9

SCIENCE
Quarter 1 – Module 4:
INCOMPLETE DOMINANCE:
Non- Mendelian Pattern of
Inheritance
Science – Grade 9
Alternative Delivery Mode
Quarter 1- Module 4: Incomplete Dominance: Non-Mendelian
Pattern of Inheritance!
First Edition, 2020

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 9

SCIENCE
Quarter 1 – Module 4:
INCOMPLETE DOMINANCE:
Non- Mendelian Pattern of
Inheritance
Introductory Message
For the facilitator:

Welcome to the Science – Grade 9 Alternative Delivery Mode (ADM) Module

on Incomplete Dominance: on-Mendelian Pattern of Inheritance!

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.

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.

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For the learner:

Welcome to the Science – Grade 9 Alternative Delivery Mode (ADM) Module on

Incomplete Dominance: Non-Mendelian Pattern of Inheritance!

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.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as 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 Learned This includes questions or blank

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.

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 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

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.
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!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Incomplete Dominance: Non-Mendelian Pattern of Inheritance. The scope of this
module focuses on describing incomplete dominance and determining the possible
characteristics of offspring.

After going through this module, you are expected to:

1. Explain the different pattern of Non-Mendelian pattern of inheritance (S9Lt-

Id-29).
a. describe and explain the Incomplete dominance pattern of inheritance;
b. illustrate with the use of punnett square the incomplete dominance pattern
of inheritance to determine the offspring; and
c. predict the phenotype and genotype of the possible offspring.

1
 What I Know

A. Multiple Choice. Read each question carefully and choose the letter of the
correct answer. Write your answer in your activity notebook.

1. What type of inheritance do two alleles have if their traits blend together?
A. Incomplete Dominance
B. Complete Dominance
C. Codominance
D. Sex -linked genes

2. Which of the following genotypes best represents the phenotype for blue eyes if
the brown eye trait is dominant over blue eyes?
A. Bb C. bB
B. BB D. bb

3. Where do two alleles come from if each organism has two alleles for a
particular trait?
A. One from each parent
B. Both from one parent
C. Alleles do not come from parents
D. The kidney

4. What do we call the alleles that have non identical genes?

A. allele C. Trait
B. homozygous allele D. Heterozygous allele

5. What is the percentage of plants that will also be tall if a tall plant (TT) is
crossed with a medium plant (TS) and a plant shows incomplete dominance
in size?
A. 100% C. 25%
B. 50% D. 75%

6. Is it true that incomplete allele is the condition when some mutation in the
wild type gene makes it lose its haplosufficiency?
A. True C. Maybe
B. False D. None of the answers are correct

7. What is in an incomplete dominance?

A. Phenotype of both allele is expressed.
B. Phenotype of only one allele is expressed.
C. Phenotype of neither of the alleles are expressed.
D. Phenotype of both allele is partially expressed.

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8. What do we call to the general term for these examples: Aa, DD, bB, yy?
A. Genotype C. Karyotype
B. Phenotype D. Traits

9. What is referred by 1:2:1 in the case of incomplete dominance

monohybrid F1?
A. Genotype C. Both genotype and phenotype
B. Phenotype D. The ratio is wrong

10. What percentage of the offspring will have pink (RW) flowers if a
red flowered plant (RR) breeds with a white flowered plant (WW)
and the gene for petal color in these plants expresses incomplete
dominance?
A. 10% C. 50%
B. 100% D. 25%

11. What do we call to an individual with one dominant and one recessive allele?
A. One allele
B. Both alleles together, independently
C. Both alleles simultaneously, blended together
D. None of the answers are correct

12. What do we call to an individual with one dominant and one

recessive allele?
A. heterozygote
B. Homozygous dominant
C. Homozygous recessive
D. All of the above

13. What do we call an allele whose trait only shows up when no

dominant allele is present?
A. hidden allele C. dominant allele
B. recessive allele D. present allele

14. What condition is shown if a woman with curly hair and a man with a
straight hair produce a child with wavy hair?
A. Incomplete dominance
B. Complete dominance
C. sex -linked genes
D. multiple alleles

15. Which is not an example of incomplete dominance?

A. A pink flower produced from red and white flower where
the white flower came from a red and white flower.
B. A plant which came from red and white flowers produces
flowers that are red and white.
C. Curly-haired and straight-haired individuals producing wavy
–haired offspring
D. A highly spotted dog and a non-spotted dog produce puppy
with a few spots.

