Chapter 14

Chapter 14: MENDEL AND THE GENE IDEA
GREGOR MENDELS DISCOVERIES

Mendel brought an experimental and quantitative approach to genetics
By the law of segregation, the two alleles for a character are packaged into
separate gametes
By the law of independent assortment, each pair of alleles segregates into
gametes independently
Mendelian inheritance reflects rules of probability
Mendel discovered the particulate behavior of genes: a review
EXTENDING MENDELIAN GENETICS
The relationship between genotype and phenotype is rarely simple
MENDELIAN INHERITANCE IN HUMANS
Pedigree analysis reveals Mendelian patterns in human inheritance
Many human disorders follow Mendelian patterns of inheritance
Technology is providing new tools for genetic testing and counseling
Eyes of brown, blue, green, or gray; hair

of black, brown, blond, or red--these are
just a few examples of heritable variations
that we may observe among individuals in
a population. What genetic principles
account for the transmission of such traits
from parents to offspring?
One possible explanation of heredity is a
"blending" hypothesis, the idea that genetic
material contributed by the two parents
mixes in a manner analogous to the way
blue and yellow paints blend to make
green. This hypothesis predicts that over
many generations, a freely mating
population will give rise to a uniform
population of individuals. However, our
everyday observations and the results of
breeding experiments with animals and plants contradict such a prediction. The
blending hypothesis also fails to explain other phenomena of inheritance, such as
traits skipping a generation.
An alternative to the blending model is a "particulate" hypothesis of inheritance: the
gene idea. According to this model, parents pass on discrete heritable units--genes-that retain their separate identities in offspring. An organisms collection of genes is
more like a bucket of marbles than a pail of paint. Like marbles, genes can be sorted
and passed along, generation after generation, in undiluted form.
Modern genetics had its genesis in an abbey garden, where a monk named Gregor
Mendel documented a particulate mechanism of inheritance. In the painting on this
page, Mendel works with his experimental organism, garden peas. Mendel
developed his theory of inheritance several decades before the behavior of
chromosomes was observed in the microscope and their significance understood.
So in this chapter, we digress from the study of chromosomes to recount how
Mendel arrived at his theory. We will also see how the Mendelian model applies to
the inheritance of human variations.
GREGOR MENDELS DISCOVERIES

