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Science
Quarter 4 – Module 3

Genetics
Self-Learning Module in Science 8
Quarter 4 – Module 3: Genetics
First Edition, 2021

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Published by the Department of Education

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

Development Team of the Module

Author: Ronalyn D. Vinluan

Editors: Adelina D. Vinluan, EdD
Maggie M. Bautista
Reviewers: Elvira C. Viray, EdD
Catherine B. Operana, EdD
Jerry R. Junio, PhD

Management Team

OIC, Schools Division Superintendent: Ely S. Ubaldo, CESO VI

Asst. Schools Division Superintendent: Marciano U. Soriano Jr., CESO VI
Chief Education Supervisor: Carmina C. Gutierrez, EdD
Education Program Supervisor, LRMDS: Michael E. Rame, EdD
Education Program Supervisor, Science: Jerry R. Junio, PhD
District Supervisor: Catherine B. Operana, EdD
School Head/ Head Teacher in-Charge: Elvira C. Viray, EdD
Adelina D. Vinluan, EdD

Printed in the Philippines: Department of Education – SDO Pangasinan 1

Office Address: Alvear St. East Capitol Ground, Lingayen, Pangasinan
Telefax: (075) 522-2202
E-mail Address: [email protected]

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Introductory Message

For the facilitator:

Welcome to the Science 8 Self-Learning Module (SLM) on Genetics.

This module was collaboratively designed, developed and reviewed by
educators both from public and private 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.
The learning resources hope 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.
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 the Science 8 Self-Learning Module (SLM) on Genetics.

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:

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

What I Know This part includes an activity that

aims to check what you already
know about the lesson to take. If you
get all the answers correct (100%),
you may decide to skip this module.

What’s In This is a brief drill or review to help

you link the current lesson with the
previous one.

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What’s New In this portion, the new lesson will
be introduced to you in various
ways; a story, a song, a poem, a
problem opener, an activity or a
situation.

What is It This section provides a brief

discussion of the lesson. This aims
to help you discover and understand
new concepts and skills.

What’s More This comprises activities for

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

What I Can Do This section provides an activity

which will help you transfer your
new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.

Answer Key This contains answers to all

activities in the module.

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 What I Need to Know

This module was designed and written with your mind. It is here to
help you master Genetics. The scope of this module permits it to be used in
many different learning situations.
This module contains:
 Week 3: Lesson 1 – Genetics

After going through this module, you are expected to:

1.1.1 Predict phenotypic expressions of traits following simple

patterns of inheritance. (S8LT-IVe-18)

What I Know

Directions: Choose the letter of the correct answer.

1. Choose the correct statement about Gregor Mendel?
a. His discoveries concerning genetic inheritance were generally
accepted when he published them during the mid-19th century.
b. He believed that genetic trait of parents will blend in their children.
c. His ideas about genetics apply equally to plants and animals.
d. A Dutch biologist who carried out genetics research.
2. An allele can be described as _______________.
a. another word for a gene c. a heterozygous genotype
b. a homozygous genotype d. one of several possible forms of a gene
3. Phenotype can be referred as ______________________ of an individual.
a. genetic characteristic c. actual physical appearance
b. recessive alleles d. dominant alleles
4. If the genotype has a dominant and a recessive allele, the phenotype will
be like _________________ allele.
a. dominant c. crossing over
b. recessive d. active
5. When different pairs of alleles are passed to offspring independently it can
be Mendel's principle of _____________.
a. Law of Segregation c. unit inheritance
b. dominant and recessive d. Law of Independent Assortment

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6. Dihybrid inheritance has two traits at a time. Which of the following is
used to show how allelic pair of genes for a specific trait separates and
recombines independently?
A. Monohybrid cross C. Recessive Allele
B. Dihybrid cross D. Testcross
7. In a dihybrid cross, there are nine (9) different kinds of genotypes in the
F2 offspring. With this, how many different kinds of phenotypes will be
observed?
A. 8 B. 4 C. 10 D. 23
8. If you have two lines of flies, which are homozygous for two different
traits. However, you don’t know the mode of inheritance for the genes you
are testing. What will be the first clue that can be use?
A. The phenotypes of the parents. C. The genotypes of the dihybrids.
B. The genotypes of the parents D. The phenotypes of the dihybrids.