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 Lesson Incomplete Dominance:
1 Non-Mendelian Pattern of
Inheritance
Non-Mendelian inheritance is any pattern of inheritance during which traits
don't segregate in accordance with Mendel's laws. These laws describe the
inheritance of traits linked to a single gene of chromosomes within the nucleus.
In Mendelian inheritance, each parent contributes one among two possible alleles
for a trait. If the genotypes of both parents during a genetic cross are known,
Mendel's laws often determine the distribution of phenotypes expected for the
population of offspring. There are several situations during which the proportions
of phenotypes observed within the progeny don't match the anticipated values.
In this module, you will find out that certain traits do not always follow the
Mendelian Principles of Heredity like incomplete dominance.

What’s In

Let us recall the lesson from the previous module about codominance non-
Mendelian pattern of inheritance.

Codominance

Another non-Mendelian pattern of inheritance is codominance. This happens

when the alleles of same gene are present and both are equally expressed in the
phenotype of the offspring.

For example, a roan goat. A red goat (RR=all red hairs) is mated with a white
goat (WW=all white hairs) will result to a roan (RW=red and with white hairs). Is an
example of codominance pattern of inheritance.

Let us work on this simple activity about codominance inheritance pattern.

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Direction:
Read the given problem and solve the genetics problems related to
codominance. Write your answer in your activity notebook.

1. Determine the genotypes and phenotypes of the parent goats if the kids
(baby goats) are two roan and two red fur goats. Write the genotype of each
kid.

Phenotype:

Phenotype: Red Phenotype: Red

Phenotype: Genotype: _____ Genotype: _____

Phenotype: Roan Phenotype: Roan

Genotype: _____ Genotype: _____

Ratio: 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.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Notes to the Teacher

This module allows the learner to describe and explain
incomplete dominance pattern of inheritance. They will also learn
to predict the phenotype and genotype of offspring.

5
 What’s New

Read the article below and answer the questions that follow in your notebook.

“The Science of How these twin sister Looks Different”

Lucy and Maria Aylmer are about as close as two twin sisters can get,

but you’d never guess it just from looking at them – Lucy has fair skin

and straight red hair while her sister has ebony, curly hair and dark

skin. The twin girls, both from Gloucester, U.K., were born to a

Caucasian father (Vince) and a half-Jamaican mother (Donna).

It is not uncommon for siblings in touch no resemblance to at least one

another, but initially glance you’ll struggle to believe that these two beautiful girls,
who appear to be polar opposite to one another, aren’t only sisters, but are actually
twins. Isn’t genetics fascinating?

As you can see Lucy, the girl on the right has fair skin, bright blue eyes, and
blonde hair. Maria on the other hand, has much darker skin, deep brown eyes and
bouncy, black ringlet at top her head. Understandably, they have left a few jaws
hanging when they popped out, and people rarely believe they are twins. So, what
is the science between this pair?

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 The girls’ mother and father are both product of biracial relationship
themselves having a black parent and a white parent. You’ve probably worked out
by now that these girls cannot be identical twins. Those occurs when a single sperm
cell fertilized an egg that subsequently splits into two genetically identical but
separate embryos. Non- identical, or fraternal twins on the other hand, are usually
result of the mother releasing two eggs at the same time, both of which become
fertilized by two different sperms. . Rather than being genetically identical,
these share 50% of their DNA like normal siblings do.

