9

Living Things
and Their
Environment
Quarter 1: Module 1-4
 DEVELOPMENT TEAM OF THE MODULE

WRITERS:
JOHN BENEDICT M. SAI, Teacher I
JESSE A. TISTON, Teacher I
IMELDA V. MINGOA, Teacher II
CHARISSE E. SUAREZ, Teacher I
RECHELLE M. CARRIDO, Teacher I
GENOVIE G. TAGUM, Master Teacher II
MYLA JENNIE G. TAN, Master Teacher I
LYDEN B. PAICAN, Teacher I
JOSEPHINE B. HERNANDO, Teacher I
CARMELITA G. YAP, Master Teacher I
DARIO V. AGAS, Teacher I

CONSOLIDATOR: GENOVIE G. TAGUM, Master Teacher II

LANGUAGE EDITOR: MYRA A. FUENTES, Master Teacher I

ELAINE A. TABOR, Teacher I

CONTENT VALIDATOR: CYNTHIA B. ONG, Master Teacher II

ANTHONETTE R. ESTUYE, Master Teacher I
ERIC JAMES PAGUIO, Master Teacher I
CARMELITA G. YAP, Master Teacher I
ROWELA G. RUPA, Head Teacher III
LOURDES S. MANDADERO, Teacher III

COVER PAGE ILLUSTRATOR: AIRA MARI CON M. AUSTERO

TEAM LEADER: DR. RAQUEL M. AUSTERO

Education Program Supervisor

4
 Respiratory and Circulatory System Working
Module 1
Together

Most Essential Learning Competencies:

Explain how the respiratory and circulatory systems work together to transport
nutrients, gases, and other molecules to and from different parts of the body
(S9LT-la-b-26)

What’s In

The Parts and Functions of the Respiratory and Circulatory

Systems
Organ Function
Nasal Cavity ● Main entryway for the air to
the body
Pharynx (throat) ● Alternate entryway when
and Larynx (voice breathing through the nose
box) Trachea ● Passageway to the lungs
(windpipe)
Lungs ● Expand to take in air
(inhalation) and contract to
expel air (exhalation)
Bronchi/bronchial ● Connects the trachea to the
tube lungs
● Receives oxygen gas and
removes CO2 gas
Alveolus (plural ● Found at the end of the
alveoli) bronchi
● Where gas exchange
mainly occurs
Oxygen gas is an important material that allows the body cells to perform their
various functions. It acts as a fuel to produce the needed energy for the cell’s job. This
major fuel is acquired and transported through the two major delivery systems of our
body: respiratory and circulatory.
The main role of the respiratory system is to collect oxygen gas from the air so
it can be used by the rest of the body.

5
 Source: 1taken from Creative Commons

After oxygen gas has been collected through inhalation, it will then be delivered
by the circulatory system to the rest of the body, together with the other nutrients that
the digestive system has acquired.
The circulatory system is made up of blood vessels that carry blood away from
and towards the heart. Arteries carry blood away from the heart and veins carry blood
back to the heart. The circulatory system carries oxygen, nutrients, and hormones to
cells, and removes waste products like carbon dioxide.
The picture below shows the parts of the human heart. The left side of the heart
receives the oxygenated blood (blood carrying oxygen) from the lungs and delivers it
to the rest of the body. The right side receives the deoxygenated blood (blood without
oxygen) from the body and carries it to the lungs.

Source: 2taken from Creative Commons

6
The table shows the parts and functions of the heart.
Organ Function
Pulmonary artery ● Carries blood from the heart to the lungs
Aorta ● Considered as the largest artery
● Carries the pumped blood from the heart to the rest of the body
Pulmonary veins ● Carry blood from the lungs to the heart
Atrium ● Acts as the main chamber of the heart
● Accepts blood from the veins
● Moves blood to the ventricles for pumping
Ventricles ● Pump blood to where it is needed
o LEFT VENTRICLE– pumps to the rest of the body
o RIGHT VENTRICLE– pumps to the lungs
● Considered as the strongest chamber, responsible for blood pressure
Septum (heart ● Considered as the main muscle of the heart
muscle) ● Responsible for the pumping of the heart
Heart valves ● Act as gates or doors for the atrium and ventricles
● Control the flow of blood between the two chambers

Inhalation and Exhalation

To get oxygen from the air, the body will inhale (inhalation) by contracting the
diaphragm, a muscle under the lungs, which moves down while also causing the rib
cage and the lungs to expand, allowing air to enter through the nose and into the lungs.
Once the air has reached the lungs, it will be filtered through the alveolus to perform
gas exchange, a process where oxygen gas enters through the body while at the
same time placing carbon dioxide gas (CO2) waste into the lungs.

