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3.2Genetics and Heredity

Beyond Mendel — EST 2 Biology Revision Notes & Topical Questions

25 min read 42 parts Lesson 2 of 6 2 quizzes

📚 EST 2 Biology Hub / Topical Revision
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Curriculum Equation Key قوانين الرقم الهيدروجيني والاتزان الأيوني - pH & Acid-Base Equilibrium FormulasFast Exam Solution
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Lesson summary

SAT Biology beyond Mendel: recognise inheritance patterns that extend beyond complete dominance.

  • incomplete dominance
  • codominance
  • Polygenic traits
  • Pleiotropy

Section 1 of 42Incomplete dominance

Incomplete dominance
In incomplete dominance, the heterozygous phenotype is intermediate between the two homozygous phenotypes, such as red and white parents producing pink offspring.
A heterozygote cross gives a 1:2:1 genotype ratio and also a 1:2:1 phenotype ratio because each genotype has a distinct appearance.

Section 2 of 42Codominance and blood groups

Codominance and blood groups
Codominance
In codominance, both alleles are fully expressed in the heterozygote. Human Iᴬ and Iᴮ alleles are codominant, producing blood group AB.
The i allele is recessive to both Iᴬ and Iᴮ. Blood group A may be IᴬIᴬ or Iᴬi, group B may be IᴮIᴮ or Iᴮi, group AB is IᴬIᴮ, and group O is ii.

Section 3 of 42Multiple alleles and polygenic traits

A gene may have more than two alleles in a population even though one diploid individual carries only two. The ABO system is an example with three alleles.
Polygenic traits
Polygenic traits are influenced by several genes and often show continuous variation, as in height or skin pigmentation. Environmental effects can broaden this variation.

Section 4 of 42Epistasis and pleiotropy

Epistasis
Epistasis occurs when one gene changes or masks the expression of another gene. Coat colour pathways often show this interaction because pigment production and deposition are controlled separately.
Pleiotropy
Pleiotropy occurs when one gene affects several traits. A single altered protein can influence multiple organs and therefore produce a set of related symptoms.

Section 5 of 42Sex-linked inheritance

Sex-linked inheritance
X-linked recessive alleles are more often expressed in males because a male has only one X chromosome. A female generally needs two recessive copies to be affected.
A carrier female can pass the allele to sons or daughters. Fathers transmit their X chromosome to all daughters and their Y chromosome to all sons, so an X-linked allele never passes directly from father to son.

Section 6 of 42Genotype and the P, F1 and F2 generations

An organism's genotype is the set of alleles it inherits for one or more genes. Homozygous dominant and homozygous recessive parents form the parental (P) generation. Their offspring are the F1 generation and the offspring of the F1 are the F2 generation. A Punnett grid predicts the probability of a given genotype or phenotype.

Genotype and the P, F1 and F2 generations
Choose letters for the alleles (G = green, g = yellow peas).
Write the parental genotypes (GG and gg) and gametes.
Place each parental genotype against one axis of a 2 x 2 Punnett grid.
Combine the gametes in each box. All F1 offspring are Gg, so 100% show the green phenotype.
Take two heterozygous F1 plants and cross them (Gg x Gg).
3 green : 1 yellow
Combine the gametes in each box. The F2 phenotype ratio is 3 green : 1 yellow and the genotype ratio is 1 GG : 2 Gg : 1 gg.

Section 7 of 42Monohybrid and dihybrid crosses

Monohybrid crosses follow how the alleles of one gene pass between generations. Dihybrid crosses follow two genes.

Monohybrid and dihybrid crosses
For a gene with alleles Y and y and another with G and g, an example genotype is YyGg.
Each parent makes four gamete types (YG, Yg, yG, yg) so a 4 x 4 grid is used, and two double heterozygotes give the classic 9 : 3 : 3 : 1 ratio.

In another cross a result of 3 BbEE : 3 bbEE : 1 Bbee : 1 bbee is the predicted ratio of genotypes in the offspring; the phenotypes are then found by applying dominance to each gene.

