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K-12 Curriculum

BASIC EDUCATION DEPARTMENT The University of Mindanao Davao City, Philippines

Dye in Water Updated 02-07-15 63P10 url Page 1 of 1

Name Activity no. Grade Group no. Date

Dye in Water

Objectives

At the end of this activity, you should be able to explain the scattering of the dye in water at

different temperatures.

Materials

• 3 beakers • stopwatch

• 1 thermometer • hot water

• 3 plastic droppers • cold water

• dye (food color) • tap water

Procedures

1. Fill the three containers separately with

cold water, tap water, and hot water. Label

as Container 1, 2 and 3 respectively (see

Figure 1).

2. Measure the temperature of the water in

each container. Record your measurements

in Table 1 below.

3. Carefully observe and compare the

behavior of the dye in the three containers.

4. Measure the time it took the dye to

uniformly dissolve the dye. Write down your

observations in Table 1.

Figure 1: Laboratory Setup

Data and Observations

Table 1

Container Temperature Time to dissolve

Observations

1

2

3

Analyze and Conclude

1. What similarities and differences did you observe when a drop of dye was added to each

container?

2. In which container did the dye scatter the fastest? In which did it scatter the slowest?

3. How do you relate the temperature of the water to the rate (time it took) of scattering of the

dye?

Reference: K-12 Module for Grade 8

Melting Ice Updated 02-07-15 64P11 url Page 1 of 2


Melting Ice

Objectives

After this activity, you should be able to answer this question:

What happens to the temperature of water while changing from ice to liquid water?

Materials

• crushed ice

• 1 glass container

• timer (stopwatch)

• stirring rod

Procedures

1. Put some crushed ice and a little cold water

into the container.

2. Stir the contents of the container for few

seconds; then, measure the temperature of

the contents.

Avoid letting the thermometer touch the

bottom of the container to ensure that you are

actually measuring the temperature of the

water.

3. Repeat step 2 every 2 minutes. Make sure

that you stir and measure exactly the same

way each time. Record each measurement in

Table 3.

4. Continue measuring until the ice has totally

melted and even after it has already melted

completely (around 4-6 minutes more).

5. Construct a temperature against time

graph. Draw a smooth line that passes

through almost all the points (see page 2).


Table 1: Temperature readings for melting ice

Time in minutes Temperature Draw Laboratory Setup here:

0 (initial)

2

4

6

8

10

12

14


1. Why does the ice inside the container melt after sometime?

2. Which is your dependent variable? Which is your independent variable? (Note that the

independent quantity is plotted along the X-axis while the dependent quantity is plotted along the Y-

axis.

3. Describe your graph.

Melting Ice Updated 02-07-15 64P11 url Page 2 of 2

4. Describe the temperature of the water while the ice melting.

5. Describe the temperature of the water after the ice has melted.

Graph 1: Melting of Ice

Tem

pera

ture

(

oC

)

0 21 2 3 4 5 6 7 8 9 10 11 12 13 14

Time (mins)

Reference: K-12 Module for Grade 8

Sound Waves in Matter Updated 09-05-14 37P05 http://wp.me/ Page 1 of 2


Sound Waves in Matter

Lab Preview

Directions: Answer these questions before you begin the Lab.

1. What factors affect the speed of sound?

2. What is the order of increasing density of the materials that you are testing?

In this lab you can hear differences in sound when the sound waves travel through various

materials.

Real-World Question

How does the movement of sound waves through different materials affect the sounds we hear?

Goals

• Notice the variations in sound when waves travel through different materials.

• Infer what property of the materials cause the sound waves to produce a different sound.

Materials

• 150-mL beakers (4)

• corn syrup/honey

• water

• pencil

• vegetable oil

Procedure

1. Use the data table on the next page for

your data.

2. Fill a beaker to the 140-mL line with water.

Fill another beaker with 140 mL of vegetable

oil. Fill a third beaker with 140 mL of corn

syrup/honey. Leave the fourth beaker empty.

3. Hold the pencil securely and tap the side of

the beaker about halfway down from its rim.

Use the metal band near the end of the pencil

to make a clear sound.

4. Pay careful attention to the pitch of the

sound. Notice whether the sound continues for

a moment after the tap or if it stops suddenly.

In your data table, write a description of the

sound that you hear.

5. Repeat steps 3 and 4 for the remaining

beakers. You may wish to tap each beaker

several times to be sure you hear the sound

well.