Once the gas exchange has occurred, the body will now exhale (exhalation) to
remove the waste and excess air back into the atmosphere. This is done by relaxing
the diaphragm, making it move up, while also contracting the rib cage and the lungs
making them smaller. Air is then pushed out of the lungs back into the atmosphere.

7
 Source: This Photo by Unknown Author is licensed under CC BY-SA-NC

What’s More

Activity 1: Label Me!

Directions: Identify the organs in the figures below. Write their names on the box.

Figure 1: The Respiratory System

1. _________________________
1 2. _________________________

2 3. __________________________

4. __________________________
3
4 5. __________________________

6. __________________________
5 6 7. __________________________

7 8. __________________________
8

8
Figure 2: The Human Heart

1. _________________________
2. _________________________
3. __________________________
4. __________________________
5. __________________________
6. __________________________
7. __________________________
8. __________________________

Activity 2: Complete Me!

Directions: Complete the table with the missing data.

Name of Organ Function Body System

Responsible of the pumping of the heart Circulatory
1.
Lungs 2. 3.

4. Receives oxygen gas taken from the air in the 5.

lungs and removes CO2 gas
Pulmonary veins 6. 7.

Alveoli 8. Respiratory

9. Carries the blood from the heart to the lungs Circulatory

Right Ventricle 10. Circulatory

9
Activity 3: Identify the Process
Directions: Read each statement carefully and determine if it describes an inhalation
or exhalation process. Write INHALE if the statement describes an inhalation process
or EXHALE if it describes an exhalation process.

________1. The process is done to collect air from the atmosphere.

________2. Air will pass through the trachea to enter the lungs.
________3. Carbon dioxide gas is released as a waste product.
________4. The diaphragm contracts, which causes it to move down.
________5. The rib cage and the lungs relax, which becomes smaller.

Activity 4: The Case of Cholesterol

Directions: Explain why cholesterol build-up
causes harm to the body. Explain your answer in
2-3 sentences. Write your answer in the box
below.

Cholesterol build-up (Atherosclerosis) is

one of the common diseases related to poor lifestyle choices. There is a slow build-up
of cholesterol (a type of fat) that forms under the arteries that eventually forms a plaque
that narrows the artery, which causes a variety of problems like shortness of breath,
blindness, and dizziness.
(CLUE: What is the role of arteries in delivering oxygen from the respiratory to the
circulatory system? How does this also cause shortness of breath?)

10
 What I Have Learned

Illustrate how oxygen gas is collected and delivered to our body by identifying the
organs and parts that helps throughout the process in the box below. The first two
organs are given to you as reference and starting point.

NOSE PHARYNX
`

What I Can Do

Exercises such as yoga and cardio training are often

recommended as starter exercises before doing any heavy
kind of workouts. These often help in enduring long periods of
heavy work while maintaining a steady amount of energy for
the activities.
Directions: Based on what you understand so far, explain
how these kinds of exercises improve the body’s ability to do
heavy or strenuous activities. In the box, write 3-4 sentences.

11
 Respiratory and Circulatory System Working
Module 2
Together

Most Essential Learning Competencies

Infer how one’s lifestyle can affect the functioning of the respiratory and circulatory systems
(S9LT-Ic-27).

What’s In

A healthy lifestyle through constant exercise and diet affects the functioning of
the respiratory system by ensuring that the blood gets enough oxygen, and enough
carbon dioxide is released.
Lifestyle plays a huge role in health, wellness, and fitness. In today’s urban
lifestyle, where one doesn’t stop and take time for themselves is causing more harm
than good when it comes to physical and emotional health. Lack of healthy eating
options has contributed to obesity in many individuals of all age groups.
Millions of people follow an unhealthy lifestyle. Hence, they encounter illness,
disability and even death. Problems like metabolic diseases, joint and skeletal
problems, cardiovascular diseases, hypertension, overweight, violence and so on, can
be caused by an unhealthy lifestyle.
We know that many respiratory illnesses are caused by bacteria or viruses.
These are steps you can take to help the spread of these pathogens and to prevent
you from catching one. Furthermore, many respiratory illnesses are caused by poor
habits, such as smoking. Many of the diseases related to smoking are called lifestyle
diseases. Lifestyle diseases are caused by choices that people make in their daily
lives. For example, the choice to smoke can lead to emphysema, cancer, and heart
disease in later life. But you can make healthy choices instead. There are many things
you can do to keep yourself healthy.
1. Avoid smoking. Cigarette smoking can cause serious diseases, so avoiding or
stopping smoking is the single best way to prevent many respiratory and
cardiovascular diseases. Also, do your best to avoid secondhand smoke.
2. Eat well, exercise regularly, and get rest. Eating healthy foods, getting enough
sleep, and being active every day can help keep your respiratory, cardiovascular,
and immune systems strong. Getting enough exercise makes your lungs stronger
and better at giving your body the oxygen it needs. It also helps to boost your
body and fight germs that could make you sick. These can also, of course, keep
your skeletal and muscular systems strong.