What happened with these girls is that, thanks to the parents carrying
genes for both black and white skin, Lucy ended up inheriting the genes for
white skin, whereas Maria inherited the genes for black skin. Such dramatic
genetics are unusual, but possible. Most of the time, children will inherit a
"blend" of their parents features - as was the case with their siblings. In the
twins case, they each happened to inherit incredibly different features.

Questions:

1. Can you offer a possible explanation on why these twin sister looks different?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Can these phenotypes (skin colors, eyes and hair) be explained by Mendelian
Model? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7
 What is It

Incomplete dominance is when a dominant allele or sort of a gene, doesn't

completely mask the consequences of a recessive allele and therefore, the
organism’s resulting physical appearance shows a blending of both alleles. It is
also called semi-dominance or partial dominance. One example is shown in
roses. The allele for red color is dominant over the allele for white color, but
heterozygous roses, which have both alleles, are pink. Note that this is different
from codominance, which is when both alleles are expressed at the same time .

Examples of Incomplete Dominance

In Human

Incomplete dominance is rare in humans. We're genetically complex and

most of our traits come from multiple genes. Incomplete dominance is simply a
part of what makes our species so complicated and interesting.

The disease hypercholesterolemia (FH) is an example of incomplete

dominance. One allele causes liver cells to be generated without cholesterol
receptors, while another causes them to be generated normally. The incomplete
dominance causes the generation of cells that do not have enough receptors to
remove all dangerous cholesterol from the bloodstream.

TAY-SACH DISEASE is an example of incomplete dominance in humans.

This neurological disease is caused by an enzyme imbalance and is autosomal
recessive; that when people who actually suffer from the disease have two
recessive genes that cause it. However, one or both of their parents may be
carriers who has incompletely dominant genes, that cause them to supply one
half the required enzyme which is enough for a normal life.

When one parent with straight hair and one with curly hair have a toddler
with wavy hair, that's an example of incomplete dominance.

Eye color is an example of incomplete dominance. In fact, it's

a little more complicated than that, but hazel eyes are partially caused by
incomplete dominance of multiple genes associated with green and brown eye
color.

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In other Animals

Incomplete dominance in animals is most widely studied in domestic

animals since it is important for their health, appearance and value. Here are
several samples of the consequences of incomplete dominance in animals:

Chickens with blue feathers are an example of incomplete dominance.

When a black and a white chicken reproduce and neither allele is totally
dominant. The result is a blue-feathered bird.

When a long-furred Angora and a short-furred Rex rabbit reproduce, the

result are often a rabbit with fur longer than a Rex, but shorter than an Angora.
That's a classic example of incomplete dominance producing a trait different from
either of the parents.

Tail length in dogs is usually determined by incomplete dominance. Pups

of long-tailed and short-tailed parents often split the difference and have
medium-length tails.

On the subject of dogs, lots of labradoodles have wavy hair. Just like
humans, that comes from having straight-haired and curly-haired parents. The
result is an intermediate inheritance: the wavy-haired labradoodle.

The cream gene in horses may be a classic incomplete dominance. When

paired with a red allele, the cream allele produces horses with golden coats such
as palominos and buckskins

In Plants

The science of genetics began with plants. People have been interbreeding
plants for particular traits since we first started farming more than 11,000 years
ago. Gregor Mendel, one of the founders of genetic science, began his studies by
recording the ways he planted his garden. Whether for food, other uses or simple
beauty. Humans have employed genetic selection of plants including incomplete
dominance throughout our history.

Incomplete dominance was first recorded in plants. The German scientist

Josef Kolreuter bred red and white carnations xpecting to urge offspring with
the dominant red coloration. Instead, many came up pink he found that neither
allele was fully dominant in his flowers and identified the concept of incomplete
dominance.

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 Four-o-clocks are flowering plants that get their funny name from their
inclination to bloom within the late afternoon. Wild four-o-clocks tend to have
red flowers while "pure" four-o-clocks with no coloration genes are white. Mixing
the two results in pink flowers just like Dr. Kolreuter's carnations. Those pink
flowers are results of incomplete dominance. However, mixing the pink flowers
results in ¼ red, ¼ white and ½ pink. That 1:2:1 ratio - 1 / 4 like one parent, 1
/ 4 just like the other, and therefore the remaining half different from either - is
common in cases of incomplete dominance.

