Science

9 Quarter 1-Module 5
Non-Mendelian Patterns of
Inheritance 2
S9LT-Id-29
Science - Grade 9
Alternative Delivery Mode
Quarter 1-Module 5 – Non- Mendelian Patterns of Inheritance 2
First Edition, 2020

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 agency 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.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this book are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education - Region III

Secretary : Leonor M. Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author: Gellie C. Mawal

Language Reviewer: Juleby S. Reyes
Content Editor: Juleby S. Reyes
Illustrator: Christian Ivy A. Fermin
Layout Artist: Antonio A. Acob Jr

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Marinella P. Garcia Sy, PhD
EPS – Science
Glenda S. Constantino
Project Development Officer II
Joannarie C. Gracia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]
 9
Science
Quarter 1- Module 5
Non-Mendelian Patterns of
Inheritance 2
S9LT-Id-29
 Introductory Message

For the facilitator:

Welcome to Science 9 Alternative Delivery Mode (ADM) Module on Non-Mendelian
Patterns of Inheritance 2.

This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator, in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.

For the learner:

Welcome to Science 9 Alternative Delivery Mode (ADM) Module on Non- Mendelian
Patterns of Inheritance 2.
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

1
 This will give you an idea of the skills or com-
petencies you are expected to learn in the
What I Need to Know module.

This part includes an activity that aims to

What I Know check what you already know about the lesson
to take. If you get all the answers correctly
(100%), you may decide to skip this module.
This is a brief drill or review to help you link the
current lesson with the previous one.
What’s In

In this portion, the new lesson will be intro-

duced to you in various ways; a story, a song,
What’s New a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
the lesson. This aims to help you discover
What is It and understand new concepts and skills.

This comprises activities for independent prac-

tice to solidify your understanding and skills of
What’s More the topic. You may check the answers to the
exercises using the Answer Key at the end of
the module.
This includes questions or blank sentence/
paragraph to be filled in to process what you
What I Have Learned learned from the lesson.

This section provides an activity which will help

you transfer your new knowledge or skill into
What I Can Do real life situations or concerns.

This is a task which aims to evaluate your level

of mastery in achieving the learning competen-
Assessment cy.

In this portion, another activity will be given to

you to enrich your knowledge or skill of the
Additional Activities lesson learned.
This contains answers to all activities in the
module.
Answer Key

At the end of this module, you will also find:

References- This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

2
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

This module encourages you to explain the different Patterns of Non–

Mendelian Inheritance . Various activities are provided for you to meet the
target skills.

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

1. identify the components of a DNA molecule;

2. describe the structure of DNA;
3. construct a DNA model; and
4. appreciate the importance of DNA as the genetic material in living things.

Directions: Read each question carefully.

Choose the letter of the correct answer.

1. What is the structure of the DNA?

a . Double helix c. Cone shape
b. Like a ladder d. Spiral shape

2. What makes up the backbone of the DNA?

a . Hydrogen bonds c. Nucleotides
b. Sugar and phosphate d. Phosphate and bases

3. A child’s body cells each contain 46 chromosomes. How many chromosomes did
the child inherit from his mother?
a.46 chromosomes b. 23 chromosomes c. 23 pairs d. 13 pairs
3
4. What is the complementary strand of a DNA sequence G-A-T-C-A-G?
a. C-G-A-T-G-C c. C-T-A-G-T-C
b. A-G-C-T-T-G d. A-A-T-G-G-T

5.Who discovered the DNA?

a. James D. Watson and Francis H. C. Crick

b. Gregor Mendel

c. Walter Sutton

d. Theodore Boveri

6.Which of the following is considered the basic unit of heredity?

a. Trait c. Enzyme

b. Chromosome d.Gene

7.DNA can sometimes be found in tightly compacted structures called _______in the
nucleus of a cell.

a. chromosomes b. nucleotides c. genes d. nitrogenous bases

8.What is the complementary strand for A C G T T?

a. C- A- T- G- G c. G- T- C- A- A

b. T-G- C- A- A d. T- G- A- C- C

9.The location of a particular gene on a chromosome is called the ______.

a. “p” arm c. genetic locus

b. “q” arm d.DNA

10. The following statements are true about DNA, EXCEPT:

a. Humans have 23 pairs of DNA.

b. The structure of the DNA is double helix.

c. DNA has three nitrogenous bases.

d. DNA stands for Deoxyribonucleic Acid

4
11. What are the components of the DNA?
a. Deoxyribose sugar c. Nitrogenous base
b. Phosphate group d. All of the above
12. The base pair of Guanine is
a. Cytosine c. Thymine
b. Adenine d. Phosphate
13. The base pair of Thymine is
a. Cytosine c. Thymine
b. Adenine d. Phosphate
14. What does “double helix” means
a. Spiral-like twisted ladder c. Cone– shape structure
b. Oval-like structure d. All of the above
15. It contains the information needed to form and control the physical make-up
and chemical processes of an organism.
a.RNA c. Thymine
b. DNA d. Cytosine

5
 What’s In

Directions: The table below shows the blood type of an individual.