Section 8 of 42Interpreting pedigree charts

A pedigree maps out patterns of inheritance and lets us predict the inheritance of genes, even for linked genes. Reading a pedigree:

Interpreting pedigree charts
Squares
Squares are males (circles are females).
Shading, colour or cross-hatching
Shading, colour or cross-hatching shows affected individuals; unshaded are unaffected.
Horizontal lines
Horizontal lines between a male and female show that they have produced children.

Worked example, albinism (a condition affecting the pigment melanin, giving lighter hair, skin and eyes).

Recessive allele
Using the chart: albinism is caused by a recessive allele,
  • because person 9 is affected although neither parent is;
    • both parents must therefore carry a copy of the recessive allele.
Write the homozygous recessive genotype (aa) onto affected individuals first; this gives a starting point for the genotypes of others.
Persons 7 and 9 who are affected are aa; unaffected children of two carriers can be AA or Aa, which are possible genotypes for persons 10 and 11.

Section 9 of 42Patterns that do not follow Mendel

Some patterns of inheritance do not follow Mendel's laws: the observed phenotypic ratios among the offspring differ significantly from the predicted ratios. These patterns can be identified by quantitative analysis, comparing observed results with expected ratios.

One example is gene linkage, where some genes are not inherited independently because they lie close together on the same chromosome. Linked genes produce many more parental-type offspring than the expected Mendelian ratio predicts.

Section 10 of 42Worked checklist for pedigree and cross questions

Before answering, label the generations P, F1 and F2, then decide whether a monohybrid or dihybrid grid is needed. For dihybrid problems, list all four gamete types for each parent before drawing the 16-box grid, and count phenotypes carefully to reach 9 : 3 : 3 : 1. For pedigrees, mark homozygous recessive individuals first and write possible genotypes such as A_ for those that could be AA or Aa.

If the observed offspring numbers differ significantly from the predicted ratio, say that the pattern does not follow Mendel and consider linkage as an explanation.

Section 11 of 42Worked examples

  1. Cross homozygous green (GG) and homozygous yellow (gg) peas. State the F1 genotype and phenotype. [2]2 marks

  2. Cross two F1 plants (Gg x Gg). Give phenotype and genotype ratios. [3]3 marks

  3. Two unaffected parents have a child with albinism. Deduce the type of allele and parent genotypes. [3]3 marks

  4. State two features of a pedigree and what each shows. [2]2 marks

Section 12 of 42DNA controls cell function

DNA controls cell function by controlling the production of proteins. The sequence of bases in a gene determines the amino acid sequence of a protein, and the proteins (enzymes, structural proteins and others) determine what a cell can do. Control of gene expression decides which genes are used in which cells.

Meiosis is a type of nuclear division that produces cells that are genetically different, whereas other divisions produce cells needed for repair, which replaces damaged or dead cells.

Section 13 of 42Gene cloning step by step

A gene can be copied and used in host organisms. In gene cloning:

1Vector
The gene is inserted into a vector (a plasmid or a virus).
2
The vector is put into host cells.
3Antibiotic selection
Cells that took up the plasmid are identified by antibiotic selection (only plasmid-carrying cells resist the antibiotic).
4Screening
Cells that carry the insert are identified by screening, for example blue-white screening using the lacZ gene (insertion disrupts lacZ,
  • so colonies stay white).
5
The hosts copy the gene each time they divide and can express it, making the protein.

Transformation is the uptake of foreign DNA by a cell, for example a bacterium taking up a plasmid.

Section 14 of 42Crossing over and recombination

During prophase I of meiosis, homologous chromosomes pair and non-sister chromatids exchange corresponding DNA segments at chiasmata. This crossing over creates recombinant chromosomes. Genes close together on one chromosome are linked and tend to be inherited together; the greater the distance between loci, the higher the chance of crossing over between them.

