SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
CELL MOLECULAR BIOLOGY
Name of students: ____________________________________
Course/Year/Section: __BSA____________________________
Instructor: WELLAH DIOS C. REYTAS_____________________
Number: 0912-046-5497_________________________________
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SCI 327 MODULE 1
Genetics
LABORATORY 1 - 3
College of Agriculture
Course No.:
Course Code:
Descriptive Title:
Credits Units:
School Year / Term:
Mode of Delivery:
Name of Instructor:
Course Description:
Course Outcomes:
SLSU Vision:
SLSU Mission:
GENE 2201
AGR-2-A-6
GENETICS
1 Lab
2nd Semester 2021-2022
Modular Type
Wellah Dios C. Reytas
Mechanisms of heredity and variation, cytogenesis, mutation,
nature of genes, population genetics, quantitative genetics,
human genetics and evolutionary genetics; biometrical
procedures.
a. Identify and describe the different cellular organelles;
b. Discuss the key concepts involved with the different
cellular processes;
c. Discuss the important structural features of these key
components that determine their required functions;
d. Discuss methods and techniques used to study cellular
structures and their functions; and
e. Design experiments that apply the fundamental
properties of cell structure and function to relevant
research problems.
A high corporate University of Science, Technology &
Innovation
SLSU will
a. Develop Science, Technology, & Innovation leaders &
professionals;
b. Produce high-impact technologies from research &
innovations
c. Contribute to sustainable development through
responsive community engagement programs; and
d. Generate revenues to be self-sufficient & financially
viable.
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
 Pointers to follow as you go along with this learning material:

Go through each topic.

Topic contents or Learning modules will be sent online. Wait for further
instruction from instructor.

Perform the activities in this material as instructed and be sure to finish
them.
 Self-assessment activities are graded 40% and major outputs are graded
60% for a total of 100%.
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
Republic of the Philippines
Southern Leyte State University – Hinunangan Campus
Ambacon, Hinunangan, Southern Leyte
Name: ____________________________________________ Date Perform: _______________
Group Name/Individual Name: ________________ Date Passed: _________________
Instructor: ___________________________________
(Title)
Virtual Lab No. _
I.
II.
III.
IV.
V.
VI.
VII.
INTRODUCTION
OBJECTIVES
MATERIALS (bullet or number form)
PROCEDURE (make it past tense and by number)
DATA (picture or drawing of the experiment)
RESULTS (QUESTIONS, DISCUSSION/OBSERVATION in a narrative form)
DOCUMENTATION (picture of you while doing the Virtual Lab)
Page Size = A4
Page Orientation = Portrait
Margins = left-1 ½ inch , right ½ inch, top 1, and bottom 1 inch,
Font style = Cambria
Font size = 11
In conducting the experiments, use and wear laboratory gears.
Don’t forget to cite References.
Please use the above format in your laboratory paper activities.
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
Lab 4: Virus GENEration
INTENDED LEARNING COMPETENCIES:
At the end of the lesson, you are expected to:
 Build a tangible model of a specific virus.
INTRODUCTION
In this activity, you will build a model (tangible) virus based upon genetic information
provided to them in the lab directions. Group yourselves into 5 members. Student teams
record facts information of chosen virus and then construct the virus using inexpensive,
readily available materials.
VIRUS INFORMATION SHEET
Virus sizes and shapes
What’s a nanometer?
Viruses are so small that they are measured in nanometers, the smallest unit of
measurement in the metric system. There are 10 million nanometers in a centimeter. To
get some sense of how small nanometers are, refer to the scale below.
1,000 nanometers = 1 micrometer
1,000 micrometers = 1 millimeter
10 millimeters = 1 centimeter
10,000,000 nanometers = 1 centimeter
Some common viruses
Poliomyelitis (20-27nm)
Yellow fever (22nm-30nm)
Bacteriophage (60nm x 90nm)
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
Influenza (100nm) Mumps (100 nm) HIV (110 nm)
Viruses come in many shapes and sizes—all so small they are measured in nanometers
(nm). Many viruses, such as the polio virus, are shaped like an isohedron, a polyhedron
that has 20 triangular faces. Rod-shaped viruses, such as the tobacco mosaic virus, have
spiral strands of nucleic acids that run through a spiral-shaped protein coat. In this
activity, you’ll create a larger-than-life virus model.