Predict the possible blood type on the basis of the given phenotypes of
their family members.

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

A A

B AB

AB B

O O

Directions: Write T if the statement is correct. If False, change the underlined

word to make the sentence correct.

_____________ 1. In multiple alleles, there are more than two alleles

controlling a gene pair.
_____________ 2. In incomplete dominance, the phenotype of the offspring
exhibits the combination of the alleles of the parents.
_____________ 3. In the ABO Blood Group system, the allele i is always
dominant over the other alleles.
_____________ 4. Multiple Alleles also occur in the fur color of rabbits and la-
boratory mice.
_____________ 5. The alleles IA and IB are codominant.

6
Direction: Read the article about the genes in the chromosomes and
answer the guide questions.
The Genes

by: Gellie C. Mawal

Take a look at each other. Why do we have different traits? What is a trait?
A trait is an observable or an inherited characteristic of an organism from a
parent determined by genes.What are genes? Where are genes found in a cell?
Genes are functional unit of heredity found in the chromosomes, which are in
the nucleus of a cell as illustrated in Figure 1.Genes are sections of
deoxyribonucleic acid (DNA) that are in charge of different functions like making
one of the proteins called histones. Histones provide support to a chromosome
to be packed in the nucleus of the cell. How do genes determine traits?
Each gene has a special role in determining physical traits — how we look —
and many others about us. They carry information that makes you who you are
and what you look like: wavy, curly or straight hair, long or short legs, fair or
brown skin and even how you smile or laugh or cry. Many of these things are
passed by genes from one generation to the next in a family.

Figure 1 . Chromosome Structure

7
Guide Questions:

1. What are genes?

2. How do genes determine traits?
3. What are the parts of a chromosome?

Notes to the Teacher

The activities in this module are arranged from simple to complex to help the
learner gradually master the desired learning competency. Give him/her the
needed support or guidance so that he/she will be able to perform the tasks to
prepare him/her later in identifying components of the DNA, describe the structure
of DNA and constructing a DNA model .

Non-Mendelian Patterns of Inheritance

What is It

Who figured out that genes are on chromosomes? Walter Sutton and
Theodor Boveri. Generally became popular for this insight. They found the best
evidence that an inherited trait is determined by chromosomes. Boveri and
Sutton’s chromosome theory of inheritance states that genes are found at
specific locations on chromosomes, and that the behavior of chromosomes
during meiosis can explain Gregor Mendel’s laws of inheritance which you
have learned in Grade 8. Recall that meiosis is a process where a single cell
divides into two to produce four daughter cells.

8
 Observations that support the chromosome theory of inheritance are the
following:

• Just like Mendel's concept on genes, chromosomes come in homologous

or matched.
• Pairs in an organism. One member of the pair of genes and
chromosomes comes from the mother and one from the father.
• The members of a homologous pair separate in meiosis, so each sperm
or egg receives just one member. This process is just like the
segregation of alleles into gametes in Mendel's law of segregation.
• The chromosomes and their related genes are sorted into gametes
independently to one another in meiosis, just like the alleles of different
genes in Mendel's law of independent assortment.

A chromosome contains hundreds to thousands of genes. Each chromosome

has a centromere that joins together the two chromatids and divides also the
chromosome into 2 sections or “arms”. The short arm of chromosome is labelled
the “p arm”. The long arm of chromosome is labelled the “q arm”. The location of
centromere on each chromosome gives the chromosome its characteristic shape,
and can be used to help describe the location of the specific genes.