12
 3. Wash your hands. Washing your hands often, especially after sneezing,
coughing, or blowing your nose, helps to protect you and others from diseases.
Washing your hands for 20 seconds with soap and warm water can help prevent
colds and flu.
4. Avoid physical contact with others when sick. Do not go to school or to other
public places when you are sick. You risk spreading your illness to other people.
You may also get even sicker if you catch something else. Do not share food and
other things that go in the mouth, as in guzzling milk from the carton or double-
dipping chips.
5. Visit your doctor. Getting the recommended vaccinations can help prevent
diseases, such as whooping cough and flu. A yearly flu vaccine is recommended
for everyone who is at least 6 months of age. The flu vaccine is especially
important for people who are at high risk of developing serious complications (like
pneumonia) if they get sick with the flu.

Source: Respiratory System Heath. (June 2020).

Retrieved from https://flexbooks.ck12.org/cbook/ck-12-middle-school-life-science-2.0/section/11.34/primary/lesson/respiratory-system-health-
ms-ls

Effects of Cigarette Smoking on Respiratory and Circulatory System

1. Lung damage - Smoking cigarettes affect lung health because a person
breathes in not only nicotine but also a variety of additional chemicals.
2. Heart disease - Smoking cigarettes can damage the heart, blood vessels, and
blood cells.
3. Fertility problems - Smoking cigarettes can damage a female’s reproductive
system and make it more difficult to get pregnant. This may be because tobacco
and the other chemicals in cigarettes affect hormone levels.
4. Risk of pregnancy complications - Smoking can increase the risk of ectopic
pregnancy and reduce the baby’s birth weight.
5. Risk of type 2 diabetes - Smoking can also make it more difficult for people
with diabetes to manage their condition.
6. Weakened immune system - Smoking cigarettes can weaken a person’s
immune system, making them more susceptible to illness.
7. Vision problems - Smoking cigarettes can cause eye problems, including a
greater risk of cataracts and age-related macular degeneration.
8. Poor oral hygiene - People who smoke have double the risk of gum disease.
This risk increases with the number of cigarettes a person smokes.
9. Unhealthy skin and hair - Smoking tobacco can affect a person’s skin and hair.
A person who smokes may experience prematurely aged, wrinkled skin. They
also have a higher risk of skin cancer, “especially on the lips.”
10. Risks of other cancers - People who smoke are also three times more likely
to develop bladder cancer than people who do not.
Source: Dresden, D. (2019). How does smoking affect the body. Retrieved
from:https://www.medicalnewstoday.com/articles/324644

13
 What’s More

Activity 1: Risk of Cigarette Smoking

Directions: Below are sample pictures that can be seen in cigarette packs. Look at each
picture carefully, then answer the guide questions on the provided space below.
Answer the following questions:

1. What did you feel while looking at these

pictures?

2. What generalization can you form based on the

given pictures regarding the long-term health
effects of cigarette smoking?

Source: Smoke Free. (n.d.). Retrieved from http://smokefree.gov/

Activity 2: Effects of Smoking in the body

Directions: Cite the effects of smoking in the different parts of the body.

1. Lungs:
2. Heart:
3. Fertility:
4. Immune System:
5. Vision:
6. Others:

Activity 3: 4-Pics-1-Word
Directions: Identify the illnesses in the respiratory and circulatory systems brought about by
the negative lifestyles shown in the pictures. Write your answers in the box provided for each
number.
1.

14
 2.

3.