By the law of segregation, the two alleles for a character are packaged into
separate gametes
Mendel discovered the particulate behavior of genes:
Mendel discovered the basic principles of heredity by breeding garden peas in
carefully planned experiments. As we retrace his work in this and the following
sections, we will be able to recognize the key elements of the scientific process that
were introduced in Chapter 1.
Mendel grew up on his parents small farm in a region of Austria that is now part of
the Czech Republic. At school in this agricultural area, Mendel and the other children
received agricultural training along with basic education. Later, Mendel overcame
financial hardship and illness to excel in high school and at the Olmutz Philosophical
Institute.
In 1843, Mendel entered an Augustinian monastery. After three years of theological
studies, he was assigned to a school as a temporary teacher but failed the teachers
examination. An administrator sent Mendel to the University of Vienna, where he
studied from 1851 to 1853. These were very important years for Mendels
development as a scientist. Two professors were especially influential. One was the
physicist Doppler, who encouraged his students to learn science through
experimentation and trained Mendel to use mathematics to help explain natural
phenomena. The second was a botanist named Unger, who aroused Mendels
interest in the causes of variation in plants. These influences came together in
Mendels subsequent experiments with garden peas.
After attending the university, Mendel was assigned to teach at the Brnn Modern
School, where several teachers shared his enthusiasm for scientific research. At the
monastery where Mendel lived, he also found stimulating colleagues, many of them
university professors and active researchers. Moreover, there had been a long
tradition of interest in the breeding of plants, including peas, at the monastery. Thus,
it was probably not extraordinary when, around 1857, Mendel began breeding
garden peas in the abbey garden in order to study inheritance. What was
extraordinary was Mendels fresh approach to very old questions about heredity.
Mendel probably chose to work with peas because they are available in many
varieties. For example, one variety has purple flowers, while another variety has
white flowers. Geneticists use the term character for a heritable feature, such as
flower color, that varies among individuals. Each variant for a character, such as
purple or white color for flowers, is called a trait.
The use of peas also gave Mendel strict control over which plants mated with which.
The sex organs of a pea plant are in its flowers, and each pea flower has both male
and female organs--stamens and carpel, respectively. In nature, the plants usually
self-fertilize: Pollen grains released from the stamens land on the carpel of the same
flower, and sperm from the pollen fertilize ova in the carpel. To achieve crosspollination (fertilization between different plants), Mendel removed the immature
stamens of a plant before they produced pollen and then dusted pollen from another
plant onto the emasculated flowers ( FIGURE 14.1). Each resulting zygote then
developed into a plant embryo encased in a seed (pea). Whether ensuring selfpollination or executing artificial cross-pollination, Mendel could always be sure of
the parentage of new seeds.
Fig 14-1. A genetic cross. To mate (hybridize) two
varieties of pea plants, Mendel used an artists brush to
transfer sperm-bearing pollen from one plant to the eggbearing carpel of another. In this example, the character
of interest is flower color. When pollen from a white flower
fertilizes ova of a purple flower, the first-generation
hybrids all have purple flowers. The result is the same for
the reciprocal cross, the transfer of pollen from purple
flowers to white flowers.
Click image to enlarge
Mendel chose to track only those characters that varied in an "either-or" rather than
a "more-or-less" manner. For example, his plants had either purple flowers or white
flowers; there was nothing intermediate between these two varieties. Had Mendel
focused instead on characters that vary in a continuum among individuals--seed
weight, for example--he would not have discovered the particulate nature of
inheritance.
Mendel also made sure he started his experiments with varieties that were truebreeding, which means that when the plants self-pollinate, all their offspring are of
the same variety. For example, a plant with purple flowers is true-breeding if the
seeds produced by self-pollination all give rise to plants that also have purple
flowers.
In a typical breeding experiment, Mendel would cross-pollinate two contrasting, truebreeding pea varieties--for example, purple-flowered plants and white-flowered
plants (see FIGURE 14.1). This mating, or crossing, of two true-breeding varieties is
called hybridization. The true-breeding parents are referred to as the P generation
(parental generation), and their hybrid offspring are the F1 generation (first filial
generation, the word filial from the Latin word for "son"). Allowing these F 1 hybrids to
self-pollinate produces an F2 generation (second filial generation). Mendel usually
followed traits for at least these three generations: the P, F 1, and F2 generations. Had
Mendel stopped his experiments with the F 1 generation, the basic patterns of
inheritance would have eluded him. It was mainly Mendels quantitative analysis of
F2 plants that revealed the two fundamental principles of heredity that are now
known as the law of segregation and the law of independent assortment.
By the law of segregation, the two alleles for a character are packaged into separate
gametes
If the blending model of inheritance were correct, the F 1 hybrids from a cross between purpleflowered and white-flowered pea plants would have pale purple flowers, intermediate between
the two varieties of the P generation. Notice in FIGURE 14.1 that the experiment produced a very
different result: The F1 offspring all had flowers just as purple as the purple-flowered parents.
What happened to the white-flowered plants genetic contribution to the hybrids? If it were lost,
then the F1 plants could produce only purple-flowered offspring in the F 2 generation. But when
Mendel allowed the F1 plants to self-pollinate and planted their seeds, the white-flower trait
reappeared in the F2 generation. Mendel used very large sample sizes and kept accurate
records of his results: 705 of the F2 plants had purple flowers, and 224 had white flowers. These
data fit a ratio of about three purple to one white ( FIGURE 14.2). Mendel reasoned that the
heritable factor for white flowers did not disappear in the F 1 plants, but only the purple-flower
factor was affecting flower color in these hybrids. In Mendels terminology, purple flower is a
dominant trait and white flower is a recessive trait. The occurrence of white-flowered plants in
the F2 generation was evidence that the heritable factor causing that recessive trait had not
been diluted in any way by coexisting with the purple-flower factor in the F 1 hybrids.
Fig 14-2. Mendel tracked heritable characters
for three generations. When F1 hybrids were
allowed to self-pollinate, or when they were
cross-pollinated with other F1 hybrids, a 3:1 ratio
of the two varieties occurred in the F2 generation.
A genetic cross, or mating, is symbolized by X .
Mendel observed the same pattern of inheritance in six other characters, each represented by
two different varieties (TABLE 14.1, p. 250). For example, the parental pea seeds either had a
smooth, round shape or were wrinkled. When Mendel crossed his two true-breeding varieties,
all the F1 hybrids produced round seeds; this is the dominant trait. In the F 2 generation, 75% of
the seeds were round and 25% were wrinkled--a 3:1 ratio, as in FIGURE 14.2. How did Mendel
explain this pattern, which he consistently observed in his crosses? He developed a hypothesis
that we can break down into four related ideas. (We will replace some of Mendels original terms
with modern words; for example, "gene" will be used in place of Mendels "heritable factor.")
Table 14-1. The Results of Mendels F1 Crosses for Seven Characters in Pea Plants
Character
Dominant Trait
Flower
color
Purple
Flower
position
Seed color
Ratio
705:224
3.15:1
651:207
3.14:1
6022:2001
3.01:1
5474:1850
2.96:1
882.299
2.95:1
Terminal
X
Yellow
Speed
shape
F2 Generation
Dominant:Recessive
White
Axial
Green
X
Round
Pod shape
Recessive Trait
Wrinkled
X
Inflated
Pod color
Constricted
X
Green
Stem
length
428:152
2.82:1
787:277
2.84:1
Yellow
X
1. Alternative versions of genes (different alleles) account for variations in inherited