Pink snapdragons are results of incomplete dominance. Cross-pollination

between red snapdragons and white snapdragons end in pink when neither the
white or the red alleles are dominant.

Incomplete dominance may be a key element of improving crops like corn.

Corn with multiple incompletely dominant traits is usually healthier and provides
greater yields than "purer" strains with fewer traits.

The fruit color of eggplants is another example of incomplete dominance.

Combining deep purple eggplants with white eggplants results in eggplants of a
light violet color.

This Punnett square shows incomplete dominance. The homozygous red

flower has two dominant red alleles and these are represented by the letters RR.
The homozygous white flower is represented by rr. Their offspring are all
heterozygous Rr and that they have pink flowers. This is the first filial generation
or F1. When the F1 generation cross-pollinates, their offspring will be RR, Rr and
rr in a 1:2:1 ratio. Some of their offspring (the F2 generation) will inherit two R
alleles. Some will inherit two r alleles and a few will inherit both .

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Sample problem:

Are you familiar with a pure red-flowered four o’clock plant and a pure white-
flowered four o’clock plant? A cross between the pure red and white-flowered four
o’clock plant will produce all pink flowers. With incomplete dominance, the dominant
and recessive traits blend resulting the third phenotype something in the middle.
Follow the steps below on how to solve genetic problems using Punnett square.

Show a cross between two pink four o’clock flower using a Punnett square.
Determine the genotypic and phenotypic ratio of the offspring.

Solution:

Step 1: Identify the genotype of the parents.

Heterozygous pink (RW) x Heterozygous pink (RW)

Step 2: Construct the Punnett square and show the possible outcome of the cross.

R W

R RR RW

W RW WW

Step 3: Interpret the results.

2 RW - Heterozygous pink four o’clock flower

1 WW - Homozygous white four o’clock flower
1 RR - Homozygous red four o’clock flower

Step 4: Write the genotypic and phenotypic ratio of the offspring.

Genotypic Ratio=2:1:1 or 50% RW, 25% WW, 25% RR

Phenotypic Ratio=2:1:1 or 50% Pink, 25% White, 2% Red

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Let us Practice.

What is the result of a cross between a red petunia and a white petunia?
Follow the same concept above.

RR

R R

RW RW
WW W

RW RW

Figure 1: Punnett square showing a cross between red (RR) and white(RW) petunia flowers

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 What’s More

Now that you are familiar with incomplete dominance. Let us answer the
activities related to incomplete dominance.

Activity 1:

Direction: Read the given problem and predict the phenotypic and genotypic
percentages of the offspring in horses. Write your answer in your activity notebook.

In horses, some of the genes for hair color are

incompletely dominant. Genotypes are as follows:

Brown horses are BB white horses are bb and a Bb

genotype creates a yellow – tarnish colored horse
with a white mane and tail which is called “
palomino ”.

Show the genetic crosses between the following

horses and record the genotypic and phenotypic
percentages.

a. Brown x white b. brown x palomino c. palomino x palomino

Genotypic %: _____ Genotypic %: _____ Genotypic %: _____

Phenotypic %: ____ Phenotypic %: ____ Phenotypic %: _____

Answer the following questions:

1. Can palominos be considered a purebred line of horses? Why or why not?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Which two colors of horses would you want to breed if you want to produce the
maximum numbers of palomino in the shortest amount of time?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Activity 2

Direction: Read the given problem and predict the genotypic and phenotypic
percentages of the offspring in snapdragons. Write your answer in your activity
notebook.