6. Compare the sounds made by the beaker

filled with air and the beaker filled with the

different liquids.

Sound Waves in Matter Updated 09-05-14 37P05 http://wp.me/ Page 2 of 2


Table 1: Sound waves through different materials

Material Description of the sound

Beaker

Water

Vegetable Oil

Corn syrup or honey

Empty

Conclude and Apply

1. List the materials in the beakers in order of increasing density.

2. Infer how the pitch of the sound changes as the density of the material in the beaker increases.

3. How does the density of the material in the beaker affect how long the sound continued to be

heard after the beaker was tapped?

Reference: http://olgcnj.org/documents/8thwaves.pdf

Faster Sound Updated 01-31-15 59P09 url Page 1 of 1


Faster Sound: In hotter or cooler?

Objective

At the end of the activity, you will be able to determine how temperature affects the speed of

sound.

Materials

• 3 pieces 1000 mL graduated cylinders or tall

containers

• thermometer

• bucket of ice

• electric heater or alcohol lamp

• tuning fork

• masking tape

Procedures

1. Label the 3 graduated cylinders with HOT,

ROOM TEMP, COLD respectively.

2. Half-fill the ROOM TEMP graduated cylinder

with tap water.

3. Sound the tuning fork by striking it on the

sole of your rubber shoes and hold it on top of

the graduated cylinder.

4. When no loud sound is produced increase

the amount of water up to a level where loud

sound is produced when the vibrating tuning

fork is placed on top. Note this level of water.

5. Fill the HOT graduated cylinder with hot

water (about 70oC) to the same level as that

of the ROOM TEMP cylinder.

6. Fill the COLD graduated cylinder with COLD

water (about 5OC) at the same level as that of

the ROOM TEMP cylinder.

7. Determine the temperature of the water in

each of the cylinders just before sounding the

tuning fork.

8. Sound the tuning fork in each of the

cylinders and note the sound produced by

each cylinder. Record all your observations.

9. Do this for three trials focusing on the

differences in the pitch of the sound each

cylinder creates. Record all your observations.


1. Which cylinder gave the loudest sound? What is its temperature?

2. Which cylinder gave the highest pitched sound? What is its temperature?


1. If pitch is directly dependent on frequency, then, which cylinder gives the highest frequency

sound?

2. Since wave speed is directly dependent on frequency, then, which cylinder gives the fastest

sound?

3. How would you relate the temperature of the medium with the speed of sound?

Reference: K-12 Module for Science 8

Magnitude & Epicenter Updated 08-28-14 22E04 http://wp.me/p4Fmjr-1o Page 1 of 4


Using the Modified Mercalli Scale to Locate an EpicenterEarthquakes are classified using different scales. The Richter scale is a measure of the energy

released during the earthquake. The Modified Mercalli scale is a measure of the amount of damage

done by the earthquake. Scientists record responses from many people who experience the

earthquake and assign a value from I to XII. These numbers are plotted on a map and used to

locate the epicenter of the earthquake. This method is based on the idea that the area closest to the

epicenter will suffer the most damage.

Strategy

You will read simulated reports of people’s

earthquake experiences and then assign

Modified Mercalli scale values to these reports.

You will plot these values on a map and locate

the epicenter of the earthquake.

Materials

• colored pencils

Procedure

1. Read the Modified Mercalli scale in Table 1

so you become familiar with the descriptions.

2. Read the list of experiences from the

various cities in Table 2. Assign a Mercalli

value to each of the descriptions.

3. Then write each value on the map Figure 1

next to the corresponding city. See page 3.

4. Use colored pencils to draw lines that

connect cities having the same Mercalli value.

5. Use the pattern you have drawn to

estimate where the epicenter is located.


Table 1: Modified Mercalli Scale

Intensity Description

I. Earth movement is not felt by people.

II. A few people may feel movement if they are sitting still. Hanging objects may sway.

III. Felt noticeably indoors, especially on upper floors. May not be recognized as an earthquake.

IV. During the day, felt indoors by many people, outdoors by few. At night, some are awakened. Dishes, windows, and doors rattle. and plaster cracked. Some unstable objects are overturned. Bells ring.

V. Felt by almost everyone. Sleeping people are awakened. Some windows are broken

VI. Felt by everyone. Many people are frightened and run outdoors. Some heavy furniture is moved, and some plaster may fall. Overall damage is slight.