characters. The gene for flower color, for example, exists in two versions, one for purple
flowers and the other for white. These alternative versions of a gene are now called
alleles (FIGURE 14.3). Today, we can relate this concept to chromosomes and DNA. As
we mentioned in Chapter 13, each gene resides at a specific locus on a specific
chromosome. The DNA at that locus, however, can vary somewhat in its sequence of
nucleotides and hence in its information content. The purple-flower allele and the whiteflower allele are two DNA variations possible at the flower-color locus on one of a pea
plants chromosomes.
Fig 14-3. Alleles, alternative

versions of a gene. The gene for a
particular inherited character, such as
flower color in garden peas, resides at
a specific locus (position) on a certain
chromosome. Alleles are variants of
that gene. In the case of peas, the
flower-color gene exists in two
versions: the allele for purple flowers
and the allele for white flowers. This
homologous pair of chromosomes
represents an F1 hybrid, which
inherited the allele for purple flowers
from one parent and the allele for
white flowers from the other parent.
2. For each character, an organism inherits two alleles, one from each parent. Mendel
made this deduction without knowing about the role of chromosomes, but what you
learned about chromosomes in Chapter 13 will help you understand Mendels idea.
Recall that a diploid organism has homologous pairs of chromosomes, one
chromosome of each pair inherited from each parent. Thus, a genetic locus is actually
represented twice in a diploid cell. These homologous loci may have identical alleles, as
in the true-breeding plants of Mendels P generation. Or the two alleles may differ, as in
the F1 hybrids. In the flower-color example, the hybrids inherited a purple-flower allele
from one parent and a white-flower allele from the other parent (see FIGURE 14.3). This
brings us to the third part of Mendels hypothesis.

3. If the two alleles differ, then one, the dominant allele, is fully expressed in the
organisms appearance; the other, the recessive allele, has no noticeable effect on the
organisms appearance. According to this part of the hypothesis, Mendels F 1 plants had
purple flowers because the allele for that variation is dominant and the allele for white
flowers is recessive.
4. The two alleles for each character segregate (separate) during gamete production.
Thus, an ovum and a sperm each get only one of the two alleles that are present in the
somatic cells of the organism. In terms of chromosomes, this segregation corresponds
to the distribution of homologous chromosomes to different gametes in meiosis. Note
that if an organism has identical alleles for a particular character--that is, the organism is
true-breeding for that character--then that allele exists in a single copy in all gametes.
But if different alleles are present, as in the F 1 hybrids, then 50% of the gametes receive
the dominant allele, while 50% receive the recessive allele. It is this last part of the
hypothesis, the separation of alleles into separate gametes, for which Mendels law of
segregation is named.
One test of Mendels segregation hypothesis is whether or not it can account for the 3:1 ratio he
observed in the F2 generation of his numerous crosses. The hypothesis predicts that the F 1
hybrids will produce two classes of gametes. When alleles segregate, half the gametes receive
a purple-flower allele, while the other half get a white-flower allele. During self-pollination, the
gametes of these two classes unite randomly. An ovum with a purple-flower allele has an equal
chance of being fertilized by a sperm with a purple-flower allele or one with a white-flower allele.
Since the same is true for an ovum with a white-flower allele, there are a total of four equally
likely combinations of sperm and ovum. FIGURE 14.4 illustrates these combinations using a type
of diagram called a Punnett square, a handy device for predicting the results of a genetic cross
between individuals of known genotype. Notice that we use a capital letter to symbolize a
dominant allele and a lowercase letter for a recessive allele. In our example, P is the purpleflower allele, and p is the white-flower allele.
Fig 14-4. Mendels law of segregation. A genetically specific
version of FIGURE 14.2, this diagram illustrates Mendels model for
the inheritance of the alleles of a single gene. The purple-flower
allele (P ) is dominant, and the white-flower allele (p ) is recessive.
Each plant has two alleles for the gene controlling flower color, one
allele inherited from each parent.
What will be the physical appearance of these F 2 offspring? One-fourth of the plants have two
alleles specifying purple flowers; clearly, these plants will have purple flowers. But one-half of
the F2 offspring have inherited one allele for purple flowers and one allele for white flowers; like
the F1 plants, these plants will also have purple flowers, the dominant trait. Finally, one-fourth of
the F2 plants have inherited two alleles specifying white flowers and will, in fact, express the
recessive trait. Thus, Mendels model accounts for the 3:1 ratio that he observed in the F 2
generation.
Some Useful Genetic Vocabulary