Use the link below for your chosen virus:
Infectious Diseases - A to Z List: Department of Health (ri.gov)
List of 20 Diseases Caused By Bacteria And Viruses in Humans (healthcheckup.com)
QUESTION: What is the structure of a virus?
MATERIALS: art supplies pipe stem cleaner clay transparent tape construction paper
Virus Information Sheet drinking straws wood dowels foam balls
PROCEDURE:
1. Look over the Virus Information Sheet to review the sizes and shapes of viruses. Use
the link above or internet and library resources to find more examples of viruses.
2. Choose 1 of the viruses listed in the link to make 3-dimensional models.
3. Use the scale below to determine the relative size of your model (the virus’ overall size
and the size of its components).
1 mm = 1 nm
4. Use the clay, pipe cleaners, and other art supplies to build your models.
5. Compare your finished virus model with those created by your classmates.
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
Possible Materials:
Make sure you and your partners have all these materials before you start assembling
your virus. You may or not or replace use all the materials listed depending on your
chosen type of virus.
4 pushpins: 1 pair round, 1 pair longer ones
2 flat top thumbtacks
2 foam cylinders: 1 long, 1 short
12 colored toothpicks: 6 regular size, 6 cut in half
4 plain toothpicks, regular size
6 small squares of foam
1 Styrofoam egg
1 Styrofoam ball
4 pieces colored wire: 2 spiral pieces, 2 straight pieces
4 cut-out foam pieces (for wings): 2 pointy, 2 rounded
1 screw-in hook
2 pieces cut drinking straw: 1 long, 1 short
3 insulated staples
Coins
Possible Procedure with the materials above mention:
Building the Virus
The virus should be constructed in such a way as to follow the general virus body plan as closely
as possible. Remember to construct your virus based on the phenotype information, NOT the
genotype. Attach hands/cillia and legs/flagella to the middle body section of the virus: the thorax
DATA: Your models are your data
QUESTIONS:
1. Label the parts of the viruses illustrated below.
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
2. Why are viruses considered non-living?
3. What is the difference between an RNA virus and a DNA virus?
4. How do scientists use the structure of viruses to classify them?
Lab 5: Recessive and Dominant Genetic Ddisorder
INTENDED LEARNING COMPETENCIES:
At the end of the lesson, you are expected to:
 Determine the genotypes, phenotypes, and percentages of
parents and children with certain traits.
INTRODUCTION
Sometimes genetic disorders are caused by mutations to normal genes. When the
mutation has been in the population for a long enough amount of time, there is a
greater chance that someone can be born with the disease.
In this activity, students will use Punnett Squares to determine the genotypes,
phenotypes, and percentages of parents and children with certain traits. Students
will learn about 2 genetic disorders determine which parents are more likely to have
a child with the disease.
Procedure: Dominant Genetic Disorder
1. Huntington’s disease is a genetic disorder that is caused by a defective DOMINANT
gene. If a person has 1 or 2 dominant genes, they have the disorder. If a person has 2
recessive genes, they are normal.
2. What letters will be used for the genotypes of Huntington’s disease?
a. Huntington’s: ____
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LABORATORY 1 - 3
Genetics
SCI 327 MODULE 1
b. Normal: ____
3. What genotype does someone have if they are homozygous for Huntington’s disease?
_______
4. What genotype does someone have if they are heterozygous for Huntington’s disease?
_______
5. What genotype does someone have if they are homozygous normal? _____
6. Complete the following Punnett Squares:
A mother who is homozygous for Huntington’s disease and a father who is homozygous
normal want to have a baby. What genotypes and phenotypes are possible for their
child?
Mom ____ x Dad ____
Dad
Mom
Write all of the genotypes and phenotypes from the above Punnett Square in the space
below.
Genotypes:
_________
Phenotypes:
Fraction:
Percent:
_________
________
________
7. Suppose this woman (homozygous for Huntington’s disease) emigrated from Europe to
South America and had 12 children. (Keep in mind that if a disorder is rare, most people
in the population would have the genotype for homozygous normal, which is what we
used in the above Punnett Square.)
