9

Living Things
and Their
Environment
Quarter 1: Module 1-4
 Respiratory and Circulatory System Working
Module 1
Together TEAM OF THE MODULE
DEVELOPMENT

Most Essential
WRITERS: Learning Competencies:
JOHN BENEDICT M. SAI, Teacher I
JESSE A. TISTON, Teacher I
Explain how the respiratoryIMELDA
and circulatory systems
V. MINGOA, work
Teacher II together to transport
nutrients, gases, and otherCHARISSE
moleculesE.toSUAREZ,
and fromTeacher
different
I parts of the body
RECHELLE M. CARRIDO, Teacher I
(S9LT-la-b-26)
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
What’s In 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
 The Parts and Functions of the Respiratory and Circulatory
Systems
Organ Function Oxygen gas
is an important
Nasal Cavity ● Main entryway for the air to
material that allows the
the body
body cells to perform their
various Pharynx (throat) ● Alternate entryway when functions. It
acts as a fuel and Larynx (voice breathing through the nose to produce
the needed box) Trachea energy for the
● Passageway to the lungs
cell’s job. (windpipe) This major
fuel is Lungs ● Expand to take in air acquired and
transported (inhalation) and contract to through the
two major expel air (exhalation) delivery
systems of our body:
Bronchi/bronchial ● Connects the trachea to the
respiratory and
tube lungs
circulatory.
● Receives oxygen gas and
The main role of
removes CO2 gas
the respiratory
system is to Alveolus (plural ● Found at the end of the collect
oxygen gas alveoli) bronchi from the air
so it can be ● Where gas exchange used by the
rest of the mainly occurs body.

Source: 1taken from Creative Commons

5
 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

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

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 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.

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 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. _________________________
Figure 2: The Human Heart
1 2. _________________________

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

8
 Alveoli 8. Respiratory

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

Right Ventricle 10. Circulatory

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?)

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 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

10
 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.

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

11
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.
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

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 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

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

13
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.

2.

3.

Answer the following questions:

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

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 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

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

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 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.

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)

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 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

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

17
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: I A, 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
I I ,I i
A A A
Blood type A
B B B
I I ,I i Blood type B
II
A B
Blood type AB
ii Blood type O

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.

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 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? _____________

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.

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 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 __________
Activity 4: What’s Your Blood Type?
Directions: Complete Tables 1 and 2. Then, answer the guide questions that follow.

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 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

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.

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 Incomplete dominance Multiple alleles Blood type type AB.
Codominance four O blood type

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 23 rd 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

23
 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.

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 X C, 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 (X cXc) 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,

24
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).
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.

25
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.

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.

26
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.
_______________________________________________________________

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: ________________

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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

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?
____________________________

28
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. _____________________

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.

29
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.

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.

30
 31
MODULE 1
MODULE 1 Activity 1
Respiratory System
1.Nasal Cavity6.Left Bronchus
What I have learned 2.Pharynx7.Right Lung
Nose pharynx trachea lungs bronchi 3.Larynx8.Left Lung
4.Trachea
alveoli pulmonary veins left atrium 5.Right Bronchus
left ventricle aorta
Human Heart
1.Pulmonary Arteries6.Left Ventricle
2.Pulmonary Veins7.Right Ventricle
3.Left Atrium8.Septum
4.Heart Valves
MODULE 2 5.Right Atrium
Activity 2
Activity 1 1. Septum/heart muscle
Answers vary 2. Expands to take in air (inhalation) and
contracts to expel air (exhalation)
Activity 2 3. Respiratory System
Answers vary 4. Bronchi/bronchial tube
5. Respiratory system
Activity 3 6. Carries blood from the lungs to the heart
7. Circulatory System
Asthma 8. Where gas exchange mainly occurs
Hypertension 9. Pulmonary artery
Anemia 10. Pumps blood to the lungs
Guide Questions: Activity 3:
Each set of pictures shows negative INHALE
ways of living. INHALE
Cigarette smoking, polluting the EXHALE
environment, eating unhealthy foods, INHALE
drinking liquor, sleep deprivation, etc. EXHALE
One’s lifestyle has a significant impact
on the body as it can either strengthen Activity 4
or weaken the respiratory and Answers may vary
circulatory systems. Sample answer:
Negative lifestyles can be changed if a The arteries’ function is to deliver blood to
person decides to pay attention to his various parts of the body. Two notable
or her well-being by eating healthy
examples are the pulmonary arteries,
foods, avoiding vices, exercising
which carry deoxygenated blood from the
regularly, and having adequate rest.
Various diseases affecting the heart to the lungs to get oxygen, and the
respiratory and circulatory systems aorta, the largest artery that delivers the
might begin to develop oxygenated blood to the different parts of
the body. With the narrowing of arteries,
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
 Answer Key

MODULE 3 MODULE 4

Activity 1 Activity 1

Incomplete dominance Male 3. X chromosome

Codominance 50% 4. Y chromosome
Activity 2 Activity 2

(a) BB (b) WW (c) BW None iii. 50%

(a) Red (b) White (c) Pink ii. 50% iv. None
RR x WW Activity 3
Activity 3 XcY d. 50%
XXc e. 25%
II
B B
f. Type O
F. 25%
IAIA g. O, AB, A, B Activity 4
ii h. IAIA, IBIB
IAi Deoxyribonucleic acid
IAIB Nucleotide, deoxyribose,
Activity 4 phosphate
(a) Adenine (c) Cytosine
(b) Guanine (d) Guanine
Guide Questions 4. (a) Adenine (b) Guanine

5. (a) Cytosine (b) Thymine

AB,B,A,O
A,B,AB Activity 5
B,O
A G C A T T C G C G A T
What I Have Learned T A A T
A G A A T T T A C T A G
1. Incomplete dominance C T A G
2. Codominance T T A C T T A T C G A T
C G A A
3. Multiple alleles
What I Can Do
4. Four
5. Blood type x-ray crystallization
6. O blood type Watson
7. Type AB Crick
double helix
Adenine
Guanine

What I Have Learned

1. A 5.E
2. H 6. D
3. F 7. C
4. G 8. B

32