9. What does the notation TT mean to geneticists?

A. one dominant and recessive allele C. at least one dominant allele
B. two recessive alleles D. two dominant alleles

10. The dominance relationship between alleles for each trait was already
known to Mendel when he made this cross. What will be the purpose of
Dihybrid cross?
A. To determine the dominance relationship between two alleles.
B. To determine if any relationship existed between different allelic
pairs.
C. To determine the probability of an offspring expressing a particular
genotype.
D. To determine the genotype of an unknown plant and to produce
“true-breeding” offspring.

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 Lesson

1
Genetics

What’s In
Activity 1
Close Resemblances

Materials:
Photos of your
grandparents, parents and
siblings.
Example is given in Figure 1.

Figure 1. Family Portrait

The Filipino Times
Direction:

1. Prepare the photos and paste them inside the boxes of the family tree.
(You can also print photos coming from their social media accounts then
prepare and save it on your gadget)

Guide Questions:

1. What similar facial traits or characteristics were observed among the

persons in your family tree?

2. What strategies did you use to detect similarities and differences of

traits or characteristics?

3. Is it reliable to use facial traits in detecting family connections?

Explain.

4. What technique do scientists use to find family connections?

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 What’s New?

Activity 2
Punnett Square
Objectives:
At the end of this activity, learners should be able to:
 describe dihybrid cross and
 familiarize steps and use a Punnett square when solving for dihybrid
cross.

Problem to be solved:
In peas, round seed shape (R) is dominant to wrinkled seed shape (r)
and yellow seed color (Y) is dominant to green seed color (y). A pea plant
which is homozygous round seed and has green seed color is crossed with a
pea plant that is heterozygous round seed shape and heterozygous yellow
seed color.

Directions:
1. Complete the steps in identifying the phenotypic and genotypic ratio
using the Punnett square.
Step 1: Read and analyze the given problem.
Step 2: RR or Rr =________; rr =________; YY or Yy =_______; yy =______
Step 3: Parent’s genotypes: ♂ = RRyy x ♀ = RrYy
Step 4: Possible gametes: Ry Ry Ry Ry x RY Ry rY ry
Step 5: Fill up the Punnett square correctly.

Step 6: Determine genotypic and phenotypic ratios.

•Phenotypic ratio: _____________________ ______________________
•Genotypic ratio: ____% RRYy; _____% RrYy; _____% RRyy; _____% Rryy

Guide Questions:
1. List down the chances of the offspring being heterozygous for both
seed shape and seed color. ___________________________
2. What kind of cross is used to show how allelic pair of genes for a
specific trait separates and recombines independently?
_____________________
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 What is It

How is the behavior of the chromosomes during meiosis related to

heredity? In order to answer this question, we must first look back at the
experiments of Gregor Mendel. The results of his garden experiments which
laid down the foundations of Modern Genetics.

Mendel’s Discovery of the Principles of Heredity

Gregor Mendel was an Augustinian monk in a monastery in Brünn,

Austria-Hungarian Empire (now Brno, Czech Republic). Mendel chose the
garden pea (Pisum sativum) for his experiments. Before he started his
experiments, Mendel first produced pure-breeding plants. Mendel allowed his
pea plants to self-pollinate for many generations until all the offspring had
the same features as the parents, generation after generation.
When he has pure-breeding plants, Mendel began cross-pollinating
peas with contrasting traits. The pure-breeding peas constituted the parental
or P1 generation. All offspring of these crosses resembled one another.
The offspring of the parental cross are called the first filial (F1)
generation. In Mendel’s experiments, the F1 generation are also called
hybrids because they resulted from a cross between two pure-breeding plants
with contrasting traits. Table 2 shows the seven pure-breeding crosses that
he made based on seven characters of the plant and the resulting traits of the
F1 generation.

Table 1. Results of Mendel’s crosses between pure-breeding pea plants.

When the plants from the F1 generation were crossed with each other
or self-pollinated, the offspring (F2 or second filial generation) were of two
types. For example, Mendel counted 5,474 round seeds and 1,850 wrinkled
seeds in the F2 generation. Note that the round seeds were about three times
as many as the wrinkled seeds. The ratio of round seeds to wrinkled seeds
was 2.96:1 or nearly 3:1. Moreover, the wrinkled seed type did not appear in
the F1 generation. Table 2 summarizes the results on Mendel’s second set of
experiments.

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 Table 2. Results of Mendel’s crosses between hybrid plants.