An organism having a pair of identical alleles for a character is said to be homozygous for the
gene controlling that character. A pea plant that is true-breeding for purple flowers (PP ) is an
example. Pea plants with white flowers are also homozygous, but for the recessive allele (pp ). If
we cross dominant homozygotes with recessive homozygotes, as in the parental (P generation)
cross of FIGURE 14.4, every offspring will have two different alleles--Pp in the case of the F1
hybrids of our flower-color experiment. Organisms having two different alleles for a gene are
said to be heterozygous for that gene. Unlike homozygotes, heterozygotes are not truebreeding, because they produce gametes having one or the other of the different alleles. We
have seen that a Pp plant of the F1 generation will produce both purple-flowered and whiteflowered offspring when it self-pollinates.
Because of dominance and recessiveness, an organisms traits do not always reveal its genetic
composition. Therefore, we have to distinguish between an organisms traits, called its
phenotype, and its genetic makeup, its genotype. In the case of flower color in peas, PP and
Pp plants have the same phenotype (purple) but different genotypes. FIGURE 14.5 reviews these
terms. Note that phenotype refers to physiological traits as well as traits relating directly to
appearance. For example, there is a pea variety that lacks the normal trait of being able to selfpollinate. This physiological variation is a phenotype.
Fig 14-5. Genotype versus phenotype. Grouping F2
offspring from a cross for flower color according to
phenotype results in the typical 3:1 ratio. In terms of
genotype, however, there are actually two categories of
purple-flowered plants: PP (homozygous) and Pp
(heterozygous).
The Testcross
Suppose we have a pea plant that has purple flowers. We cannot tell from its flower color if this
plant is homozygous or heterozygous because the genotypes PP and Pp result in the same
phenotype. But if we cross this pea plant with one having white flowers, the appearance of the
offspring will reveal the genotype of the purple-flowered parent ( FIGURE 14.6). The genotype of
the plant with white flowers is known: Because this is the recessive trait, the plant must be
homozygous (pp ). If all the offspring of the cross have purple flowers, then the other parent
must be homozygous for the dominant allele; a PP X pp cross produces nothing but Pp
offspring. But if both the purple and the white phenotypes appear among the offspring, then the
purple-flowered parent must be heterozygous. The offspring of a Pp X pp cross will have a 1:1
phenotypic ratio. This breeding of a recessive homozygote with an organism of dominant
phenotype but unknown genotype is called a testcross. It was devised by Mendel and
continues to be an important tool of geneticists.
Fig 14-6. A testcross. A testcross is designed to reveal the

genotype of an organism that exhibits a dominant trait, such
as purple flowers in pea plants. Such an organism could be
either homozygous for the dominant allele or heterozygous.
The most efficient way to determine the genotype is to cross
the organism with an individual expressing the recessive trait.
Since the white-flowered parent must be homozygous, we
can deduce the genotype of the purple-flowered parent by
observing the phenotypes of the offspring.