Snapdragons are incompletely dominant for color; they have phenotypes red, pink
or white. The red flowers are homozygous dominant, the white flowers are
homozygous recessive and the pink flowers are heterozygous.
1. Give the genotypes for each of the phenotypes, using the letters “R” and “r” for
alleles:

2. Show genetic crosses between the following snapdragon parents using

Punnett squares provided and record the genotypic and phenotypic
percentage below:

a. Pink x pink b. red x white c. pink x white

Genotypic %: _____ Genotypic %: _____ Genotypic %: _____

Phenotypic %: ____ Phenotypic %: ____ Phenotypic %: ____

Answer the following questions:

1. What is the phenotype of a plant with the genotype RR? __________________

2. What is the phenotype of a plant with the genotype Rr? ___________________

3. What is the phenotype of a plant with the genotype rr? ____________________

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Activity 3:

Direction: Read the given problem and answer the following questions. Write your
answer in your activity notebook.

Spongebob loves growing flowers for his pal Sandy. Her favorite flowers, Poofkins,
are found in red, blue nd purple. Use the information provided and your knowledge
of incomplete dominance to complete each section below.

1. Write the correct genotype for each color if R represents a red gene and r
represents a blue gene.
Red:________ Blue:___________ Purple:__________

2. What would happen if Spongebob crossed a Poofkin with red flowers with
a Poofkin with blue flowers. Complete the Punnett square to work out the
probabilities of every flower color.

a. Give the genotype and phenotype of the offspring.

b. How many of the plants would have red flowers? _________%
c. How many of the plants would have purple flowers? ______%
d. How many of the plants would have blue flowers? ________%

3. What would happen if Spongebob crossed two Poofkin with purple flowers?
Complete the Punnett Square to work out the probabilities of every flower
color.

a. Give the genotype and phenotype of the offspring.

b. How many of the plants would have red flowers? _________%
c. How many of the plants would have purple flowers? ______%
d. How many of the plants would have blue flowers? ________%

15
 4. What would happen if Spongebob crossed a Poofkin with a purple flower with
a Poofkin with blue flowers? Complete the Punnett square to show the
probability for plants with each flower color.

a. Give the genotype and phenotype of the offspring.

b. If Spongebob planted 100 seeds from this cross. How many should he
expect for each color of the flower?

Purple flower: ________ Blue flower: _________ Red flower: _______

Activity 4:

Direction: Solve these genetics problems. Be sure to finish the Punnett Square
to point out how you derive your solution. Write your answer in your activity
notebook.

1. A pink-flowered plant is crossed with a white-flowered plant.

What is the probability of manufacturing a pink-flowered plant? ___________%

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2. What cross will produce the most pink-flowered plants? Show a Punnett
square to support your answer and explain.

3. Two patchwork fish are crossed.

What is the probability that they will have patchwork fish? _______________%

4. In Andalusian fowls, black individuals (BB) and white individuals (bb) are
homozygous. A homozygous black bird is crossed with a homozygous white bird.
The offspring are all bluish-gray. Show the cross as well as the genotypes and
phenotypes of the parents and offspring.

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 What I Have Learned

Summarize what you have learned from the very start by answering the
questions below.

1. Explain the incomplete dominance pattern of heredity?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_
2. Give at least 5 examples of incomplete dominance
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What I Can Do

Solve these genetics problems in human related to incomplete dominance

using punnett square and answer the question below. Write your answer in
your activity notebook.

1. A woman is heterozygous for Tay -Sachs (a recessive disorder). What are the
probabilities of her giving birth to a toddler with Tay-Sachs if the father is
normal (homozygous dominant)? What are the chances of giving birth to a
carrier?
Key: woman - Tt
man - TT

18
 2. Both you and your sister have attached earlobes, yet your parents have
unattached ones. Unattached earlobes are dominant over attached. Give the
genotypes of yourself, your sister and your parents.
Key: genotypes of yourself and sister uu
genotypes of parents Uu

3. Parents who are carriers of have sickle-cell anemia produce a toddler who has
sickle-cell anemia. What are the probabilities that their next child will have
sickle-cell disease?