Answer the following questions:

1. What are the negative lifestyles that are depicted in the pictures?

2. How can lifestyle affect the functions of the respiratory and circulatory systems?

3. How can these negative lifestyles be changed?

Activity 4: Prevention is Better than Cure

Directions:
1. Create a poem that illustrates various ways of preventing diseases that affect
the respiratory and circulatory systems. You must also show the importance of
keeping our bodies healthy and free from illnesses.
2. Consider the following criteria to serve as your guide in completing the given
task.
3. Use bond paper for your output.
Criteria Percentage
Preparation 15%
Achievement of Objective 35%
Imagination and Creativity 30%
Presentation 20%
TOTAL 100%
Source: Alvarez, et al. (2014). Science – Grade 9 Learner’s Module, First Edition

15
 What I Have Learned

Directions: Write an essay answering the question, why is a healthy lifestyle

important for students?
Your essay test will be assessed based on the following criteria
1.Accuracy of content and explanation-5 points
2.Coherence and well-organized data-3 points
3.Clarity of message-2 points

What I Can Do
Pollution in this modern time is at its peak. Alcoholic beverages and cigarettes
can be bought above the counters in all stores and supermarkets. Traffic congestion
is an everyday problem. Our daily activities cause us a lot of stress and “instant food”
can be bought everywhere. You were tasked by the Department of Health (DOH) to
conduct an information drive on how diet and stressful lifestyle can affect the circulatory
and respiratory systems
Directions: Make a poster or slogan about how cigarette smoking and liquors can
affect the respiratory and circulatory systems. Use bond paper for your output.
Rubric for the Poster or Slogan
CATEGORY 3 2 1
PRESENTATION The poster clearly The poster The poster indirectly
communicates the main communicates some communicates the
idea and strongly of the important ideas idea and hardly
promotes awareness and slightly promotes promotes awareness
awareness
CREATIVITY AND All the graphics used on Most of the graphics The graphics were
ORIGINALITY the poster reflect an used on the poster made by the
exceptional degree of reflect student students but were
student ingenuity in their ingenuity in their copied from the
creation creation designs or ideas of
others
ACCURACY AND All graphics in the poster Most graphics in the Some graphics in the
RELEVANCE OF are accurate and related poster are accurate poster are accurate
THE CONTENT to the topic and related to the and related to the
topic topic.

16
 Non- Mendelian Inheritance: Incomplete
Module 3
Dominance, Codominance and Multiple Alleles

Most Essential Learning Competencies:

Explain the different patterns of non-Mendelian inheritance (S9LT-Id-29)

What’s In
Gregor Mendel, working in the 1800s, contributed
enormously to the modern understanding of genetics. He
determined that a diploid organism inherits two copies of the
same gene called alleles, one from each parent.
The Mendelian Theory of Inheritance makes several
specific predictions. One is that offspring will express a trait that
is inherited from either or both parents, but not a blend of those
traits.
Source:Hugo Iltis - Wellcome Library, London, CC BY 4.0

In fact, although Mendel's results are still very informative to modern genetics,
we now know that the inheritance of many traits can be extremely complex. For these
genes, we say that they follow non-Mendelian inheritance. Mendel himself realized
the likelihood of non-Mendelian inheritance when he looked at patterns of inheritance
for characteristics of his pea plants that he did not explicitly consider in his experiments.
But how exactly does non-Mendelian inheritance work?

Figure 1. Punnett square between red (R) and white (W) Four o’clock flowers
Source: https://www.tes.com/lessons/dP2fikkNjAUTyw/non-mendelian-genetics-sex-linkage-incomplete-dominance

17
 This kind of inheritance pattern is called incomplete dominance. Neither the
red trait (R allele) nor the white trait (r allele) is completely dominant in a heterozygous
(Rr) individual. Having only one R allele in heterozygous produces only enough
pigment to make the plant's flowers pink, not enough to make them red. Flowers
homozygous for the white allele (rr) produce no color pigment, which is why they are
white. The reappearance of red and white flowers in the F2 generation shows that
flower color alleles remain separate, as Mendel predicted, and are segregated
independently into gametes. The alleles recombine in the F2 plants to create more
variety in phenotypes than the theory of blended inheritance would predict. From this
cross, on average, one-half of the offspring are pink (Rr), one-quarter are red (RR),
and one-quarter are white (rr). In incomplete dominance, the two alleles of a
heterozygote show a partial effect on phenotype. Using the example above, the Rr
heterozygote shows neither the white nor the red phenotypes but a partial red (pink)
phenotype.

Another type of inheritance that differs from simple

Mendelian processes is called codominance, in which
alleles combine to influence the phenotype of the
organism. A good example of codominance is roan fur in
cattle as shown in Figure 2. Cattle can be red (RR= all red
hairs), white (WW = all white hairs), or roan (RW = red &
white hairs together.
. Figure 2
Source: en.wikipedia.org

In the figure, Cattle can be red (RR= all red hairs), white
(WW = all white hairs), or roan (RW = red & white hairs together).
When more than two alleles control the inheritance of a character, the character
expression is called multiple alleles. An example of multiple alleles is the inheritance
of human blood ABO blood types: A, B, AB and O. Three alleles are responsible for
this type of system: IA, IB and I. The ABO blood type is determined by the presence or
absence of two antigens, A and B. Allele I does not code for an antigen. There are four
possible blood types as shown in Table 1.