Gregor Mendel derived the law of segregation by performing breeding experiments
in which he followed only a single character, such as flower color. The F1 hybrids
produced in such crosses are called monohybrids. What would happen if he
followed two characters at the same time? For instance, two of the seven characters
Mendel studied were seed color and seed shape. Seeds may be either yellow or
green. They also may be either round (smooth) or wrinkled. From single-character
crosses, Mendel knew that the allele for yellow seeds is dominant (Y ) and that the
allele for green seeds is recessive (y ). For the seed-shape character, the allele for
round is dominant (R ), and the allele for wrinkled is recessive (r ). Imagine crossing
two true-breeding pea varieties differing in both of these characters--a parental cross
between a plant with yellow-round seeds (YYRR ) and a plant with green-wrinkled
seeds (yyrr ). The F1 plants will be dihybrids, heterozygous for both characters
(YyRr ). But are these two characters, seed color and seed shape, transmitted from
parents to offspring as a package? Put another way, will the Y and R alleles always
stay together, generation after generation? Or are seed color and seed shape
inherited independently of each other? FIGURE 14.7 illustrates how a dihybrid cross,
a cross between F1 dihybrids, can determine which of these two hypotheses is
correct.
Fig 14-7. Testing two hypotheses for

segregation in a dihybrid cross. A cross
between true-breeding parent plants that differ
in two characters produces F1 plants that are
dihybrids: They are heterozygous for both
characters. The F2 phenotypes show that the
characters assort (segregate) independently.
In this example, the two characters are seed
color and seed shape. Yellow color (Y ) and
round shape (R ) are dominant.
The F1 plants, of genotype YyRr, exhibit both dominant phenotypes, yellow seeds
with round shapes, no matter which hypothesis is correct. The key step in the
experiment is to see what happens when F 1 plants self-pollinate to produce F2
offspring. If the hybrids must transmit their alleles in the same combinations in which
they were inherited from the P generation, then there will only be two classes of
gametes: YR and yr. This hypothesis predicts that the phenotypic ratio of the F 2
generation will be 3:1, just as in a cross between monohybrids (see FIGURE 14.7a).
The alternative hypothesis is that the two pairs of alleles segregate independently of
each other. In other words, genes are packaged into gametes in all possible allelic
combinations, as long as each gamete has one allele for each gene. In our example,
four classes of gametes would be produced in equal quantities: YR, Yr, yR, and yr. If
sperm of four classes are mixed with ova of four classes, there will be 16 (4 X 4)
equally probable ways in which the alleles can combine in the F 2 generation, as
shown in FIGURE 14.7b. These combinations make up four phenotypic categories
with a ratio of 9:3:3:1 (nine yellow-round to three green-round to three yellowwrinkled to one green-wrinkled). When Mendel did the experiment and "scored"
(classified) the F2 offspring, he obtained a ratio of 315:108:101:32, which is
approximately 9:3:3:1.
The experimental results supported the hypothesis that each character is
independently inherited--that in the dihybrids (YyRr ), the two alleles for seed color
segregate independently of the two alleles for seed shape. Mendel tried his seven
pea characters in various dihybrid combinations and always observed a 9:3:3:1
phenotypic ratio in the F2 generation. Notice in FIGURE 14.7b, however, that, if you
consider the two characters separately, there is a 3:1 phenotypic ratio for each: three
yellow to one green; three round to one wrinkled. As far as a single character is
concerned, the alleles segregate as if this were a monohybrid cross. The
independent segregation of each pair of alleles during gamete formation is now
called Mendels law of independent assortment.
Mendels laws of segregation and independent assortment reflect the same rules of
probability that apply to tossing coins or rolling dice. A basic understanding of these
rules of chance is essential for genetic analysis.
The probability scale ranges from 0 to 1. An event that is certain to occur has a
probability of 1, while an event that is certain not to occur has a probability of 0. With
a two-headed coin, the probability of tossing heads is 1, and the probability of
tossing tails is 0. With a normal coin, the chance of tossing heads is 1/2, and the
chance of tossing tails is 1/2. The probability of rolling the number 3 with a die, which
is six-sided, is 1/6. The probabilities of all possible outcomes for an event must add
up to 1. With a die, the chance of rolling a number other than 3 is 5/6.
We can learn an important lesson about probability from tossing a coin. For every
toss, the probability of heads is 1/2. The outcome of any particular toss is unaffected
by what has happened on previous trials. We refer to phenomena such as
successive coin tosses, or simultaneous tosses of several coins, as independent
events. The question of whether a tossed coin will come up heads or tails is
analogous to the question of whether a gamete produced by a Pp heterozygote will
carry allele P or allele p (FIGURE 14.8). In every fertilization involving such gametes,
the ovum has a 1/2 chance of carrying the dominant allele and a 1/2 chance of
carrying the recessive allele. The same odds apply to the sperm cell. Like two
separate coin tosses, allele segregation during formation of the sperm and ovum
occurs as two independent events.
Fig 14-8. Segregation of alleles and