VII. People run outdoors. Earth movement is noticed by people driving cars. Damage is slight in well-built buildings and considerable in poorly built structures. Some chimneys are broken.

VIII. Damage is slight in well-designed buildings and extreme in poorly built structures. Chimneys and walls may fall.

IX. Damage is considerable in well-designed buildings. Buildings shift from their foundations and partly collapse. Ground may crack, and underground pipes are broken.

X. Some well-built wooden structures are destroyed. Most masonry structures destroyed. Ground is badly cracked.

XI. Few, if any, structures remain standing. Broad open cracks in the ground.

XII. Complete destruction. Waves are seen on the ground surface.


Table 2: Earthquake Observation and Data

City Observation Intensity

1 Ashland Hanging lamps swayed.

2 Bear Creek People outdoors did not notice anything, but windows and doors rattled.

3 Burneville Felt by people sitting at dinner.

4 Cedar Pass Families sitting at dinner noticed the dishes rattling.

5 Dodge Dishes, windows, and doors rattled.

6 Emeryville Not felt.

7 Falls Felt by nearly everybody. A few windows were broken.

8 Forks Big windows in stores downtown were broken.

9 Grants Plain Church bells rang all over town Plaster walls developed cracks. Candlesticks fell off the mantel.

10 Greenburg Not much damage but felt by everyone.

11 Hillsdale Some plaster ceilings fell. Many people were scared.

12 Kempoe Felt by some people on upper floors. Some windows rattled.

13 Leeds Noticed by many people working late in tall buildings.

14 Oakdale Felt by a few people.

15 Peterson Felt by almost everyone. Some plaster ceilings fell down.

16 Red Hills Some people are awakened out of their sleep.

17 River Glen Felt by almost everybody in town.

18 Sandpoint Many windows were broken. Some people were scared, their cars moved strangely for a moment.

19 Split Rock Poorly built structures were badly damaged. A few drivers

noticed.

20 Travis City Almost everyone felt it. Church bells rang.

21 Tucker Books fell off the shelves in the main library, and some windows were broken.

22 Vernon Dishes in the cupboard rattled. Felt by people indoors.

23 Victor Most people were alarmed and ran outside. Chimneys were broken.

24 Vista Felt by people in upper floors of tall buildings.

25 Wells Noticed by people on the third floor. Some windows rattled.

26 Westbury Some people noticed the vibration but thought it was a freight train.

27 Wheatfield People sitting at the dinner table noticed doors and windows rattling.

28 Yalco Many people ran outside. Many windows were broken.

Figure 1


Questions and Conclusion

1. Identify the cities which felt the highest intensity.

2. What cities were closest to the epicenter of the earthquake? How did you determine this?

3. Approximately how wide was the zone with a rating of V or higher?

4. Provide a possible source of error when using the Modified Mercalli scale to locate the epicenter of

an earthquake?

5. Explain how could an area can be very near an epicenter of a strong earthquake but obtain a low

intensity value.

Reference: http://www.mrhayden.com/pdfs/8in13.pdf

Plotting the PAR Updated 02-14-15 67E16 url Page 1 of 2

Name Activity no. Grade Subject Date

Plotting the Philippine Area of Responsibility (PAR)

When a weather disturbance enters the Philippine Area of Responsibility (PAR), the weather bureau

begins to monitor it. Do you know where the PAR is? Do the following activity to find out.

Objectives

After performing this activity, you should be

able to:

1. read map,

2. given the latitude and longitude of a

tropical cyclone, tell if it has entered the

Philippine Area of Responsibility, and

3. explain what is meant when a typhoon has

entered the Philippine Area of Responsibility.

Materials

• map of the Philippines and vicinity

• pencil

Procedures

1. Plot the following points on the map (see

Figure 1).

2. Connect the plotted points. The region

within is the Philippine Area of Responsibility

or PAR. It is the job of PAGASA to monitor all

tropical cyclones that enter this area.


Table 1: Coordinates of the Philippine Area of Responsibility

Points Latitude, Longitude

A 5°N, 115°E

B 15°N, 115°E

C 21°N, 120°E

D 25°N, 120°E

E 25°N, 135°E

F 5°N, 135°E


1. If a typhoon is located at 15°N, 138°E, is it within the PAR?

2. How about if the typhoon is at 19°N, 117°E, is it inside the PAR?

Reference: K-12 Module for Science 8

Plotting the PAR Updated 02-14-15 67E16 url Page 2 of 2

Figure 1: The Philippine Area of Responsibility

Tracking Typhoons Updated 02-04-15 62E14 url Page 1 of 2


Tracking Typhoons

Objective

To track the location of tropical cyclone or typhoon as it moves from day to day.