Figure 2. Location of Genes in a Homologous Chromosome

9
 How are genes located on chromosomes? Genes on
each chromosome are arranged in a particular sequence, and each gene has a
specific location on the chromosome called locus (plural, loci)as shown in
Figure 2. It has been mentioned earlier that a gene is a section of the DNA that
codes for a protein which expresses some given trait (height, eye and skin
color, and others) within that individual. Chromosomes usually contain
thousands of different loci. Every chromosome comes in a pair - one from the
mother and one from the father parent in diploid organisms like us, humans.
These pairs of chromosomes are called homologous chromosomes. In humans,
there are 23 pairs of homologous chromosomes for a total of 46 chromosomes.
Homologous chromosomes (1) have similar structure and shape and (2) have
genes that code for proteins that express the same trait. These homologous
genes are called alleles. There are two alleles at each genetic locus, with
one allele inherited from each parent. Alleles are different forms of the same
gene which are located on the same part of the chromosome. Although alleles
code for the same trait, they do not need to be the same. For instance, an allele
pair might contain one gene that codes for blue eye color while the other gene
codes for brown eye color. Notice that since the homologous chromosomes
have similar structure, any allele pair is usually found along the same locus on
the chromosomes.

You have already learned about chromosomes and the inherited traits
that genes produce. But, of what material are genes made? How does the
genetic material produce the characteristics of an organism? DNA or
deoxyribonucleic acid is the genetic material that carries the hereditary I
information to ensure continuity of life. Its structure was not determined until
the 1950s. James D. Watson and Francis H. C. Crick found out that DNA is
composed of building units known as nucleotides. Look at Figure 3 for the
structure of a nucleotide. It is built on a deoxyribose sugar and phosphate
group that supports the four nitrogenous bases: guanine(G) pairs with
cytosine(C) and vice-versa while adenine(A) pairs with thymine(T) and
vice versa. The bases are complementary, always appearing opposite to
each other on the helix. This is critical in the reproduction of the genetic
material, as it allows a strand to divide and copy itself, since it only needs
half of the material in the helix to duplicate successfully.

10
 Figure 3. Structure of a Nucleotide

Examples:
1. If a DNA strand is A-T-G-C, the other
strand is read as T-A-C-G.
2. If a DNA strand is G-C-T-A-T-C-G, the other
strand is read as C-G-A-T-A-G-C.
3. If a DNA strand is C-C-G-G-A-T-A-A-G-C-T-A, the other
strand is read as G-G-C-C-T-A-T-T-C-G-A-T.

In Figure 4, you have noticed that the structure of the DNA is actually in a
double helix which means that the long two chains of nucleotides are
arranged in a spiral-like twisted ladder.

Figure 4. Double Helix Structure of DNA

11
Importance of DNA:
1. Due to the discovery of DNA, the ability to diagnose diseases early on
has been improved and easily treated.
2. Through the DNA, the paternity of a child can be identified, which has a
significant effect on the upbringing of his/her life
3. Through DNA, the gulit or innocence of a person who is investigated for
a crime can be determined.
4. DNA allowed breeders to facilitate the breeding of animals that have a
better resistance to diseases.

12
Independent Activity 1
Directions: Label the following parts. The choices are found inside the box.

nitrogenous bases double helix

deoxyribose sugar phosphate group

PARTS OF DNA

4. ___________

STRUCTURE OF DNA

13
Independent Assessment 1
Directions: Fill in the blanks. Choose your answer from the box.

Deoxyribonucleic Acid Heredity Adenine DNA

Meiosis Centromere Trait
Double helix Gene Cytosine

1. Genes are functional unit of __________.

2. DNA stands for ______________.
3. Each chromosome has a ___________ that joins together the two chromatids and
divides also the chromosome into 2 sections.
4. ____ is the genetic material that carries the hereditary information to ensure
continuity of life.
5. DNA is actually in a ___________ which means that the long two chains of
nucleotides are arranged in a spiral-like twisted ladder.
6. Each ____ has a special role in determining physical traits — how we look —and
many others about us .
7. A _______ is an observable or an inherited characteristic of an organism from a
parent.
8. ________ is a process where a single cell divides into two to produce four daughter
cells.
9. Thymine pairs with ______.
10. Guanine pairs with ______.

14
Independent Activity 2
Direction: Write the complementary sequence of the following nucleotides in the DNA.

1. G C G C T G T G A C A C C C A A T G C C A T T

_________________________________________

2. C G T A A G C C T C A C G

___________________________

3. A T G C T G A G A C A T A C A A T G C C A T G G

_________________________________________

4.CCGGATACGTGCAT

__________________________________________

5. A T G C A G C T T A G C C T G

__________________________________________

Independent Assessment 2

Direction:Match Column A with Column B.