fertilization as chance events. When a
heterozygote (Pp ) forms gametes, segregation of
alleles is like the toss of a coin. We can determine
the probability for any genotype among the
offspring of two heterozygotes, as explained in
the text.
We can use our understanding of independent events to predict the outcome of

genetic crosses. Two basic laws of probability that can help us in games of chance
and in solving genetic problems are the rule of multiplication and the rule of addition.
The Rule of Multiplication
What is the chance that two coins tossed simultaneously will land heads up? More
generally, how do we determine the chance that two or more independent events will
occur together in some specific combination? The solution is in computing the
probability for each independent event, then multiplying these individual probabilities
to obtain the overall probability of these events occurring together. By this rule of
multiplication, the probability that both coins will land heads up is 1/2 X 1/2 = 1/4.
An F1 monohybrid cross is analogous to this game of chance. With flower color in
pea plants as the heritable character, the genotype of a given F 1 plant is Pp. What is
the probability that a particular F2 plant will have white flowers? For this to happen,
both the ovum and the sperm must carry the p allele, so we invoke the rule of
multiplication. Segregation in the heterozygous plant is like flipping a coin. The
probability that an ovum will have the p allele is 1/2. The chance that a sperm will
have the p allele is 1/2. Thus, the probability that two p alleles will come together at
fertilization is 1/2 X 1/2 = 1/4, equivalent to the probability that two independently
tossed coins will land heads up (see the Punnett square in FIGURE 14.8).
We can also apply the rule of multiplication to dihybrid crosses, such as the one
shown in FIGURE 14.7b. For a parent with the genotype YyRr, the probability that a
gamete will carry the Y and R alleles is 1/4. We can use the rule of multiplication to
determine the probability of specific genotypes in the F 2 generation without having to
construct a 16-part Punnett square. For example, the probability of an F 2 plant
having the genotype YYRR is 1/16 (1/4 chance for a YR ovum X 1/4 chance for a
YR sperm). This corresponds to the top box in the Punnett square of FIGURE 14.7b.
The Rule of Addition
What is the probability that an F 2 plant from a monohybrid cross will be
heterozygous? Notice in FIGURE 14.8 that there are two ways F 1 gametes can
combine to produce a heterozygous result. The dominant allele can come from the
ovum and the recessive allele from the sperm, or vice versa. By the rule of addition,
the probability of an event that can occur in two or more different ways is the sum of
the separate probabilities of those ways. Using this rule, we can calculate the
probability of an F2 heterozygote as 1/4 + 1/4 = 1/2.

Using Rules of Probability to Solve Genetics Problems
We can combine the rules of multiplication and addition to solve complex problems
in Mendelian genetics. For instance, imagine a cross of two pea varieties that differ
in three characters--a trihybrid cross. Suppose we cross a trihybrid with purple
flowers and yellow, round seeds (heterozygous for all three genes) with a plant with
purple flowers and green, wrinkled seeds (heterozygous for flower color but
homozygous recessive for the other two characters). Using Mendelian symbols, our
cross is PpYyRr X Ppyyrr
Lets use the rules of probability to calculate the fraction of offspring predicted to
exhibit the recessive phenotypes for at least two of the three traits. We can start by
listing all genotypes that fulfill this condition: ppyyRr, ppYyrr, Ppyyrr, PPyyrr, and
ppyyrr. (Because the condition is at least two recessive traits, this last genotype,
which produces all three recessive phenotypes, counts.) Next, we use the rule of
multiplication to calculate the probability for each of these genotypes from our
PpYyRr X Ppyyrr cross (that is, we multiply the individual probabilities for the allele
pairs). Finally, we use the rule of addition to pool the probabilities for fulfilling the
condition of at least two recessive traits as shown at the top of the next column.
ppyyRr
(probability of PP )
X (yy ) X (Rr )
= 1/16
ppYyrr
XX
= 1/16
Ppyyrr
XX
= 2/16
PPyyrr
XX
= 1/16
ppyyrr
XX
= 1/16 Chance of at
least two recessive
traits
= 6/16
or 3/8
With practice, youll be able to apply the rules of probability to solve genetics
problems faster than you could by filling in Punnett squares.
Mendel discovered the particulate behavior of genes:
a review
If we plant a seed from the F 2 generation of FIGURE 14.4, we cannot predict with
certainty that the plant will yield white flowers, any more than we can predict with
certainty that two tossed coins will both come up heads. What we can say is that
there is exactly a 1/4 chance that the plant will have white flowers. Stated another
way, among a large sample of F 2 plants, one-fourth (25% ) will have white flowers.
Usually, the larger the sample size, the closer the results will conform to our
predictions. The fact that Mendel counted so many offspring from his crosses
suggests that he understood this statistical feature of inheritance and had a keen
sense of the rules of chance.
Thus, Mendels two laws, segregation and independent assortment, explain heritable
variations in terms of alternative forms of genes (hereditary "particles") that are
passed along, generation after generation, according to simple rules of probability.
This particulate theory of inheritance, first discovered in garden peas, is equally valid
for figs, flies, fish, birds, and human beings. Mendels impact endures, not only on
genetics, but on all of science, as a case study of the power of scientific reasoning
(hypothetico-deductive reasoning; see Chapter 1).