Based on the results of his experiments, Mendel hypothesized that

there was a factor in the plants which controlled the appearance of a trait.
These factors are what we call genes today.

Since two alternative expressions of a trait (e.g., round or wrinkled seed)

were possible, he hypothesized that traits were controlled by a pair of genes,
now called alleles. Mendel’s first hypothesis was: in each organism, there is a
pair of factors which controls the appearance of a particular trait.

He noted that for each trait he studied, there is one trait that dominates
the other. Based on the results for the F1 generation, the trait for round seeds
is the dominant trait (represented by capital letter). The trait of wrinkled
seeds, which did not appear in the F1 generation, is called the recessive trait
(represented by small letter). Its appearance was either prevented or hidden
by the dominant trait. This is now known as the principle of dominance: The
dominant trait dominates or prevents the expression of the recessive trait. Table
3 shows the dominant and recessive traits of peas studied by Mendel.

Table 3. Dominant and recessive traits in Pisum sativum (Garden Pea).

Law of Segregation
During Mendel’s experiments, the pure-breeding parent plants had two
identical genes for a trait: round seed = RR, wrinkled seed = rr. Mendel
hypothesized that: The pair of genes segregate or separate from each other
during gamete formation. This is now known as the Law of Segregation.

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Genes and Gametes

A pure-breed, round-seeded parent

plant has an allelic combination or
genotype of RR while a pure-breed,
wrinkled-seeded parent plant has a
genotype of rr. Individuals that are pure-
breeding for a particular character
therefore have identical alleles. These
individuals have a homozygous genotype.
For seed shape, a homozygous dominant
individual will produce round seeds while
a homozygous recessive individual will
produce wrinkled seeds. Mendel’s law of
segregation states that the genes of a pair,
for example RR, separate during gamete
formation. One gene goes to one gamete,
while the other gene goes to another
gamete. Since the genes of this pair are Figure 2. Gamete formation of pure-breeding
alike, all the gametes produced by this round and wrinkled seed-bearing pea plants.
homozygous parent will be alike. All have
gene R. The same is true for the other parent.
All its gametes will have gene r. (See Figure 2)

Genotype Identification

If you are going to observe a pea plant, you can easily identify the plant’s
yellow pods or its axial flower. By merely looking at the plant, you can describe
the plant’s phenotype. But, you cannot always describe its genotype. For
instance, a plant with wrinkled seeds certainly has a rr genotype. But what
about a plant with the dominant trait, round seed? Its genotype could either
be RR or Rr. There is, however, a way of knowing whether the plant is
homozygous or heterozygous for a given character. Mendel applied two
techniques in determining the genotype of a pea plant. These are self-
fertilization and testcross techniques.

1. Self-fertilization Technique

If self-fertilized, homozygotes will produce pure-breeding plants. What

about heterozygotes? Check Table 3 again, heterozygous round F1 peas
produce round and wrinkled seeds in the ratio three round seeds to one
wrinkled seed. This ratio (3:1) is called a phenotypic ratio.
Self-fertilization determine whether an individual is homozygous or
heterozygous for a given trait by observing the phenotype(s) of its offspring.
Homozygotes are pure-breeding. Heterozygotes produce two kinds of offspring;
three out of four offspring show the dominant trait and one out of four
excessive the recessive trait.

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2. Testcross Technique

Testcross involves a cross between the recessive parental type (rr in our
sample cross) and the individual with the dominant trait but with unknown
genotype. You can observe in Figure 3 that homozygote dominants, when
crossed with recessives, produce only one kind of offspring and all exhibit the
dominant trait. Heterozygotes, on the other hand, when crossed with
recessives, produce two kinds of offspring. About one-half of the offspring
show the dominant trait while the other half exhibit the recessive trait.

Figure 3. Testcross technique

Diagramming a Cross

Gregor Mendel’s crosses can be recorded in a chart called a Punnett

square. It helps us to predict the outcome of a given cross and allows us to
determine the possible combinations of genes in a cross.

We will identify the expected genotype of the offspring. Figure 4

diagrams the steps in making a Punnett square. From the finished square,
you can say the genotypes of the offspring in the given cross. Look at Figure
11. How many kinds of genotypes are possible in this cross? What are these
genotypes?

