similar to your parents.
3. Fill in the table below to show the traits that you and your
parents possess. Put a check (√) if the trait is present.

Observable Traits Father Mother You

1. Earlobes
a. Free earlobes
b. Attached earlobes

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2. Tongue
a. Tongue roller
b. Non-tongue roller
3. Hand
a. Right-handed
b. Left-handed
4. Hair
a. Naturally curly hair
b. Straight hair
5. Dimples
a. With dimples
b. No dimples

Answer the following questions:

1. What traits do you and your father have in common?
2. In what way are you similar to your mother? Father?
3. What traits do you share with both of your parents?
4. Do you show traits not common to your parents?
5. Suppose you get married and have a child whose traits are
different from yours and your spouse. How will you explain this?

Activity 2: GENETXT

Procedure:
To decode the terms, write the letter of the alphabet that comes after
each letter on the boxes below. The definition that follows might be a great
help. Underlined letters need not be replaced. Write the correct answer on the
provided lines.

1. GDQDDHSX - __ __ __ __ __ __ __ __
the passing of traits from parents to offspring

2. FDMDSHBS - __ __ __ __ __ __ __ __
branch of science that deals with the study of heredity

LDNCDK - __ __ __ __ __ __
3.
Father of Genetics

ODA - __ __ __
4. plant used by Mendel in his experiment in heredity

ZKKDLD - __ __ __ __ __ __
5.
pair of genes

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Lesson 2: Monohybrid Cross

MELC: Predict phenotypic expressions of traits following simple patterns of
inheritance. (S8LT-IVf-18)
Objectives: Discuss Mendel’s monohybrid crosses
Complete Punnett Squares for monohybrid crosses
Predict phenotypic and genotypic ratios for monohybrid crosses
based on the Punnett Square

KEY CONCEPT:

With Mendel’s experiment results on patterns of inheritance in pea

plants, we can predict the characteristics of the offspring based on the
parents’ observable traits. Geneticists have devised tools for predicting the
probability of traits in an offspring. Before letting you perform testcross on
single traits, you should be able to have a background of the following genetic
terms:

1. Allele - one of the two or more forms of a gene. For instance, in

height, we have tall and short alleles. They are represented by letters of the
English alphabet. The simple rule that we should remember on representing
alleles is that dominant alleles are represented by uppercase letters while
recessive alleles with lower case letters. Below are examples.
a. Tallness (T) is dominant over shortness (t).
b. Yellow-colored (Y) seeds are dominant over greens (y).

Traits are expressed by a pair of alleles. This follows the fact that
chromosomes, genetic structures found in the cell’s nucleus, occur in pairs.
Traits can be a combination of two dominant alleles, two recessive alleles, or
a combination of both. Below are the terms that describe such combinations:
a. Homozygous - refers to a pair of identical alleles (dominant or
recessive) for a particular trait. It is also known as purebred. Homozygous
traits are designated by two uppercase or lowercase letters. Below are
examples of homozygous traits.
Tallness (T) is dominant over shortness (t).
TT means homozygous tall or pure tall.
tt means homozygous short or pure short.

b. Heterozygous- refers to a pair of different alleles. This means

that a heterozygous trait contains a dominant (uppercase) and recessive
(lowercase) allele. It is a hybrid or a by-product of crossing two pure breeds.
The following shows examples of heterozygous traits.
Tt means heterozygous tall.
Yy means heterozygous yellow.

2. Genotype- refers to the basic genetic makeup for one or more

characteristics of an organism. A genotype is represented by pairs of alleles
in shorthand form (letters of the English alphabet).

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3. Phenotype- refers to the observable external appearance of an

organism. These are always expressed in words, unlike its shorthand
genotype. The following shows how a genotype differs from phenotype.
Tallness (T) is dominant over shortness (t).
Phenotype Genotype
Pure tall or homozygous tall TT
Hybrid tall or heterozygous tall Tt
Pure short tt

Rules for Monohybrid Cross

Monohybrid cross refers to predicting the characteristics of offspring
based on a single trait. One important tool in solving problems involving the
monohybrid cross is the Punnett square. It is a diagram used to predict the
outcome of a particular testcross or breeding experiment. This was devised by
Reginal Punnett, a British geneticist. The following are the rules for predicting
outcomes of a monohybrid cross. Let’s analyze each step by using the
following word problem on monohybrid cross.

In pea plants, being tall is dominant over short ones. Suppose

that a heterozygous tall pea plant is cross pollinated with another pea
plant, what is the probability of having a short pea plant?