In the 20th century, geneticists have extended Mendelian principles not only to
diverse organisms, but also to patterns of inheritance more complex than Mendel
actually described. It was brilliant (or lucky) that Mendel chose pea plant characters
that turned out to have a relatively simple genetic basis: Each character he studied
is determined by one gene, for which there are only two alleles, one completely
dominant to the other. (*footnote) But these conditions are not met by all heritable
characters, not even in garden peas. The relationship between genotype and
phenotype is rarely so simple. This does not diminish the utility of Mendelian
genetics, for the basic principles of segregation and independent assortment apply
even to more complex patterns of inheritance. In this section, we will extend
Mendelian genetics to hereditary patterns that were not reported by Mendel.
Incomplete Dominance
The F1 offspring of Mendels classic pea crosses always looked like one of the two
parental varieties because of the complete dominance of one allele over another.
But for some genes, there is incomplete dominance, where the F1 hybrids have an
appearance somewhere in between the phenotypes of the two parental varieties.
For instance, when red snapdragons are crossed with white snapdragons, all the F 1
hybrids have pink flowers ( FIGURE 14.9). This third phenotype results from flowers of
the heterozygotes having less red pigment than the red homozygotes (unlike the
situation in Mendels pea plants, where the Pp heterozygotes make enough pigment
for the flowers to be a purple color indistinguishable from those of PP plants). We
should not, however, regard incomplete dominance as evidence for the blending
hypothesis, which would predict that the red or white traits could never be retrieved
from the pink hybrids. In fact, breeding the F 1 hybrids produces F2 offspring with a
phenotypic ratio of one red to two pink to one white. (Because heterozygotes have a
separate phenotype, the genotypic and phenotypic ratios for the F 2 generation are
the same, 1:2:1.) The segregation of the red-flower and white-flower alleles in the
gametes produced by the pink-flowered plants confirms that the alleles for flower
color are heritable factors that maintain their identity in the hybrids; that is,
inheritance is particulate.
Fig 14-9. Incomplete dominance in

snapdragon color. When red snapdragons
are crossed with white ones, the F1 hybrids
have pink flowers. Segregation of alleles into
gametes of the F1 plants results in an F2
generation with a 1:2:1 ratio for both
genotype and phenotype. C R = allele for red
flower color; C W = allele for white flower
color.
What Is a Dominant Allele?