Table 1. Human ABO Blood Types and Their Phenotypes

Genotype Phenotypes
A A A
I I ,I i Blood type A
IBIB, IBi Blood type B
A B
I I Blood type AB
ii Blood type O

18
 Blood type O is recessive; two O alleles must be present for a person to have
type O blood. Blood types A and B are codominant. If a person receives an A allele
and a B allele, their blood type is type AB.

What’s More
Activity 1. What Pattern am I?
Directions: Identify if the following pictures exhibit CODOMINANCE or
INCOMPLETE DOMINANCE.

1.

--------------------------------

https://gardenerspath.com https://backyardgardenlover.com https:// en.wikipedia.org

2.

https://onpasture.com https://shutterstock.com

Activity 2: Analyze Me
Directions: Read, analyze, and solve the problem. Then answer the guide
questions that follow.

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

The allele for black is B and the allele for white is W. The heterozygous
phenotype is known as erminette.
a. What is the genotype for black chicken? ________________
b. What is the genotype for white chicken? ________________
c. What is the genotype for erminette chicken? _____________

19
 2. In four o’clock flower color is controlled by incomplete dominance. The two
alleles are red (R) and white (W). The heterozygous genotype is expressed as
pink.
a. What is the phenotype of a plant with the genotype RR?
_______________
b. What is the phenotype of a plant with the genotype WW?
_______________
c. What is the phenotype of a plant with the genotype RW?
_______________
3. What cross will produce the most pink-flowered plants? Use a Punnett square
to support your answer.

Activity 3: Blood Typing

Directions: Write the genotype for each person based on the description. Refer to
the table below as a guide.

Blood Type Genotype Can donate blood to: Can receive blood from:
(Phenotype)
O Ii A, B, AB and O O
Universal donor
AB IAIB AB A, B, AB and O
Universal receiver
A IAIA or IAi AB, A O, A
B IBIB or IBi AB, B O, B

a. Homozygous for the “B” allele __________

b. Heterozygous for the “A” allele __________
c. Type O __________
d. Type “A “and had a type” O” parent __________
e. Type “AB” __________
f. Blood can be donated to anybody __________
g. Can only get blood from a type “O” donor __________
h. Genotype that shows blood types are codominant __________
i. 2 genotypes that show usual complete dominance __________

20
Activity 4: What’s Your Blood Type?
Directions: Complete Tables 1 and 2. Then, answer the guide questions that follow.
1. Given the blood type of the mother and child, identify the possible blood type of
the father.
Mother’s Blood Type Father’s Blood Type Child’s Blood Type
A A
B AB
AB B
O O
2. Show the possible alleles that can be found in each offspring and write the
blood type for each offspring.

Possible alleles from Father

A B O
Possible alleles A
from Mother B
O

Guide Questions:
1. What blood type (or types) can be found in an offspring if a mother has type A
blood, and the father has type B blood?
___________________________________________________________________
2. What blood type (or types) can be found in an offspring if a mother has type AB
blood and father has type A blood?
___________________________________________________________________
3. What blood type (or types) can be found in an offspring if a mother has type O
blood, and the father has type B blood?
___________________________________________________________________

What I Have Learned

Directions: Complete the sentence the sentences below by writing

the missing word. Choose answer from the box.

Incomplete dominance Multiple alleles Blood type type AB.

Codominance four O blood type

21
 1. _______________ occurs when the phenotypes of the two parents blend
together to create a new phenotype for their offspring. An example is a white
flower and a red flower producing pink flower.
2. _______________ occurs when the two parent phenotypes are expressed
together in the offspring. An example is a white flower and a red flower
producing offspring with red and white patches.
3. _______________ when more than two alleles control the inheritance of a
character.
4. In humans, there _____ are blood types (phenotypes): A, B, AB, O.
5. _______________ is controlled by three alleles: A, B, O
6. O is recessive, two O alleles must be present for a person to have
__________
7. A and B are codominant. If a person receives an A allele and a B allele, their
blood type is _____________.