Materials

• Map of Philippine Area of Responsibility

• Pen

• Ruler

Procedures

1. Using the data in Table 1, plot the day-to-

day location of the tropical cyclone Shanna on

the map showing the Philippine Area of

Responsibility.

2. Mark each location with a dot.

3. Connect the dots to track the cyclone from

June 30 to July 6.


Table 1: Location of Tropical Cyclone Shanna

Date Time Location of Eye of Tropical Cyclone

Latitude Longitude

June 30 12 midnight 8 ON 133 OE

12 noon 9.8 ON 131 OE

July 1 6 am 11 ON 128 OE

6 pm 12 ON 126.5 OE

July 2 6 am 14 ON 123 OE

6 pm 14.5 ON 121 OE

July 3 6 am 15.1 ON 119.5 OE

6 pm 15.6 ON 118.4 OE

July 4 12 noon 17.1 ON 117 OE

July 5 12 midnight 17 ON 116 OE

12 noon 18.6 ON 116.5 OE

July 6 12 midnight 19.5 ON 117 OE

12 noon 20.5 ON 117 OE


1. In what body of water did tropical cyclone Shanna from?

2. What direction did tropical cyclone Shanna took as it crossed the Philippines?

3. Explain why Mindanao is not usually hit by tropical cyclone?

4. On what day did tropical cyclone Shanna hit land?

5. Which provinces were hit by directly by the eye of the tropical cyclone?

6. On what day did tropical cyclone Shanna leave the Philippine Area of Responsibility?

7. What possible benefit do tropical cyclones bring? Explain your answer.

Tracking Typhoons Updated 02-04-15 62E14 url Page 2 of 2

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Identifying Matter Updated 04-02-15 72C19 url Page 1 of 1


Identifying Matter

Objectives

1. Describe common properties of matter

2. Distinguish properties of matter from those

of non-matter

Procedures

1. Among the materials on the list, which do

you think is classified as matter? Put a check

() under the appropriate column in Table 1.

You may make a table similar to the one

below. With your group mates, discuss the

reason to explain your answer for each

sample. Write your answer in the last column.

2. If your group cannot agree on a common

answer, you may put a check mark under “not

sure” and write all the reasons given by the

members of your group.


Table 1

Sample Is the sample matter?

Reason for your answer Yes No Not Sure

sugar granules

water

stone

air inside ball

leaves

smoke

heat

light


1. What similarities do you observe among the first five given samples? Write these common

characteristics.

2. Does each sample have a measurable mass? Yes or no. Explain.

3. Do you think that each sample occupies space? Write the reason(s) for your answer.

4. How about smoke? Does it have mass? Does it occupy space? Explain your answer.

5. Do you think that heat and light have mass? Do they occupy space? Explain your answer.

Reference: DepEd K-12 Science Module for Grade 8

Atomic Number Updated 04-18-15 73C20 url Page 1 of 2


Atomic Number

Objectives:

1. Locate the atomic number in a periodic

table,

2. Identify the subatomic particles associated

with mass number,

3. Determine the number of neutrons from

the mass number,

4. Define an isotope,

5. Interpret shorthand notations for isotopes

and atoms,

6. Infer that ions are formed from the removal

or addition of electron/s,

7. Evaluate the overall electrical charge of an

atom, and

8. Make an inventory of subatomic particles of

a given element.

Materials

• paper

• pen/pencil

• Periodic Table

Procedures

1. Refer to your periodic table. Locate the atomic number.

Q1. What is the element with an atomic number of 15?

Q2. How many protons does the atom of this element have?

Q3. How many protons are there in an atom of aluminum?

Q4. Which element has the smallest number of protons in its atom?

2. While the number of protons is the same with atoms of a particular element, the number of

neutrons may vary. Atoms having the same number of protons but different number of neutrons are

referred as isotopes. The isotopes are identified through their mass number which is the sum of the

number of protons and the number of neutrons in an atom. A shorthand notation for isotope

includes the element’s symbol and mass number, for instance, Ca-40.

Consider two isotopes of carbon, C-12 and C-13.

Q5. How many protons are there in the C-12 isotope? How about the number of neutrons?