Since a zygote with a genotype Rr is shown twice in the Punnett square

in Figure 11, the chance or probability that a zygote will have an Rr genotype
is two out of four (2/4 or 50%). One out of four (1/4 or 25%) will have a
genotype of RR while one out of four will have a genotype of rr. Therefore, the
genotypic ratio in the given cross is one RR (homozygous round seed) to two
Rr (heterozygous round seed) to one rr (homozygous wrinkled seed). The

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genotypic ratio is simply written as 1:2:1. This 1:2:1 ratio is what you should
have obtained as your ratio in Activity 3.

Figure 4. Punnett square method to solve a hybrid cross.

Crossing Two Factors (Dihybrid Cross)

Mendel also studied the inheritance of two pairs of factors in an

individual. A cross between individuals that involve two heterozygous pairs of
genes is called a dihybrid cross.
Mendel crossed a plant with genotype RRYY (round, yellow seeds) and
a plant with genotype rryy (wrinkled, green seeds). The F1 peas exhibited the
dominant traits for the heterozygous genotype RrYy. Assuming Mendel’s Law
of Segregation, each pair will segregate during the formation of gametes. Each
gamete will therefore receive one allele from each pair. If the pairs of alleles
are found on different chromosomes, then each dihybrid will produce four
different types of gametes with ¼ probability each (Figure 5).
Self-fertilization of F1 peas produced four phenotypes. The phenotypes
with a ratio 9:3:3:1 are as follows:
9 (round, yellow seed)
3 (round, green seed)
3 (wrinkled, yellow seed)
1 (wrinkled, green seed)

Figure 5. Gametes produced by a dihybrid genotype.

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Law of Independent Assortment

From the results obtained from his hybrid crosses, Mendel formulated
his last hypothesis: The distribution or assortment of one pair of factors is
independent of the distribution of the other pair.

The law of independent assortment explains why traits are inherited

independent of each other. The law applies to factors (or genes) that are found
on separate chromosomes. Since they are found on separate chromosomes,
the segregation of one pair of factors is not affected by the segregation of the
other pair. Therefore, their distribution in the resulting gametes will be at
random (Figure 6).

Figure 6: Chromosomal basis of Mendel’s Law of Independent Assortment

What’s More
Activity 3: Dihybrid Cross
Objectives:
At the end of this activity, you should be able to:
1. identify the genotypic and phenotypic ratios of offspring using dihybrid
cross 2. solve genetic problems using dihybrid cross.

Directions: Fill in each blank with a correct answer, then answer the guide
questions correctly.

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Guide Questions:

1. What is the probability of producing a wooly-haired offspring?

_________%

2. What is the probability of producing a non-spotted skin offspring?

_________%

3. What are the different kinds of genotypes produced?

___________, ____________, ___________ and ____________.

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 What I Have Learned

To summarize the content of the lesson for today, fill in each blank
with a correct answer.

1. Mendel also studied the inheritance of two pairs of factors in an

individual. A ______________ is used to show how allelic pair of genes for a
specific trait separates and recombines independently. It is a cross between
two individuals that are both heterozygous for two different traits.

2. The purpose of Dihybrid cross is to determine if any of the relationship

existed between different allelic pairs. Most sexually reproducing organisms
carry two copies of each gene, allowing them to carry two different _________.

In doing dihybrid crosses correctly, you need to follow the following steps.
Fill in each blank with numbers 1-6.
______3) Determine parent’s genotypes.
______4) Determine genotypic and phenotypic ratios.
______5) Determine letters you will use to specify traits.
______6) Complete cross and determine possible offspring.
______7) Determine possible gametes using the FOIL method.
______8) Determine what kind of problem you are trying to solve.

9. The idea that for any particular trait, the pair of alleles of each parent
separate and only one allele from each parent passes to an offspring is
Mendel's principle of ____________.
10. Two true breeding parents are crossed similar to Mendel's P generation.
A tall plant is crossed with a short plant. What is the expected outcome for
the F1 generation? ______________

What I can do

Activity 4
Mendelian Genetics

Direction: Give a brief description about the listed words below.