What I Can Do

Blood type is determined by the presence or absence of two antigens: antigen

A and antigen B. The body’s ability to produce antigens is a trait that is inherited.
Directions: Using the information about the inheritance of blood type, answer the
given problem.
Problem: A father of four children has a blood type A. The mother has blood type O.
Predict the possible blood types of their children. Explain why two of their children have
blood type A while the other two have blood type O.

22
 Gender Determination, Sex-Linked Traits,
Module 4
Sex-Influenced Traits and DNA

Most Essential Learning Competencies:

Explain the different patterns of non-Mendelian inheritance (S9LT-Id-29)

What’s In
In the last module, you learned about the different patterns of non- Mendelian
inheritance by identifying characters whose inheritance does not conform with
predicted outcomes based on Mendel’s laws of inheritance and solving genetic
problems related to incomplete dominance, codominance, and multiple alleles.
Walter Sutton and Theodore, who became the proponents in giving the best
idea that an inherited trait can be determined by chromosomes. It is best explained by
the Chromosome Theory of Inheritance wherein genes are in the chromosomes.
Humans have 46 chromosomes in each cell. As we can observe, the human
body cells show 23 pairs of chromosomes for both males and females. Twenty- two
pairs are somatic chromosomes. The 23rd pair consists of sex chromosomes. A sex
chromosome is a type of chromosome that participates in sex determination. Gametes
are reproductive cells that unite during sexual reproduction to form a new cell called a
zygote.

Figure 1. Sex Determination

Source: https://www.slideshare.net/romaving/sci9q1m2-sex-chromosome-and-sex-determination

A sex-determination system is a biological system that determines the

development of sexual characteristics in an organism. Environmental factors and the
social interactions after birth may contribute to a certain degree to the expression of
human sexuality. The health and age of the mother during pregnancy may also lead to
aneuploidy where there is an excess or lack of X or Y chromosome, which can affect
the genital development during conception.

23
Sex-Linked Genes

Genes located on the X chromosomes are called X-linked genes. Genes on

the Y chromosomes are called Y-linked genes. An example of an X-linked trait in
humans is hemophilia. A person suffering from hemophilia could die from loss of blood
even from a small wound because the blood either clots very slowly or does not clot at
all. Another example of an X-linked trait is color blindness. To illustrate the inheritance
of an X-linked trait, we will use color blindness. Let us study Table 2. The X
chromosome with the gene for color blindness is represented as XC, while the one is
represented as X.
Table 2. Genotypes and Phenotypes of Color Blindness in Humans

Genotype Phenotype
1. XX Normal female
2. XXC Normal female, carrier of the gene
3. XcXc Color-blind female
4. XY Normal male
5. XcY Color-blind male

For a female to become color-blind, she must be homozygous (XcXc) for the
color-blind genes. The trait is, therefore, recessive in females. If a female has only one
X chromosome with the allele for color blindness, she becomes normal but can pass
on the trait to her offspring. She is therefore a carrier of the trait. Since males have only
one X chromosome, the gene for color blindness when present in the male will always
be expressed because it does not have an allele to hide or prevent its expression.
Thus, the male will be color-blind. This is the reason why color blindness is more
common in males than in females.
Hypertrichosis Pinnae Auris, a genetic disorder in humans that causes hairy
ears is an example of a Y-linked trait. Since the trait is found in the Y chromosome,
then only males can have a trait. A father who has the condition will pass it on to all his
sons, and they, in turn, will pass it on to their own sons.

Sex-Limited Traits

Sex-limited traits are those that are expressed exclusively in one sex of the
species. In cattle, for instance, lactation is expressed in females but never in males.
Both male and female cattles however possess a gene pair for lactation. The gene for
lactation (L) is dominant over the non-lactating gene (l).

24
 Table 3 shows the genotypes and phenotypes of the gene for lactation. These
genes are carried by both males and females, but it is only expressed in females. Have
you noticed that in female cattle, if at least one gene pair is for lactation (L), the female
produces milk? In male cattle, it does not matter if they possess one or two genes for
lactation. They never produce milk. Other examples of sex-limited traits are the fanlike
tail feather in peacocks that is never expressed in peahens, and the horn found
exclusively in males of certain sheep species.
Table 3. Expression of Lactation in Cattle
Female Genotypes Female Phenotypes
XLXL Female lactating
XLXI Female lactating
XIXI Female not lactating
Male Genotypes Male Phenotypes
XLYL Male not lactating
XLYI Male not lactating
XIYI Male not lactating
Source: Functional Biology Modular Approach, Second edition

Sex-Influenced Traits

Some traits are expressed in both sexes but more frequently in one than in the
other sex. Baldness may be expressed in females, but it occurs frequently in males.
Harelip, the incomplete fusion of the upper lip and gout, the accumulation of uric acid
in the tissues are other examples of sex-influenced traits that are observed more
frequently in males than in females.