Section 15 of 42Inheritance patterns and probabilities

Inheritance patterns and probabilities
Mendel-type predictions still apply to single genes.
  • In the pea height example, crossing TT with tt gives all Tt tall plants; crossing two Tt plants gives TT, Tt, Tt, tt,
    • (T tall, t short)
  • which is 3 tall : 1 short,
  • and the probability of short is 25%.
For blood groups, A with O gives group A, B with O gives group B, and two O alleles give group O.
  • Crossing AO with BO gives AB, AO, BO and OO with equal chance, so the chance of a group O child is 25% for each child.
  • Four children need not represent all four groups.
X-linked recessive conditions such as colour blindness are more common in males because males have only one X chromosome.
  • Use Punnett squares with X and Y to show it.

Section 16 of 42Exam technique and links

Exam technique and links
For gene cloning questions, use the correct sequence of words: insert the gene into a vector, put the vector into host cells (transformation), select with antibiotic, screen for the insert and allow the hosts to divide so the gene is copied.
  • Do not miss that the antibiotic only identifies cells containing the plasmid, not necessarily the insert.
Link the lesson together: the cloned gene codes for a protein,
  • which then controls a feature of the host cell;
    • crossing over creates recombinant chromosomes during meiosis so that gametes differ;
  • and Mendelian crosses give the expected probabilities,
  • unless linkage changes the observed outcomes.
Practise explaining each step in one sentence: a plasmid is cut and the gene joined in, the recombinant plasmid enters bacteria, treated cells are grown on antibiotic plates,
  • and surviving white colonies are chosen for growth because they carry the insert and will make the protein as they divide.

Section 17 of 42Worked examples

  1. Describe how a gene is cloned in bacteria. [4]4 marks

  2. What does the word transformation mean? [1]1 mark

  3. Explain how DNA controls the characteristics of a cell. [2]2 marks

  4. Why does crossing over increase variation? [2]2 marks

Section 18 of 42Phenotypic plasticity: environment affects expression

Phenotypic plasticity occurs when individuals with the same genotype show different phenotypes in different environments. The genotype stays fixed over the organism's life, but how it is expressed can vary because internal or external conditions influence gene expression.

ExampleEnvironmental triggerPhenotype change
Snowshoe hare, Arctic foxDay length and light receivedCoat colour differs between winter and summer
Turtles, crocodiles, some lizards (e.g. snapping turtle in sand)Incubation temperature of eggsHatchlings are male or female
Human skinUV lightDarker pigmentation protects DNA from UV damage
Yeast and fungiPheromones from partnerAltered gene expression; complementary pheromones produced for mating

Environmental stressors directly influence protective phenotypic traits, showing how environment and genes interact.

Section 19 of 42Chromosomes, genes and the inheritance of sex

Inheritance is the transmission of genetic information from generation to generation. Chromosomes are found in the nucleus. A useful zoom model starts with the whole organism, zooms in to the chromosomes in the nucleus, then to individual genes and then to the bases of DNA.

Sex is decided by a whole chromosome pair, not by one or a few genes.

Chromosomes, genes and the inheritance of sex
Only the father can pass on a Y chromosome, so he determines the child's sex: about half the sperm (of around 250 million produced) carry X, giving a girl if one fertilises the egg, and the other half carry Y, giving a boy.
A Punnett square with X and Y in the boxes shows XX, XX, XY, XY, a 1 : 1 ratio.

Section 20 of 42Transcription and translation

The DNA base sequence determines the amino acid sequence in a protein. DNA is too large to leave through a nuclear pore, so protein synthesis occurs in two stages.

Transcription
Transcription the base code of a gene is copied onto messenger RNA (mRNA).
The mRNA leaves the nucleus and attaches to a ribosome.
Translation
Translation the ribosome reads the triplet code, three bases at a time.
Each tRNA carries one specific amino acid from the cytoplasm to the ribosome and pairs with the codon.
Amino acids join in the order set by the code; the finished chain is released and folds to form the protein.

Section 21 of 42Linking environment and gene expression to Mendel

Mendel-type genotype ratios predict only the alleles inherited. They do not predict how the phenotype will appear when the environment changes expression. Therefore exam answers on phenotype must consider both genotype and environment. When a phenotype differs between organisms with the same genotype, the cause is environmental influence on gene expression rather than a new allele.