Key: Hb 𝐴 Hb S: sickle-cell carrier

Hb A Hb A: normal hemoglobin
Hb S Hb S: sickle-cell anemia

Questions:

1. As a student how can you help promote public awareness about these genetics
diseases related to incomplete dominance?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. How will you uplift their status in the society?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

19
 Assessment

Part 1: Multiple Choice. Choose the letter of the correct answer. Write
your answer in your notebook.

1. What type of inheritance do two alleles have if their traits blend together?
A. Incomplete dominance C. sex – linked genes
B. Codominance D. sex determination

2. What is being referred by monohybrid F1 with a ratio of 1:2:1 in an

incomplete dominance?
A. Genotype C. Phenotype
B. Both genotype and phenotype D. The ratio is wrong

3. What is the probability of getting a red snap dragon if a pink snapdragon is

crossed to a white snapdragon?
A.1 C. ¼
B. ½ D. none

4. What condition is shown when a woman with a curly and a man with a straight
hair produce a child with wavy hair?
A. Incomplete dominance C. Condominance
B. Complete dominance D. Multiple alleles

5. Which of the following does a heterozygotes exhibit in an incomplete

dominance?
A. One allele
B. Both alleles together, independently
C. Both alleles simultaneously blended together
D. None of the answers are correct

6. What is the genotype for a brown mouse if mice coat color is incompletely
dominant: black and white are homozygous; brown mice are heterozygous?
A. BB
B. B
C. Bb
D.bb

7. What do we call to an individual with one dominant and one recessive allele?
A. heterozygote
B. Homozygous Dominant
C. Homozygous recessive
D. all of the above

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 8. What do we call to a pair of genes where one is dominant and one is recessive
like Bb?
A. heterozygous
B. homozygous
C. haploid
D. hybrid

9. What is the percentage of plants that will be tall if a plant shows incomplete
dominance in size where a tall plant (TT) is crossed with a medium plant
(TS)?
A.100%
B. 50%
C. 75%
D. 25%

10. When will this happen in incomplete dominance where all offspring
produced have heterozygous characteristics?
A. Both parents are homozygous.
B. Both parents are homologous.
C. Both parents are heterozygous.
D. Both parents are homogeneous.

Part 2: ( For 11-15 ) Solve the incomplete dominance problem using punnett square
to predict the offspring. Write your answer in your activity notebook.

In chickens, F is the trait for frizzled feathers and S is the trait for straight feathers. Since
both are dominant, when they are inherited together, the result is as “slightly frizzled”
chicken.

11. Frizzled x straight feathers

12. Slightly frizzled x slightly frizzled feather
13. Frizzled x slightly frizzled feather
14. Frizzled x Frizzled feathers
15. Straight x slightly frizzled feather

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 Additional Activities

Ratio Me!

Spongebob and his friends genetics problem. Solve the incomplete

dominance problem using punnett square to predict the offspring. Write your answer
in your activity notebook.

1. SpongeBob SquarePants recently met SpongeSusie RoundPants at a

dance. SpongeBob is heterozygous for his square shape, but
SpongeSusie is round. Create a Punnett square to show the possibilities
that would result if SpongeBob and SpongeSusie had children.
Body shape = Roundpants – ( ss ) Squarepants –( Ss )

a. List the possible genotypes and phenotypes for their children.

____________________________________________________________
___________________________________________________________

b. What are the chances of a child with a square shape?

_______ out of _______ or ____%

c. What are the chances of a child with a round shape?

________ out of _______ or ____%

2. Patrick met Patti at the dance. Both of them are heterozygous for their
pink body color which is dominant over a yellow body color. Create a
Punnett square to show the possibilities that would result if Patrick and
Patti had children.
Body Color = Yellow – ( pp ) Pink – ( Pp )

a. List the possible genotypes and phenotypes for their children.

b. What are the chances of a child with a pink body? ____ out of ____ or ____%
c. What are the chances of a child with a yellow body? ____ out of ____ or ____%