Procedure Illustration
1. Determine the dominant and Dominant trait- tallness (T)
recessive alleles in the problem. Recessive trait- shortness (t)
2. Determine the genotype of both Heterozygous pea plant – Tt
parents to be test crossed. Heterozygous tall pea plant - Tt
3. Draw a Punnett square. ♂
Note: ♀
♂ - Male Parent
♀ - Female Parent

4. Segregate the alleles in each ♂ T t

genotype. This follows the principle ♀
of segregation by Mendel. Alleles of
the male parent must be written on T
the upper columns of the Punnett
square. Female alleles must be
written along the rows. t

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5. Write the product of testcross ♂ T t

along the intersection of the male ♀
and female gametes.
T TT Tt

t Tt tt

6. Determine the phenotypic and The genotypic ratio is:

genotypic ratio of the testcross. 1 TT: 2 Tt: 1 tt

The phenotypic ratio is:

3 tall: 1 short
7. State the final answer to the word The probability of having short
problem. This can be expressed in offspring is 25%.
percent form.

ACTIVITIES

Activity 1: Sponge Bob meets the Real World

Objective:
At the end of this activity, you should be able to identify the genotype
and phenotype of a given organism.

Procedure: Use the information for SpongeBob’s traits to write

the phenotype (physical appearance) and genotype for each
item.

Characteristics Dominant Gene Recessive Gene

Body Shape Squarepants ( S) Roundpants (s)
Body Color Yellow (Y) Blue (y)
Eye Shape Round (R) Oval (r)
Nose Style Long (L) Stubby (l)

A. Use the information in the chart to write the phenotype (physical

appearance) for each item.
Example: Ll- long nose

1. LL- ___________________________ 5.Rr- ___________________

2. yy- ___________________________ 6. ll- ___________________
3. Ss- ___________________________ 7. ss- __________________
4. RR- ___________________________ 8. Yy- __________________

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B. Use the information in the chart to write the genotypes for each
trait below.

1. Yellow body- YY, Yy 5. Roundpants- _________

2. Oval eyes- ___________ 6. Long nose- ___________
3. Stubby nose-_________ 7. Round eyes-__________
4. Squarepants-_________ 8. Blue body- ___________

C. Determine the genotypes for each using the information in the

chart.

1. Heterozygous round eyes-______ 3. Homozygous long nose- ____

2. Purebred Squarepants-________ 4. Hybrid yellow body-_____

Activity 2: Mystery Cases

Objective:
At the end of this activity, you should be able to solve the given
problems by using a Punnett square.
Procedure:
Solve the following problems:

1. A heterozygous round seeded plant (Rr) is crossed with a

homozygous round seeded plant (RR). What percentage of the
offspring will be homozygous (RR)?
♂
♀

Homozygous round seeded plants (RR) = ______%

2. In pea plants, purple flowers (P) are dominant to white flowers p).
Two plants, both heterozygous for the gene that controls flower color
are crossed. What percentage of their offspring will have purple
flowers?
♂
♀
Purple flowers = _____%

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Activity 3: Comparing Genotypic and Phenotypic Ratios for a

Typical Mendelian Trait

Objective:
At the end of this activity, you should be able to solve for the
phenotypic and genotypic ratios of any given cross.

Procedure:

Let D = dominant allele and d = recessive allele, while

DD = homozygous dominant,
Dd = heterozygous dominant and
dd = homozygous recessive genotypes, respectively.

For each type of cross, determine the genotypic and phenotypic ratios,
respectively. The first cross was already done for you.

Cross Genotypic Ratio Phenotypic Ratio

1. DD x DD 100% DD 100% dominant
2. DD x Dd
3. DD x dd
4. Dd x Dd
5. Dd x dd
6. dd x dd

This table summarizes the genotypic and phenotypic ratios of typical

Mendelian traits. Knowing the Mendelian genotypic and phenotypic ratios can
make solving genetic problems easier.

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Lesson 3: Dihybrid Cross

MELC: Predict phenotypic expressions of traits following simple patterns of
inheritance. (S8LT-IVf-18)
Objectives: Discuss Dihybrid crosses
Complete Punnett Squares for dihybrid crosses
Predict phenotypic and genotypic ratios for dihybrid crosses
based on the Punnett Square

KEY CONCEPT:
Inheritance of traits does not only include single traits. There are
instances where two traits can be directly observed in an organism. Mendel,
for instance, noticed that seeds have two distinguishing traits – their color
and shape. Based on these traits, we can draw possible combinations of these
traits as follows: round yellow, round green, wrinkled yellow, and wrinkled
green seeds. In these cases, we use a dihybrid cross. It involves the prediction
of outcomes of crossing two traits. The rules for monohybrid cross also apply
for dihybrid only with some modifications.

Rules for Dihybrid Cross

The following are the rules that apply in performing dihybrid

crosses. We will use the following word problem in identifying the step-by-
step procedure in performing dihybrid crosses.

In pea plants, round yellow seeds are dominant over wrinkled green
seeds. If a pea plant with homozygous alleles for yellow seeds and is
heterozygous smooth is cross pollinated with a pea plant that has wrinkled
green seeds, what is the probability of having round yellow seeds?