Other non-Mendelian patterns include linked genes and DNA in mitochondria and chloroplasts, which are not inherited in the usual nuclear way.

Section 22 of 42Exam technique for this topic

For plasticity questions, always state three things: the genotype is the same, the environment differs and gene expression is altered.

Exam technique for this topic
For sex determination, remember that environmental sex determination (temperature) is different from chromosomal sex determination (XX and XY, or ZW in birds).
For protein synthesis, use the terms transcription, translation, mRNA, tRNA, ribosome and triplet code correctly and in the right order.
A frequent error is to put translation in the nucleus; it occurs on ribosomes in the cytoplasm.

Use a short model sentence

  • because the genotype is the same but the environment is different, gene expression differs, so the phenotype differs.
  • This structure earns marks across many different examples.

Section 23 of 42Worked examples

  1. Two identical twins with the same genotype have different skin tones after living in different climates. Explain. [2]2 marks

  2. Explain why the Arctic fox changes colour in winter. [2]2 marks

  3. A sperm cell carries a Y chromosome. What is the sex of the child? [1]1 mark

  4. Describe the roles of mRNA and tRNA in making a protein. [4]4 marks

Section 24 of 42Crossing-over in prophase I

During meiosis, homologous chromosomes (one from each parent) pair up in prophase I. Non-sister chromatids lie side by side and may break and rejoin, swapping corresponding segments of DNA. The points where the chromatids cross are called chiasmata (singular: chiasma).

The result is a recombinant chromosome: one that carries a new mixture of alleles that did not exist together on either parental chromosome. Crossing-over is therefore a source of genetic variation, in addition to the random assortment of chromosome pairs.

1
Chromosomes copy themselves, forming X-shaped pairs of sister chromatids.
2
Homologous chromosomes pair along the centre of the cell.
3
Non-sister chromatids exchange corresponding segments at chiasmata.
4
Fibres pull the homologous pairs apart in the first division, so each new cell receives one chromosome of each type.
5
A second division separates the chromatids, giving four genetically different haploid cells.

These cells become gametes, for example sperm, egg cells, pollen grains and ova.

Section 25 of 42Linked genes and distance between loci

Mendel's rule of independent assortment works when genes are on different chromosomes. Genes that lie on the same chromosome are linked: they travel together into the same gamete and tend to be inherited as a block.

Close loci
Close loci a very small chance of a chiasma forming between them, so the alleles are almost always inherited together (few recombinants).
Distant loci
Distant loci a larger chance that crossing-over separates them, so more recombinant gametes are produced.
Different chromosomes
Different chromosomes the genes assort independently and each combination appears equally often.

Because the chance of crossing-over rises with distance, the proportion of recombinant offspring can be used as a rough measure of how far apart two genes are on a chromosome.

Section 26 of 42Gene cloning with a vector

Gene cloning makes many identical copies of a gene by placing it in a host cell that divides repeatedly.

Vector
The required gene is cut out and inserted into a vector, usually a plasmid or a virus.
Transformation
The vector carries the gene into host cells, often bacteria. Uptake of foreign DNA by a cell, such as a bacterium taking up a plasmid, is called transformation.
Selection
Selection the cells are grown with an antibiotic. Only cells that took up the plasmid, which carries an antibiotic-resistance gene, survive.
Screening
Screening for example blue-white screening using the lacZ gene identifies which surviving cells carry the inserted gene, because the insert disrupts lacZ and changes the colour of the colony.
Every time the host divides it copies the plasmid and the gene, and it can also express the gene to make the protein.
StepPurpose
Insertion into vectorCarries the gene into the host
TransformationGets the plasmid into the cell
Antibiotic selectionFinds cells that took up the plasmid
Blue-white screeningFinds cells that carry the insert

Section 27 of 42Recombination and the exam link to probability

When exam questions give you a cross involving two genes, first ask whether the genes are linked. If they are on the same chromosome and close together, offspring will mostly resemble the parents. Recombinant offspring are the minority and arise only from gametes in which a chiasma has separated the alleles.