22
 23
What I Can Do: What I need to
Know…
1. 50% Tt carrier of Tay- Sachs disease
50%TT normal 1.a 11. b
0 % or no chances of giving birth to a carrier of the
disease 2. a 12. c
2. 50% Uu unattached earlobes
50% uu attached earlobes 3. d 13. a
3. 25% normal hemoglobin
50% sickle cell carrier 4. b 14. b
25% sickle cell anemia
5. c 15. a
( Answer to the questions may vary ) 6. b
7. a
8. c
9. a
10. c
What’s New: What’s I have learned:
1.The twin sister looks different because of 1. Incomplete dominance is when a
their parents, are products of biracial dominant allele, or form of a gene,
relationship having black parents and does not completely mask the
white parents. effects of a recessive allele, and the
2.yes, because the girls inherited their skin organism’s resulting physical
color, hair and eye appearance shows a blending of
color to their parents. both alleles .
What’s In 2. * Pink snapdragons
*Chickens with blue feathers
1. 2:2 = 50% RR, 50% RW
* The cream gene in horses
2. 2:2 =50% Red, 50% Roan
3. Both parents must be white * The fruit color of eggplants
* TAY- SACH DISEASE
Answer Key
 24
What’s More: Additional Activities:
Activity 1 Activity 2 1. a. Ss and ss square and round
1 genotypic:100% Bb a. genotypic: 25% RR,
b. 2 out of 4 or 50%
50%Rr, 25%rr
phenotypic: 100% palomino phenotypic: 25% red, c. c. 2 out of 4 or 50%
50% pink, 25% white
b. genotypic: 50% BB, 50% Bb b. genotypic:100% Rr 2. a. PP,Pp, pink, yellow
phenotypic: 50% brown, 50% Palomino phenotypic: 100% pink
b. b. 3 out of 4 or 75%
c. genotypic: 25% BB, 50% Bb, 25% bb c. genotypic:50% Rr, 50%rr
1. No, palomino are heterozygous mix phenotypic: 50% pink, c. 1 out of 4 or 25%
50% white
Of coat color.
2. Brown and white
Assessment:
Activity 3
A
. Red- RR blue - rr purple - Rr
2. a . Rr and 100% purple flowers 1. a 6. c
b. 0
c. 100% 2. b 7. a
d. 0
3. b 8. a
3. a. 1 RR, 2Rr, 1rr and 25 % red flowers, 50 % Offspring = Bb 100%
bluish gray 4. a 9. b
b. 25%
c. 50% 5. c 10. a
d. 25% B. 11.100% FS slightly frizzled
4.a. 1RR, 2 Rr, 1 rr feathers
b. 25% red flowers 50% purple flowers and 25%
. purple 50% blue 25% red 25% 12.25% FF Frizzled
c. purple 50% blue 25% red 25% 75% FS slightly frizzled
Activity 4 13. 50% FF frizzled
1 a. red b. pink c. white
50% slightly frizzled
2. 50%
3. Red and white 14. 100% frizzled
4. 50%
5. parents BB – black andbb - white 15. 50% slightly frizzled
50% Straight feathers
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.

“Non-Mendelian Genetics Overview - Quiz.” n.d. Quizizz.Com. Accessed August 3,

2020. https://quizizz.com/admin/quiz/56ca63e5547aba3d058cceca/non-
mendelian-genetics-overview.

“Worksheets Index.” n.d. Www.Biologycorner.Com. Accessed August 3, 2020.

https://www.biologycorner.com/worksheets/.

Miller, Wilmer J. 1997. “Dominance, Codominance and Epistasis.” Brazilian Journal

of Genetics 20 (4). https://doi.org/10.1590/s0100-84551997000400018.

Nelson, Daniel. 2018. “Incomplete Dominance In Biology.” Science Trends, July.

https://doi.org/10.31988/scitrends.21408.

“Evaluation of Dominance with Incomplete Penetrance.” 1973. Acta Psychiatrica

Scandinavica 49 (December): 68–70. https://doi.org/10.1111/j.1600-
0447.1974.tb08024.x.

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph

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