1. Genes - ____________________________________________________________

2. Chromosomes - ____________________________________________________

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 3. Genetics - __________________________________________________________

4. Mutation - _________________________________________________________

5. Heterozygous - ____________________________________________________

6. Homozygous - _____________________________________________________

7. Monohybrid Cross - ________________________________________________

8. Recessive Gene - ___________________________________________________

9. Dominant Gene - __________________________________________________

10. Dihybrid Cross - _________________________________________________

Assessment

Direction: Choose the letter of the correct answer. Write your answer on a
separate sheet of paper.
1. What method in genetics is used to cross between two individuals that are
both heterozygous for two different traits?
A. Backcross C. Monohybrid cross
B. Dihybrid cross D. Testcross

2. In doing dihybrid crosses correctly, you need to follow six (6) steps shown
in the discussion. Which of the following steps wherein a Punnett square is
used to predict the possible combinations of genes in a cross?
A. Step 2 C. Step 4
B. Step 3 D. Step 5
3. In crossing a homozygous round seed with inflated pod shape pea plant
(RRII)and a wrinkled seed with constricted pod pea plant (rrii), the
phenotype of the offspring is 100% round seed with inflated pod shape pea
plant. What is the genotype of the cross?
A. 100% RRII C. 100%RrIi
B. 100%RrII D. 100% Rrii

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4. In rabbits, gray coat (G) is dominant over white (g), and black eyes (B) is
dominant over red (b) eyes. Suppose a male rabbit with homozygous gray
hair and red eyes is bred to a female rabbit with white hair and
heterozygous for black eyes. What will be the genotypic ratio of the probable
offspring?
A. 50% GgBb; 50% Ggbb
B. 50% GGBb; 50% Ggbb
C. 25% GGBb; 50% GgBb; 25% Ggbb
D. 25% GGBb; 25% GGBb; 25% GgBb; 25% Ggbb

5. Mendel’s goal of understanding plant genetics and the farmer’s goal of

producing consistent crops are aligned. Which of the following is the most
significant statement of Mendel’s crosses in agriculture?
A. Mendel introduced a quantitative approach in the study of heredity.
B. Biodegradable wastes in composting can be a good source of
fertilizer.
C. Mendel’s work enabled people to see that characteristics can be
passed on from the parents to their offspring.
D. Test crosses are used to determine the genotype of an unknown
plant, and can produce “true-breeding” offspring.
6. A dihybrid cross (AaBb x AaBb) will result in what offspring ratio?
A. 4:4:2:2 C. 9:3:3:1
B. 3:3:3:3 D. 9:2:2:1

7. If you crossed two heterozygous plants, how many of the offspring will
also be heterozygous?
A. 100% B. 25% C. 50% D. 75%

8. This principle states that alleles separate during gamete formation.

A. Principle of multiple alleles
B. Principle of dominance and recessiveness
C. Principle of independent assortment
D. Principle of segregation

9. A plant that has purple flowers is crossed with one that has white
flowers. The offspring were half white and half purple. What were the
genotypes of the parents?
A. Pp x pp C. PP x pp
B. Pp x Pp D. PP x WW

10.In each case where Mendel crossed true breeding plants as parents, the
offspring displayed only one of the two traits seen in the parents. This
observation supports which principle of genetics?
A. Segregation C. Independent Assortment
B. Dominance and Recessiveness D. Allele Frequency

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References

Bibliography

E. Madriaga et. al. (Revised Edition 2017). Patterns of Mendelian Inheritance.

Science Links 8. Rex Book Store Science and Technology Series. 856 Nicanor
Reyes Sr. St., Sampaloc, Manila. Pages 359-361

P. Campo et. al. (Reprint Edition 2016). Mendelian Genetics. Science Learner’s
Module. DepEd-BLR. Meralco Avenue, Pasig City. Pages 341-343

Self-Learning Module of Department of Education – Schools Division of Pasig

City- Science 8 Q4-SLM9 headed by its Officer-in-Charge Schools Division
Superintendent, Ma. Evalou Concepcion A. Agustin

Websites

https://www.showme.com/sh/?h=qfae0LA

https://www.pinterest.ph/pin/436145545144511015/

https://biologydictionary.net/test-cross/

https://www.pdffiller.com/394226821-Dihybrid_Cross_Worksheet_KEYpdf-
Dihybrid-Cross-Worksheet-KEYdocx-

https://biologydictionary.net/dihybridcross/#:~:text=A%20dihybrid%20cros
s%20is%20an,alleles%20at%20those%20gene%20loci/&text=A%20dihybrid
%20cross%2C%20therefore%2C%20is

https://www.biologycorner.com/quiz/qz_mendel_genetics.html

Filipinotimes.net

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