What genotype do all of her children have? _____ (True story)
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
8. A mother who is heterozygous for Huntington’s disease (child from mother in #8) and a
father who is homozygous normal want to have a baby. What genotypes and phenotypes
are possible for their child?
Mom ____ x Dad ____
Dad
Mom
Write all of the genotypes and phenotypes from the above Punnett Square in the space
below.
Genotypes:
Phenotypes:
Fraction:
Percent:
_________
_________
________
________
_________
_________
________
________
9. A mother who is heterozygous for Huntington’s disease and a father who is
heterozygous for Huntington’s disease want to have a baby. What genotypes and
phenotypes are possible for their child?
Mom ____ x Dad ____
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
Dad
Mom
Write all of the genotypes and phenotypes from the above Punnett Square in the space
below.
Genotypes:
Phenotypes:
Fraction:
Percent:
_________
_________
________
________
_________
_________
________
________
_________
_________
________
________
Procedure: Recessive Genetic Disorder
10.
Cystic fibrosis is a genetic disorder that is caused by a defective RECESSIVE
gene. If a person has 1 or 2 dominant genes, they are normal. If a person has 2
recessive genes, they have the disease.
11.
What letters will be used for the genotypes of Cystic Fibrosis?
a. Normal: ____
b. Cystic Fibrosis: ____
12.
What genotype does someone have if they are homozygous normal? _____
13.
What genotype does someone have if they are heterozygous normal? _____
14.
What genotype the following Punnett Squares:
15.
Complete the following Punnett Squares:
A mother who is homozygous normal and a father who has Cystic Fibrosis want to
have a baby. What genotypes and phenotypes are possible for their child?
Mom ____ x Dad ____
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
Dad
Mom
Write all of the genotypes and phenotypes from the above Punnett Square
in the space below.
Genotypes:
Phenotypes:
_________
_________
Fraction:
________
Percent:
________
16.
A mother who is heterozygous normal and a father who has Cystic Fibrosis
want to have a baby. What genotypes and phenotypes are possible for their child?
Mom ____ x Dad ____
Dad
Mom
Write all of the genotypes and phenotypes from the above Punnett Square in the
space below.
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
Genotypes:
Phenotypes:
Fraction:
Percent:
_________
_________
________
________
_________
_________
________
________
17. A mother who is heterozygous normal and a father who is heterozygous normal
want to have a baby. What genotypes and phenotypes are possible for their child?
Mom ____ x Dad ____
Dad
Mom
Write all of the genotypes and phenotypes from the above Punnett Square
in the space below.
Genotypes:
Phenotypes:
Fraction:
Percent:
_________
_________
________
________
_________
_________
________
________
_________
_________
________
________
Questions:
1.
2.
3.
4.
What is Huntington’s disease?
How old is someone when they are diagnosed with Huntington’s disease?
What genotypes can a person who has Huntington’s disease have?
Why do you think that dominant genetic disorders are less common in the population.
(Hint: think about the age that a person is when they start to show symptoms of
Huntington’s disease.)
5. What is Cystic Fibrosis?
6. How old is someone when they are diagnosed with Cystic Fibrosis?
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
7. What genotypes can a person who has Cystic Fibrosis have?
8. Why do you think someone who is heterozygous normal is often called a Carrier for a
genetic disorder?
9-10. Is it possible for 2 carriers (both normal) to have a child with the disorder?
Lab 3: Introduction to Experimental Genetics
INTENDED LEARNING COMPETENCIES:
At the end of the lesson, you are expected to:
 Culture Drosophila sp. In the traditional way.
Knowing Drosophila sp.
Drosophila spp. or the commonly known fruit flies are by far the most commonly
used animals for genetic studies. It is almost ideal from a genetic standpoint.
Q1. Give 5 reasons why fruit flies are the best animal models for genetics.
PROCEDURE: Culturing Drosophila sp.
In one clean big-mouthed transparent container, place an overly ripened banana or
any fruit that you know with high carbohydrate (readily available) content. Allow the
container to seat on an open place. After a day or so, fruit flies will be teeming on your
containers. Prepare a cloth bigger than the mouth of your container (not too big!) and
quickly cover the container. Typically, the students may use the cloth of old stockings
(they are thin and can still allow good air circulation to the setup). Use a rubber band to
seal the container. You now have your raw culture of drosophila!