1. Identify the dominant and recessive traits in the word problem.

Dominant traits: Round (R) and Yellow (Y)

Recessive traits: Wrinkled (r) and Green (y)

2. Determine the genotype of each parent.

The genotype of parent 1: Homozygous yellow and heterozygous

round (YYRr)

The genotype of parent 2: Wrinkled and green- (yyrr)

3. Identify the possible alleles for testcross. Use the FOIL method (stands for
first, outer, inner, and last) in determining the possible alleles for testcross.

This is parallel with Mendel’s principle of independent assortment.

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Possible alleles of parent 1 Possible alleles of parent 2

Homozygous yellow and heterozygous Wrinkled and green- (yyrr)
round (YYRr)

YY x Rr yy x rr

YR Yr YR Yr yr yr yr yr

ACTIVITIES
Activity 1: Filling Up the Punnet Square

Objectives:
At the end of this activity, you should be able to use a Punnett square
when solving for dihybrid crosses.

Procedure:
Given the cross AaBb x AaBb, copy and fill up the Punnett square
below. Base your answers to the given questions on the completed diagram.
♂
♀

Answer the following questions:

1. What are the male gametes? ______ Female gametes?__________

2. What proportion of the offspring will have the following phenotype: AB?
________; Ab? ________; aB? ________; and ab? ________

3. How many kinds of genotypes will the offspring have? _________

4. What is the probability that an individual will have a genotype of: AAbb?
________; AaBb? ________; Aabb? ________; AABB? ________

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Activity 2: Dihybrid Cross

Directions: Analyze the following dihybrid crosses and answer the questions
that follow.

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KEY TO CORRECTION
Lesson 1 - Genesis of Genetics

Activity 1 - Who Am I? Activity 2 - GENETXT

Answers may vary 1. Heredity
2. Genetics
3. Mendel
4. Pea
5. Allele
Lesson 2 - Monohybrid Cross

Activity 1 - Sponge Bob meets the Real World

A. 1. long nose 5. round eye
2. blue body 6. stubby nose
3. squarepants body 7. roundpants body
4. round eye 8. yellow body
B. 1. YY, Yy 5. ss
2. rr 6. LL, Ll
3. ll 7. RR, Rr
4. SS, Ss 8. yy
C. 1. Rr 3. LL
2. SS 4. Yy

Activity 2 - Mystery Cases

1. What percentage of the offspring will be homozygous (RR)? 50 %
2. What percentage of their offspring will have purple flowers? 75%

Activity 3- Comparing Genotypic and Phenotypic Ratios for a

Typical Mendelian Trait

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Lesson 3 - Dihybrid Cross

ACTIVITY 1 - Filling Up the Punnet Square

1. AB, Ab, aB, ab male and female gametes

2. AB= 9/16, Ab=3/16, aB=3/16, ab=1/16
3. 9 genotypes in all
4. For AAbb= 1/16, AaBb= ¼, Aabb= 1/8, AABB= 1/16

Activity 2: Dihybrid Cross

1. yellow and smooth = 9/16

2. yellow and wrinkled = 3/16
3. green and smooth = 3/16
4. green and wrinkled = 1/16

Genotypic Ratio = 1:2:2:4:1:2:1:2:1

(RRYY, RRYy, RrYY, RrYy, RRyy, Rryy, rrYY, rrYy, rryy)

Phenotypic Ratio = 9:3:3:1

(RY, Ry, rY, ry)

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References

Books

Abad, May C, et. al. Teaching Guide in Science – Biology. Lipa City, Batangas,
Philippines: United Eferza Academic Publications, Co., 2010
Campo, Pia C, et. al. Science – Grade 8 Learner’s Material. First ed. Pasig,
Philippines: Department of Education, 2013
Gerona, Zonia M, et. al. Science, and Technology 8. Second ed. Quezon City,
Philippines: Abiva Publishing House, Inc., 2020

Electronic Resources

Gregor Mendel. (Photo Credit: public domain/ Wikimedia Commons)

https:// i. imgur.com/WjAejQd.gif

https://www. Scienceabc.com/ wp-content/uploads/2018/05/Pea-

plant- dominant-and-recessive

https://study.com/academy/leson/monohybrid-dihybrid-cross-
activities.html

https://www.liveworksheets.com/rl1435469cx

https://www.scribd.com/doc/92006913/Lesson-Plan-Dihybrid-Cross

Prepared by:

RIZEL M. GARCIA
Kaligtasan NHS

Checked by:

Antonieta C. Miguel
Puerto Princesa City Nat’l. Science HS

For inquiries or comments, write or call:

Department of Education – MIMAROPA Region

Meralco Avenue, corner St. Paul Road, Pasig City, Philippines 1600
Telephone No. (02) 863-14070
Email Address: [email protected]
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