Genetic engineering relies on the same chemistry as natural recombination: DNA can be cut and joined, and a gene placed in a new setting is read in the same way by the host's ribosomes because the genetic code is shared by living things.

Section 28 of 42Worked examples

  1. Describe how crossing-over produces a recombinant chromosome. [3]3 marks

  2. Two genes are on the same chromosome. Gene pair X is very close together and gene pair Y is far apart. Which pair produces more recombinant offspring and why? [2]2 marks

  3. A gene is cloned in bacteria. State the purpose of using an antibiotic and of blue-white screening. [2]2 marks

Section 29 of 42Alleles, segregation and phenotype prediction

In Mendelian genetics each characteristic is controlled by a gene with two alleles, one inherited from each parent. Alleles segregate during gamete formation, so each gamete carries only one allele of each gene. At fertilisation, alleles are combined at random.

A Punnett square lists every possible gamete from each parent along the edges and every possible offspring genotype in the boxes. The ratio of boxes gives the predicted ratio of genotypes and phenotypes in the offspring.

Alleles, segregation and phenotype prediction
Genotype
  • Genotype the alleles an individual has, e.g. Tt.
Phenotype
  • Phenotype the observable trait, e.g. tall.
Probability
  • Probability the number of boxes showing the trait divided by 4 , written as a fraction or percentage.
    • (for a single-gene cross)

Section 30 of 42Codominance and the ABO blood group gene

The ABO blood group is controlled by one gene with three alleles: IA, IB and IO. IA and IB are codominant, meaning both are expressed in a heterozygote. IO is recessive to both.

GenotypeBlood group
IAIA or IAIOA
IBIB or IBIOB
IAIBAB
IOIOO

An A allele with an O allele gives group A, a B allele with an O allele gives group B, and two O alleles give group O.

Section 31 of 42Working out blood-group probabilities

Take a parent of group A (IAIO) and a parent of group B (IBIO). Their gametes are IA or IO, and IB or IO.

1
Draw a 2 x 2 Punnett square with one parent's gametes across the top and the other's down the side.
2
Fill the boxes: IAIB, IAIO, IBIO, IOIO.
3
Convert to phenotypes: AB, A, B, O.
4
Each of the four combinations is equally likely, so the chance of a group O child is 1 out of 4, which is 25%.

These are probabilities for each child. A family with four children need not have one of each group, because every conception is an independent event.

Notice also that if parents of group A and B have a group O child, both parents must be heterozygous, because the child must have inherited an IO allele from each.

Section 32 of 42Sex-linked traits in brief

Some genes, such as the gene for red-green colour vision, sit on the X chromosome. A male has only one X, so a single recessive allele on it is expressed. A female needs two recessive alleles to be affected, so X-linked recessive traits are more common in males. A female with one recessive allele is a carrier.

In a cross between a normal male and a carrier female, each child has a 25% chance of being each of: colour-blind male, carrier female, normal female, normal male.

Section 33 of 42Using the ratios in exam questions

Exam questions on Mendelian genetics usually give a phenotype and ask you to work backwards.

Using the ratios in exam questions
Start by deciding which allele is dominant, then write down every genotype the phenotype could have.
For a blood-group question, group A means IAIA or IAIO, so a second clue such as a group O child is needed to decide which.

When a question asks for the probability of two independent events, such as a child being group O and being a boy, multiply the separate probabilities: 1/4 x 1/2 = 1/8. When it asks for the chance of at least one type of child, add the favourable boxes in the Punnett square and divide by the total number of boxes.

Using the ratios in exam questions
State your key
  • State your key define each allele letter before drawing.
Show gametes
  • Show gametes circle or list them around the grid.
Answer in the form requested
  • Answer in the form requested fraction, ratio or percentage.