DNA: The Genetic Material

DNA stands for Deoxyribonucleic acid. It is a long rope-like molecule. Genes
are made of lengths or segments of DNA. DNA is one of two nucleic acids found in the
cell. It is the blueprint for life. Every living thing uses DNA as a code for making proteins
that determine traits. For example, DNA contains the instructions for making special
proteins (called pigments) that give your eyes color.

1. The long DNA molecules are usually held in tightly coiled structures called
chromosomes. Chromosomes are found in the nucleus of a cell.
2. It is capable of self-replication, which is essential in the increases in cell number
during growth, reproduction, and passing genetic information to the next
generation.

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 The work of earlier scientists gave Watson and Crick a lot of information about
DNA. By the end of the 1940s, scientists had found that DNA is a double helix. The
double helix is like a twisted ladder. The building blocks of DNA are called nucleotides.

A nucleotide is made up of three basic components:

1. 5-carbon sugar = deoxyribose
2. Phosphate group
3. Nitrogenous bases
⮚ Purines – Adenine and
Guanine
⮚ Pyrimidines – Thymine and
Cytosine
Figure. 2. DNA STRUCTURE - Expii

Source: expii.com

What’s More

Activity 1: Boy or Girl?

Directions: Draw a Punnett Square which shows the inheritance of the sex
chromosomes. Represent the female sex chromosomes with XX and the male sex
chromosomes with XY.

Guide Questions:

1. What will be the sex of the child produced when an egg is fertilized by a sperm
that has a Y chromosome?
_______________________________________________________________
2. Based on this Punnett Square, how many percent of children would you expect
to be male?
_______________________________________________________________
3. Which sex chromosome is present in both male and female?
_______________________________________________________________
4. Infer which chromosomes determine a person’s sex.
_______________________________________________________________

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Activity 2: Barred or non-barred?

In fruit flies, humans and other mammals, sex is determined by an X-Y system.
However, many organisms do not have the X-Y system of sex determination. One of
these is the Z-W system on birds. Male birds are ZZ, whereas females are ZW. In
chickens, barred feathers (Z) are dominant over non-barred feathers (Zb).

a. In the given Punnett square show the results of a cross between a barred
male and a non-barred female.

b. What is the probability that the offspring will be:

Barred Female: __________________
Non-barred Female: _____________
Barred Male: ______________________
Non- barred Male: ________________

Activity 3: Genetics Probability Problems ~ Sex-Linked and

Sex-Influenced Traits
Directions: Answer what is being asked in the problem.

Colorblindness is a recessive, sex-linked disorder in humans. A colorblind

man has a child with a woman who is a carrier of the disorder.

a. What is the genotype of the man? ______

b. What is the genotype of the woman? ______

c. Draw a Punnett Square

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 d. What is the chance that the child will have a normal-color vision? _____
e. What is the chance that a daughter will be colorblind? _____
f. What is the chance that a son will be colorblind? _____

Activity 4: DNA Structure

Directions: Analyze the Figure 3. Then, answer
the following questions.

1. What does DNA stand for?

_____________________________

2. The “backbone” of the DNA molecules is

made up of two alternating components,
what are these?
____________________________

3. There are four different variations of these

monomers (four different bases), What are
the names of those bases?
a. ________________________ Figure:3 DNA Structure
b. ________________________
c. ________________________
d. ________________________
4. The two bases that are purines are:
a. ______________________
b. ______________________

5. The two bases that are pyrimidines are:

a. _____________________
b. _____________________

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Activity 4: DNA Base Pairing
Directions: Write the complementary DNA strand for each given strand of DNA. Refer
to the base pairing rules below for writing complementary DNA strands for a given
strand.
Base-Pairing Rules:
A pairs with T
C pairs with G

● This is your original strand

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

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

3. A A T G A A T A G C T A G C T T
___________________________________________________
Source: http://www.nhgri.nih.gov/DIR/VIP/Glossary/Illustration/base_pair2.html

What I Have Learned

Directions: Match column A with column B. Write the letter of the answer beside the
number.
A B
1.sex chromosome A. a type of chromosome that participates in sex
determination.
2. Gamete B. is a biological system that determines the
development of sexual characteristics in an
organism.
3. DNA C. are expressed in both sexes but more frequently
in one sex than in the other.
4. . Punnett square D. are expressed exclusively in one sex of the
species.
5. Sex-linked traits E. are controlled by genes located on the same sex
chromosomes
6. Sex-limited traits F. Deoxyribonucleic acid
7. Sex-influenced traits G. is the method by which one can determine the
possible genotypes and phenotypes when two
parents are crossed.
8. sex determination H. are reproductive cells that unite during sexual
reproduction to form a new cell called a zygote.