Q6. How many protons are there in the C-13 isotope? How about the number of neutrons?

3. Atomic mass is the mass of an atom of a particular element. It is the average of the mass

numbers of the naturally occurring isotopes of the element multiplied with their respective

abundance. You will not compute for atomic mass. However, you have to know, at least, where to

find it in the periodic table.

Atomic Number Updated 04-18-15 73C20 url Page 2 of 2

Q7. What are the atomic masses of magnesium (Mg) and potassium (K)? (two answers)

4. The figure on the right shows another shorthand notation. Information on the subatomic particles may be derived from this shorthand.

• The base is the element’s symbol.

• The left subscript denotes the atomic number, therefore the number of protons may be known.

• The superscript at the left denotes the mass number wherein the number of neutrons may be derived.

• The superscript at the right denotes the charge wherein the number of electrons may be determined. When there is no superscript at the right, it means that the charge is zero (0).

Atoms may gain charges. This happens when electrons are lost or gained by the atom. When this

happens, the atom becomes an ion.

Consider the lithium ion shown in the notation above.

Q8. How many protons are there in the lithium ion?

Q9. How many neutrons are there in this lithium ion?

Q10. How many electrons are there in the lithium ion?

5. Complete the data in Table 1 below

Table 1

Isotope Name of Element Number of

Protons Number of Electrons

Number of Neutrons

Charge

B-6 Boron 5 1 0

N-14 Nitrogen 7 0

Fluorine 9 10 -1

Neon 10 10

Mg-24 12 10

Al-27 +3

Si-28 14

S-32 0

K-35 +1


Components of a Food Chain Updated 04-02-15 74B35 url Page 1 of 2


Components of a Food Chain

Objectives

1. Distinguish between producers and

consumers.

2. Analyze the transfer of energy from one

organism to another.

3. Construct a food chain in a given

ecosystem.

Procedures

1. Read an article about “Monfort Bat Cave.”

2. Read the following questions, and write

your answer on the space provided.

Monfort Bat Cave The Island of Samal, part of Davao del Norte Province, is off the coast of Mindanao. In this island is the Monfort Bat Cave which is approximately 245 feet (75 meters) long and has five entrances. Bats cover 75 percent of its ceilings and walls. An estimated 1.8 million bats, the largest known population of Geoffroy’s rousette fruit bats in the world, are overloading Monfort Bat Cave on the Philippines’ Samal Island.

Geoffroy’s rousette fruit bats feed on fruit and nectar. Their role as pollinators and seed dispersers is essential in sustaining Philippine forests, including such important commercial fruits as durian. Each bat consumes 1½ to 3 times its body weight nightly in fruit and nectar. This colony

could consume 550 tons (500,000 kilograms) of nectar from durian and other trees, pollinating an incredible number of flowers. Worldwide, cave-dwelling bats are in alarming decline due to human disturbance and destruction of their cave roosts. In some areas, including Samal Island, bats are captured and eaten by humans. Colonies like the one in Monfort Bat Cave are now rare and in urgent need of protection. Their loss would endanger the health of forests and human economies. The bat’s colony should be able to survive natural predators – crows, rats, 10-foot (3-meter) pythons and occasional monitor lizards – just as bat populations do elsewhere. Untamed dogs and cats, however, also seem to do bat hunting at Monfort Bat Cave.


Table 1 Plants and animals found in Monfort Bat Cave and Surrounding Areas

Plants Animals

Components of a Food Chain Updated 04-02-15 74B35 url Page 2 of 2

Table 2 Categories of organisms living in the Monfort Bat Cave

Producers First Order Consumers Second Order Consumers


1. What group/s of organisms in Table 1 is/are considered as producers?

2. What part of the durian trees and other trees served as food for the bats?

3. The population of cave-dwelling bats is declining because they are being eaten by other

organisms. What are these organisms that feed on bats?

4. Based on Table 2, construct a food chain with at least 3 organisms representing the producer, 1st order

consumer, and 2nd order consumer.

Energy from the sun

Producer First Order

Consumer Second Order

consumer

5. In your own words, describe a food chain.

Reference:

DepEd K-12 Science Module for Grade 8

Olanology (2011). The monfort bat cave. Retrieved April 14, 2015 from http://bit.do/3vNf

Digestive System Game Updated 04-02-15 75B36 url Page 1 of 2


Digestive System Game

Objectives

1. Identify the organs that make up the digestive system; and

2. Describe the function of each organ.

Materials

• game board (refer to following page)

• dice

• tokens or playing pieces

Procedures

1. Find a classmate with whom you can play the board game.

2. Choose a token for you and your classmate; place the tokens on the board’s starting line.

3. Take turns rolling the die.

4. The number on the die determines how many spaces you will move your token.

5. Follow the directions -- if there is any -- on the space you land your token.

6. The player who first makes it all the way through the digestive system and down to the finish line

wins the game.