Section 34 of 42Worked examples

  1. A group A parent (IAIO) and a group B parent (IBIO) have children. What is the probability that a child is group AB? [3]3 marks

  2. A group AB mother and a group O father have a child. List the possible blood groups and their probabilities. [3]3 marks

  3. Explain why a colour-blind son can be born to two parents with normal vision. [3]3 marks

Section 35 of 42Incomplete dominance and codominance

In incomplete dominance, the heterozygote shows an intermediate phenotype. For example, red (RR) × white (WW) snapdragons give pink (RW) offspring; crossing two pink plants gives 1 red : 2 pink : 1 white, so the genotype and phenotype ratios are the same.

In codominance, both alleles are fully expressed in the heterozygote. The human ABO blood group shows this: alleles IA and IB are codominant, so IAIB gives blood group AB. The allele i is recessive.

Section 36 of 42Multiple alleles and polygenic traits

Blood groupPossible genotypes
AIAIA or IAi
BIBIB or IBi
ABIAIB
Oii

Three alleles exist in the population (multiple alleles), though each person has only two. Polygenic inheritance occurs when many genes affect one trait (height, skin colour), giving continuous variation with a bell-shaped distribution, and the environment also contributes.

Section 37 of 42Sex linkage and linked genes

Genes on the X chromosome show sex-linked inheritance. Males (XY) have only one X, so a recessive allele on it is expressed (red-green colour blindness, haemophilia). Females (XX) need two copies and may be carriers.

Example

  • a carrier mother (XHXh) and unaffected father (XHY): 50% of sons have haemophilia, no daughters are affected but 50% are carriers.
  • An affected father cannot pass the allele to his sons, as sons receive his Y chromosome.

Linked genes lie close together on the same chromosome and tend to be inherited together, so dihybrid ratios differ from 9 : 3 : 3 : 1. Crossing over during meiosis produces some recombinants; the recombination frequency reflects the distance between genes and is used to map chromosomes.

Section 38 of 42Epistasis, lethal alleles and environment

Epistasis is when one gene masks or modifies the effect of another.

Lethal alleles
In Labrador retrievers, a second gene controlling pigment deposition can mask coat colour, giving a 9 : 3 : 4 ratio. Lethal alleles kill the organism when homozygous, so ratios such as 2 : 1 appear.
Phenotype is also influenced by the environment: hydrangea flower colour depends on soil pH and the Himalayan rabbit's coat colour depends on temperature.
Non-nuclear inheritance (mitochondrial DNA) is passed on through the mother.

Section 39 of 42Solving non-Mendelian problems

A sound strategy for problems is to look at the ratio in the offspring.

1
A 1 : 2 : 1 phenotype ratio indicates incomplete or codominance.
2
A 2 : 1 ratio suggests a recessive lethal allele.
3
Unequal ratios in males and females indicate sex linkage.
4
A 9 : 3 : 4 or 9 : 7 ratio indicates epistasis or complementary genes.
5
A ratio far from 9 : 3 : 3 : 1 with parental types in excess suggests linkage; the recombination frequency is (recombinants ÷ total offspring) × 100,
  • and 1% equals one map unit.

Chi-squared analysis tests whether the observed values differ from expected ones by chance: χ2 = Σ(O − E)2/E, with degrees of freedom = classes − 1. If the value is below the critical value at p = 0.05, the difference is not significant, and the hypothesis is accepted.