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 What I Can Do
Directions: Fill in the blanks with the correct word/phrase from the box. Write the
answer on the blanks.

Watson X-ray crystallization Crick

Double helix Adenine Guanine

Maurice Wilkins and Rosalind Franklin studied the structure of DNA using
(1)____________________ , a technique to examine molecules, and helped (2)
___________________ and (3) ___________________ determined that the shape
of the molecule was a (4) __________________. .

Based on this information, scientist could predict that the base

(5)_____________________ pairs with Thymine and the base cytosine pairs with
(6)_____________________ in the formation of the DNA molecule.

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 31
MODULE 1
MODULE 1
Activity 1
Respiratory System
What I have learned
1.Nasal Cavity 6.Left Bronchus
Nose  pharynx  trachea  lungs
2.Pharynx 7.Right Lung
 bronchi  alveoli  pulmonary 3.Larynx 8.Left Lung
veins  left atrium  left ventricle 4.Trachea
 aorta 5.Right Bronchus
Human Heart
1.Pulmonary Arteries 6.Left Ventricle
2.Pulmonary Veins 7.Right
Ventricle
MODULE 2 3.Left Atrium 8.Septum
4.Heart Valves
5.Right Atrium
Activity 1
Answers vary Activity 2
1. Septum/heart muscle
2. Expands to take in air (inhalation) and
Activity 2
contracts to expel air (exhalation)
Answers vary
3. Respiratory System
4. Bronchi/bronchial tube
Activity 3
5. Respiratory system
6. Carries blood from the lungs to the heart
Asthma 7. Circulatory System
Hypertension 8. Where gas exchange mainly occurs
Anemia
9. Pulmonary artery
10. Pumps blood to the lungs
Guide Questions:
Activity 3:
Each set of pictures shows INHALE
negative ways of living. INHALE
Cigarette smoking, polluting the EXHALE
environment, eating unhealthy INHALE
foods, drinking liquor, sleep EXHALE
deprivation, etc.
One’s lifestyle has a significant Activity 4
impact on the body as it can either
strengthen or weaken the Answers may vary
respiratory and circulatory Sample answer:
systems.
The arteries’ function is to deliver blood to
Negative lifestyles can be
changed if a person decides to pay various parts of the body. Two notable
attention to his or her well-being by examples are the pulmonary arteries,
eating healthy foods, avoiding which carry deoxygenated blood from the
vices, exercising regularly, and heart to the lungs to get oxygen, and the
having adequate rest. aorta, the largest artery that delivers the
Various diseases affecting the oxygenated blood to the different parts of
respiratory and circulatory systems the body. With the narrowing of arteries,
might begin to develop there is a notable lessening of blood flow
that prevents the proper amount of oxygen
to be transported to the organs of the
body, causing failure and difficulty to
perform its functions.
Answer Key
 32
MODULE 4 MODULE 3
Activity 1 Activity 1
Male 3. X chromosome Incomplete dominance
50% 4. Y chromosome Codominance
Activity 2 Activity 2
None iii. 50% (a) BB (b) WW (c) BW
ii. 50% iv. None (a) Red (b) White (c) Pink
RR x WW
Activity 3
XcY d. 50% Activity 3
XXc e. 25% IBIB f. Type O
F. 25% IAIA g. O, AB, A, B
Activity 4
ii h. IAIA, IBIB
Deoxyribonucleic acid IAi
Nucleotide, deoxyribose, IAIB
phosphate Activity 4
(a) Adenine (c) Cytosine
(b) Guanine (d) Guanine
4. (a) Adenine (b) Guanine Guide Questions
5. (a) Cytosine (b) Thymine AB,B,A,O
Activity 5 A,B,AB
B,O
A G C A T T C G C G A
T T A A T What I Have Learned
A G A A T T T A C T A G
C T A G 1. Incomplete dominance
T T A C T T A T C G A T 2. Codominance
C G A A 3. Multiple alleles
What I Can Do 4. Four
x-ray crystallization 5. Blood type
Watson 6. O blood type
Crick 7. Type AB
double helix
Adenine
Guanine
What I Have Learned
1. A 5.E
2. H 6. D
3. F 7. C
4. G 8. B
Answer Key