Column A Column B

____1. It is the base pair of Thymine A. T-A-G-C-T

____2. It is the base pair of Cytosine B. C-C-G-G-A-T
____3. C-G-T-A-C C. Adenine
____4. G-G-C-C-T-A D. Guanine
____5. A-T-C-G-A E. G-C-A-T-G

15
Independent Activity 3

Directions: Describe the location of genes using long bondpaper, pencil/pen and ruler.
Use these structures in making a DNA model.

Example: DNA Model with a strand of A-T-C-G has a complementary strand of T-A-G-C.

Procedure:

1.Make a DNA molecule by pairing the DNA strand below with its complementary
strand. C-G-A-T.

2. Use the structures in the diagram above in constructing the DNA molecule.

Guide Questions:

1. What is the complementary strand of the given DNA strand?

2. What is the structure of the DNA?

3. What are the common parts of the DNA?

4. What makes up the backbone of the DNA?

5. What are the four bases of DNA?

16
Independent Assessment 3
Directions: Analyze the DNA structure and answer the following questions.

1. What is the pairing arrangement of the nitrogenous bases?

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

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

4. What is the shape of the DNA?

5. Why do we have different traits?

Direction: Complete the pharagraph with what you have learned about the DNA.

I have learned that DNA is ___________________________________________.

I have lerned that the components of DNA are ___________________________,

______________________, _______________________.

I have learned that DNA structure is ___________________________________.

I have learned that the backbone of DNA is composed of __________________.

I have learned that adenine is always paired with _________________________.

I have learned that guanine is always paired with _________________________.

17
Directions: Using long bondpaper, pen or pencil, crayons and ruler, make a slogan
showing the importance of DNA. Refer to the rubrics below.

CRITERIAS 5 4 3 2 SCORE
The slogan is The slogan is The slogan is The slogan is
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy
Craftmanship terms of neatness. though it may
neatness. Good be bit messy
Well- construction
constructed and not very
and not messy
messy
The slogan is The slogan is The slogan is The slogan
exceptionally creative and creative and does not
Creativity creative and a good same thought reflect any
huge amount amount of was put into degree of
of thought thought was decorating it creativity
was put into put into
decorating it. decorating it
Exceptional Good use of Average use No use of
use of new new ideas of new ideas new ideas
Originality ideas and and and and
originality to originality to originality to originality to
create slogan create slogan create slogan create slogan
There are no There is 1 There are 2 There are
Grammar gramatically gramatically gramatically more than 2
mistakes on mistakes on mistakes on gramatically
the poster the poster the poster mistakes on
the poster
TOTAL
SCORE:

Direction: Read the following questions carefully and choose the letter of the
correct answer.

1. Which of the following is considered the basic unit of heredity?

a.Gene c.Enzyme

b.Trait d.Chromosome

2. What is the base pair of a DNA strand G-C-G-T-A-T?

a. C-C-G-G-A-G c.C-G-C-A-T-A

b.A-T-A-G-C –C d.C-C-G-G-A-T

18
3. What is the relationship among DNA, a gene, and a chromosome?

a. A chromosome contains hundreds of genes, which are composed of DNA.

b. A chromosome contains hundreds of genes, which are composed of

protein.

c. A gene contains hundreds of chromosomes, which are composed of

protein.

d. A gene is composed of DNA, but there is no relationship to a chromosome.

4. What is DNA?

a. The genetic material that carries hereditary information

b. An observable characteristic of individual

c. Sections that carry functions in making proteins

d. All of the above

5. The components of DNA are:

a. Bases and sugar c. Phosphate group

b. Nucleotides d. Phosphate group, deoxyribose sugar and bases

6. What are the four nitrogenous bases?

a. Adenine, Thymine, Uracil and Guanine

b. Adenine, Thymine, Cytosine and Guanine

c. Phosphate group, deoxyribose sugar, Adenine and Thymine

d. Nucleotides, Cytosine, Guanine and Thymine

7. The structure of DNA is called

a. Spiral ladder c. Homologous chromosome

b. Double helix d. Conical shape

8. Which sequence of DNA bases would pair with this partial strand?
ATG TGA CAG?
a. GTA AGT GAC c. CAT TCA CTG
b. TAC ACT GTC d. ATG TGA CAG

19
9. The part of the nucleotide that contains the “genetic code.”