1. The game you played was an analogy of the digestive system. What do the tokens represent?

2. What do the spaces on the board game represent?

3. What do the directions on some of the spaces tell you about the digestive system?


Digestive System Game Updated 04-02-15 75B36 url Page 2 of 2

Meiosis Updated 31B29 31B29 http://wp.me/p4Fmjr-1x Page 1 of 1


Meiosis

Directions: Study the diagram. Then answer the following questions.

1. Meiosis begins with one cell. How many cells are formed by the end of meiosis I?

2. What happens to the chromosomes of a cell in order for meiosis to begin?

3. Meiosis I is the same as what other reproductive process?

4. Meiosis I begins with one cell. How many cells are formed by the end of meiosis II?

5. At the end of meiosis II, each of the haploid sex cells has only half the number of chromosomes

as the original diploid cell. Why is this important?

Reference: http://olgcnj.org/documents/chp9_000.pdf

Classroom Variation Updated 08-28-14 15B21 http://wp.me/p4Fmjr-1h Page 1 of 1


Classroom Variation

Dominant and Recessive Alleles

Mendel’s formulated the principle of dominance. This principle states that some alleles are dominant

while others are recessive. An organism with at least one dominant allele for a particular form of a

trait will exhibit that form of the trait. On the other hand, an organism with a recessive allele for a

particular form of a trait will exhibit that form only when the dominant allele for the trait is not

present.

Procedures

1. Examine each trait in Table 1 below.

2. Write a prediction of whether the traits

listed in the table will be evenly distributed or

if there will be more dominant than recessive

traits.

3. Write you Prediction here:

4. Examine your features, using a mirror if

necessary. Determine which traits you have

for features A–E.

5. Go around the class and interview at least

14 other students to find out which traits they

have.

6. Tally the numbers. Record the totals in

each column on Table 1.


Table 1: Trait Survey

Feature Dominant Trait Number % Recessive Trait Number %

A Free ear lobes Attached ear lobes

B Hair on fingers No hair on fingers

C Widow’s peak No widow’s peak

D Curly hair Straight hair

E Cleft chin Smooth chin


1. Calculate: Calculate the percentages of each trait in your total sample. How do these numbers

compare to your prediction?

2. Form a Hypothesis: Why do you think recessive traits are more common in some cases?

Reference: Miller J. & Levine J. (2010). Biology. New Jersey: Prentice Hall

How Dimples are Inherited Updated 08-28-14 16B22 http://wp.me/p4Fmjr-1i Page 1 of 1

Name Activity no. Grade Subject Date

How Dimples are Inherited

Using Punnett Squares

One of the best ways to predict the outcome of a genetic cross is by drawing a simple diagram

known as a Punnett square.

Procedures

1. Write the last four digits of any telephone

number.

2. These four random digits represent the

alleles of a gene that determines whether a

person will have dimples. Odd digits represent

the allele for the dominant trait of dimples.

Even digits represent the allele for the

recessive trait of no dimples.

2. Use the first two digits to represent a

father’s genotype. Use the symbols D and d to

write his genotype as shown in the example.

3. Use the last two digits the same way to find

the mother’s genotype. Write her genotype.

4. Using the Punnett square (Table 1),

determine the probability that their child will

have dimples.

5. Determine the class average of the percent

of children with dimples.


Table 1: Your Punnet Square

Interpret your Punnet Square

How many will have dimples? Percentage %?

How many will have no dimples? Percentage %?

Table 2: Class totals

Total With Dimples Without Dimples

Homozygous Dominant (DD)

% Heterozygous Dominant

(Dd) %

Homozygous Recessive (dd)

%


1. Apply Concepts: How does the class average compare with the result of a cross of two

heterozygous parents?

2. Draw Conclusions: What percentage of the children will be expected to have dimples if one

parent is homozygous for dimples (DD) and the other is heterozygous (Dd)?

Reference: Miller J. & Levine J. (2010). Biology. New Jersey: Prentice Hall

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