Section 40 of 42Worked examples

  1. A red and a white snapdragon (incomplete dominance) are crossed. State the F1 phenotype. [1]1 mark

  2. A man with group AB and a woman with group O have a child. What blood groups are possible? [2]2 marks

  3. A carrier mother and normal father have children. What proportion of sons are colour-blind? [2]2 marks

  4. Why does a dihybrid cross of linked genes not give 9:3:3:1? [2]2 marks

Section 41 of 42Key terms

TermMeaning
P generationThe parental generation in a genetic cross.
F1 generationThe first filial generation, offspring of the P generation.
Monohybrid crossA cross involving one gene.
Dihybrid crossA cross involving two genes.
PedigreeA family tree showing inheritance of a trait.
Gene linkageInheritance of genes together because they are close on one chromosome.
TermMeaning
Gene cloningMaking copies of a gene by inserting it into a vector and host cells.
VectorA plasmid or virus used to carry DNA into cells.
TransformationUptake of foreign DNA by a cell.
Antibiotic selectionUsing an antibiotic to find cells that carry the plasmid.
Blue-white screeningA test using lacZ to show which cells carry the insert.
ChiasmaSite of crossing over between chromatids.
TermMeaning
Phenotypic plasticityDifferent phenotypes from the same genotype in different environments.
Gene expressionThe process by which a gene's information is used to make protein.
mRNAMessenger RNA carrying a gene's code to a ribosome.
tRNATransfer RNA delivering a specific amino acid.
Triplet codeThree bases specifying one amino acid.
PheromoneA chemical signal released by one organism to affect another.
TermMeaning
ChiasmaPoint where non-sister chromatids cross and exchange DNA during prophase I.
Recombinant chromosomeA chromosome with a new combination of alleles produced by crossing-over.
Linked genesGenes on the same chromosome that tend to be inherited together.
VectorA plasmid or virus used to carry a gene into a host cell.
TransformationUptake of foreign DNA, such as a plasmid, by a cell.
ScreeningIdentifying cells that carry the inserted gene, for example by blue-white colour.
TermMeaning
SegregationSeparation of the two alleles of a gene into different gametes.
CodominanceBoth alleles in a heterozygote contribute to the phenotype.
CarrierA heterozygous individual who has a recessive allele but does not show the trait.
GenotypeThe combination of alleles an individual has.
PhenotypeThe observable characteristic produced by the genotype.
TermMeaning
Incomplete dominanceHeterozygote shows an intermediate phenotype.
CodominanceBoth alleles are expressed in the heterozygote.
Multiple allelesMore than two alleles of a gene exist in a population.
Sex-linked geneA gene on a sex chromosome, usually X.
EpistasisOne gene masking the expression of another.
Polygenic traitTrait controlled by many genes.

Section 42 of 42Exam technique

1
Mixing up the P, F1 and F2 generations.
2
Giving 3:1 as a genotype ratio — it is the phenotype ratio.
3
Assuming albinism is dominant because it appears in a family — an affected child of unaffected parents shows it is recessive.
4
Using Mendelian ratios without checking for linkage.
1
Thinking antibiotic selection shows the gene is in the plasmid — it shows only that a plasmid is present.
2
Saying crossing over happens between sister chromatids — it is between non-sister chromatids.
3
Confusing a vector with a host — the vector carries the gene into the host.
4
Saying DNA makes cell structures directly — it makes them through proteins.
1
Believing the environment changes the DNA sequence — it changes expression only.
2
Stating that the mother determines sex — only the father passes Y.
3
Confusing mRNA and tRNA roles.
4
Thinking temperature-dependent sex is controlled by X and Y in reptiles.
1
Thinking crossing-over happens between sister chromatids — it happens between non-sister chromatids of homologous chromosomes.
2
Believing linked genes are always inherited together — they are separated whenever a chiasma forms between them, and more often when they are far apart.
3
Confusing selection with screening — selection finds cells with the plasmid, screening finds those with the insert.
4
Saying a vector is the gene — the vector is the carrier, such as a plasmid or virus.
1
Thinking four children must show all four blood groups — each child has an independent 25% chance of each outcome.
2
Writing IAIO as group AB — the O allele is recessive so this genotype is group A.
3
Calling IA and IB dominant over each other — they are codominant, and both show in IAIB.
4
Forgetting that probability depends on the parents' genotypes, not on the phenotypes of earlier children.
1
Confusing incomplete dominance with codominance — a blend versus both expressed.
2
Saying a person can carry three ABO alleles.
3
Saying males can be carriers of X-linked recessive traits.
4
Saying fathers pass X-linked alleles to sons.
5
Ignoring the environment's effect on phenotype.

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