a. deoxyribose sugar c. phosphate group

b. DNA d. nitrogenous bases

10. DNA contains the genetic blueprint for making

a.proteins c. energy
b. atoms d.traits
11. The genetic material that are passed on from one generation to the next to
ensure continuity of life

a. RNA c. Thymine

b. DNA d. Cytosine

12. How many chromosomes do we have in each cell?

a. 44 c. 46

b. 45 d. 47

13. The base pair of guanine is

a. Cytosine c. Thymine

b. Guanine d. Phosphate

14. What are the components of DNA?

a. deoxyribose sugar c. nitrogenous base

b. phosphate group d. all of the above

15. The base pair of adenine is

a. Cytosine c. Thymine

b. Guanine d. Phosphate

20
Directions: Construct your own DNA model using any materials you can find in your
home. Refer to the rubrics below.

CRITERIA 4 3 2 1 0
Model The model The model The model The model Not
shows an has two has two has one pair has four present
understan pairs of color pairs of color of color bases but
ding of -coded coded bases coded bases not color
base pair bases fitting coded nor
basics like puzzle matched
pieces
The key The key The key The key Not
identifies all identifies the identifies identifies present
Model has components four bases two or three one
a key of DNA (adenine, components component
(sugar, thymine, of DNA of DNA
phosphate, guanine,
adenine, cytosine)
thymine,
guanine,
cytosine)

Model is The model The model is Neatness of The model is Not

neatly shows neatly done the model carelessly present
construct ecxeptional can be done
ed effort improved

SCORE:

21
 22
1. genes are functional unit of
1.A
heredity
2. B
2. Genes carry information that
3. A makes you who you are and
4. C what you look like
5. A 3. Chromatids, centromere and
telomere
6. D
7. B
8. B
Independent activity 1
9. C
1. Phosphate Group
10.C 2. Deoxyribose sugar
3. Nitrogenous bases
11. D
4. Double helix
12. A
13. B
14. A
15. B
Independent Assessmeny 1
1. heredity
What’s In 2. Deoxyribonucleic Acid
3. Centromere
4. DNA
1. A, AB, O 5. Double helix
2. A, AB 6. Gene
7. Trait
3. A, AB
8. Meiosis
4. O 9. Adenine
10. Cytosine
1. T
2. T
3. F- IA and IB
4. T
5. T
 23
Independent Activity 2
1.C G C G A C A C T G T G G G T T A C G G T A A
2. G C A T T C G G A G T G C
3. T A C G A C T C T G T A T G T T A C G G T A C C
4. G G C C T A T G C A C G T A
5. T A C G T C G A A T C G G A C
Independent Assessment 2
1. C
2. D
3. E
4. B
5. A
Independent Assessment 3
Independent Activity 3
1. Adenine (A)– Thymine(T)
Cytosine (C)– Guanine(G)
2. Yes, Because of their chemical
structure
3. Yes, Because of their chemical
structure
4. Twisted ladder/ double helix
5. because trait is an inherited
characteristic of an organism from a
parent
Answer to the Guide Questions:
1. G-C-T-A
2. Double helix
3. Deoxyribose sugar, phosphate group and nitrogenous bases
4. Sugar and phosphate
5. Adenine, Thymine, Cytosine, Guanine
 24
I have learned that DNA is the genetic material that carries hereditary information.
I have learned that the componenets of DNA are phospahate group, deoxyribose sugar
and nitrogenous bases.
I have learned that DNA structure is double helix.
I have learned that the backbone of DNA is composed of sugar and phosphate.
I have learned that Adenine is laways paired with Thymine
I have learned that Guanine is always paired with Cytosine.
1. A
2. C
3. A
4. A
5. D
6. B
7. B
8. B
9. D
10. A
11.B
12. C
13. A
14. D
15. C
 References

Alvarez, Liza A. et.al. Science 9 Learner’s Module. Pasig City: Department of

Education.2014

John Donnie A. Ramos. Exploring Life through Science The New Grade 9. (Quezon
City: Phoenix Publishing House, Inc., 2014). 5-11.

“K TO 12 GRADE 9 LEARNER'S MATERIAL IN SCIENCE.” LinkedIn SlideShare,

July 17, 2014. Accessed, June 27, 2020.https://www.slideshare.net/lhoralight/
science-37094718.

Griffiths, Anthony JF. “The Nature of DNA.”Modern Genetic Analysis. U.S. National
Library of Medicine, January 1, 1999.Accessed, June 28, 2020. https://
www.ncbi.nlm.nih.gov/books/NBK21261/.

25
 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]