Etherizing or demobilizing fruit flies the easy way
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
Bump the base of the container with the raw culture to collect the fruit flies below.
Remove the cover and replace it with your palm. After bumping the container and
knowing that most fruit flies are already collected below, quickly replace your palm with
another clean big-mouthed container that matches the other container. The fruit flies will
begin transferring to the other container. After which, cover the lids again quickly and
seal.
To demobilize the fruit flies for observation, refrigerate the new container with
transferred fruit flies for 5 minutes until the fruit flies are no longer moving. Pick one fruit
fly or so and observe under a stereo or dissecting microscope. Remember to close the fruit
flies and be fast in observing them. They may mobilize again after achieving homeostasis!
Q2. What are the characteristics of a male and a female fruit fly?
Q3. Segregate one male and one female and place it in a small plastic. Label it with
your names (by group from the lab 1) and submit.
Q4. Draw one male and one female fruit fly.
April 5, 2022
Shalom Class!
You are done with the Subject General Biochemistry Lab Activities 1-6.
Hoping you are able to acknowledge how great, wonderful, amazing,
marvelous, and miraculous our Lord Jesus Christ in which all the covered
lessons we had in our reading materials and learning activity sheets are
presently existing and living in our outside and inside human body; from the
smallest molecule, atom, enzymes, elements, genes, inheritance, to bigger
system, etc……. of his creation.
The set deadline for these is on May 5, 2022 but still you can submit your
outputs beyond that date. Submit your outputs thru messenger WELLAH
REYTAS as file documents or do screenshots send as photos.
Thank you for your time in reading the reading materials and working your
learning activity sheets. Keep up the good work! 
~Ma’am Wells
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SCI 327 MODULE 1
LABORATORY 1 - 3
Genetics
Vision
By 2040, Southern Leyte State University is a leading higher education that advances knowledge and will
be known for innovation and compassion for humanity, creating an inclusive society and sustainable
world.
Mission
We commit to be a smart and green University that advances education, technological and professional
instruction, research and innovation, community engagement services and progressive leadership in arts,
sciences and technology that are relevant to the needs of the global communities. We produce graduates
and life-long learners equipped with knowledge that enhances lives and invigorates economic
development.
CELL MOLECULAR BIOLOGY
Core Values
Excellence – In the spirit of cooperation and collaboration, we strive to deliver the highest quality and
value possible through simple, easy and relevant solutions. As we deliver excellence, we give ourselves
in a way that exceeds our own expectations.
Service – We do whatever it takes to delight our stakeholder, contribute to the welfare of others, put
others above ourselves, and make intentional decisions and actions to benefit others. We believe that
public service is public trust.
SCI 3217
Leadership and Good Governance – Acknowledging that there is unity in diversity, we strive to exude
our influence by being proactive and resilient to achieve success and enabling the success of others. We
desire everyone to be empowered to own their work and we minimize unnecessary steps.
Innovation – We generate solutions for our stakeholders’ delight and raise the bar- both within our
workplace and throughout the academic community through innovation. We never give up finding
creative ways and emerging answers to solve problems.
Integrity – As we create trust as an academic community, we
Social Responsibility – We act honestly, integrity, and thoughtfulness. We believe in the power of the
communities we create and serve, our academic family and in giving back to the communities we live in.
choose to infuse in our every action with honesty, fairness, and respect for customers and colleagues
alike. We strive to do right thing always, act truthfully and honourably. We do it all even when no one is
watching.
Professionalism – We project professionalism in our attire, behaviour, attitude, and communication. In
the workplace, we observe timeliness, organization, and dedication as we desire to excel our career.
Spirituality – We lay hold of the truths about our absolute God – the source of all moral authority, the
creator and ruler of the universe, and supreme being. We acknowledge His order of creation, spiritual
and delegated authorities, and our identity and personal relationship with Him. Our spirituality in the
workplace keeps us aligned and solid with where we are going, what we are doing, and who we are as
an academic family and as public servants.
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