Now that you have learned about incomplete dominance, lets reexamine the
meaning of dominance and recessiveness. What is a dominant allele? Or, more
importantly, what is it not ?
In complete dominance, the situation described by Mendel, the phenotypes of the
heterozygote and dominant homozygote are indistinguishable. This represents one
extreme of a spectrum in the dominance/recessiveness relationships of alleles. At
the other extreme is codominance, in which the two alleles affect the phenotype in
separate, distinguishable ways. One example is the existence of three different
human blood groups called the M, N, and MN blood groups. These groupings are
based on two specific molecules located on the surface of red blood cells. People of
group M have one of these two types of molecules, and people of group N have the
other type. Group MN is characterized by the presence of both molecules on red
blood cells. What is the genetic basis of these phenotypes? A single gene locus, at
which two allelic variations are possible, determines these blood groups. M
individuals are homozygous for one allele; N individuals are homozygous for the
other allele. A heterozygous condition results in the blood of the MN group.
Note that the MN phenotype is not intermediate between the M and N phenotypes;
both the M and N phenotypes are individually expressed by the presence of the two
types of molecules on red blood cells. In contrast, incomplete dominance is
characterized by an intermediate phenotype, as in the pink flowers of snapdragon
hybrids. Thus, the range of relative effects of two alleles includes complete
dominance, codominance, and different degrees of incomplete dominance. These
variations are reflected in the phenotypes of heterozygotes.
For any character, the dominance/recessiveness relationship we observe depends
on the level at which we examine phenotype. For example, consider Tay-Sachs
disease, an inherited disorder in humans. The brain cells of a baby with Tay-Sachs
disease are unable to metabolize gangliosides, a type of lipid, because a crucial
enzyme does not work properly. As the lipids accumulate in the brain, the brain cells
gradually cease to function normally, leading to death. Only children who inherit two
copies of the Tay-Sachs allele (homozygotes) have the disease. Thus, on the
organismal level of normal versus Tay-Sachs phenotype, the Tay-Sachs allele
qualifies as a recessive. At the biochemical level, however, we observe an
intermediate phenotype characteristic of incomplete dominance: The enzyme
deficiency that causes Tay-Sachs disease can be detected in heterozygotes, who
have an activity level of the lipid-metabolizing enzyme that is intermediate between
individuals homozygous for the normal allele and individuals with Tay-Sachs
disease. Heterozygotes lack symptoms of the disease, apparently because half the
normal amount of functional enzyme is sufficient to prevent lipid accumulation in the
brain. In fact, heterozygous individuals produce equal numbers of normal and
dysfunctional enzyme molecules. Thus, at the molecular level, the normal allele and
the Tay-Sachs allele are codominant. As you can see, dominance/recessiveness
relationships are rarely as straightforward as Mendel reported.
It is also important to understand that an allele is not termed dominant because it
somehow subdues a recessive allele. Recall that alleles are simply variations in a
genes nucleotide sequence. When a dominant allele coexists with a recessive allele
in a heterozygous genotype, they do not actually interact at all. It is in the pathway
from genotype to phenotype that dominance and recessiveness come into play. We
can use one of Mendels characters--round versus wrinkled pea seed shape--as an
example. The dominant allele codes for the synthesis of an enzyme that helps
convert sugar to starch in the seed. The recessive allele codes for a defective form
of this enzyme. Thus, in a recessive homozygote, sugar accumulates in the seed
because it is not converted to starch. As the seed develops, the high sugar
concentration causes the osmotic uptake of water, and the seed swells. When the
mature seed dries, it develops wrinkles. In contrast, if a dominant allele is present,
sugar is converted to starch, and the seeds do not wrinkle when they dry. One
dominant allele results in enough of the enzyme to convert sugar to starch, and thus
dominant homozygotes and heterozygotes have the same phenotype: round seeds.
By exploring the mechanisms responsible for phenotype, we can demystify the
concepts of dominance and recessiveness.
There is another important lesson about the meaning of the term dominance.
Because an allele for a particular character is dominant does not necessarily mean
that it is more common in a population than the recessive allele for that character.
For example, about one baby out of 400 in the United States is born with extra
fingers or toes, a condition known as polydactyly. The allele for polydactyly is
dominant to the allele for five digits per appendage. In other words, 399 out of every
400 people are recessive homozygotes for this character; the recessive allele is far
more prevalent than the dominant allele in the population. In Chapter 23, you will
learn how the relative frequencies of alleles in a population are affected by natural
selection.
Lets summarize
relationships:
three
important
points
about
dominance/recessiveness
1. They range from complete dominance, through various degrees of incomplete

dominance, to codominance.
2. They reflect the mechanisms by which specific alleles are expressed in phenotype
and do not involve the ability of one allele to subdue another at the level of the DNA.
3. They do not determine or correlate with the relative abundance of alleles in a
population.
Multiple Alleles
Most genes actually exist in populations in more than two allelic forms. The ABO
blood groups in humans are one example of multiple alleles of a single gene. There
are four possible phenotypes for this character: A persons blood group may be
either A, B, AB, or O ( FIGURE 14.10a). These letters refer to two carbohydrates--the A
substance and the B substance--that may be found on the surface of red blood cells.
(These groups are based on blood-cell molecules different from those used for the
MN classification discussed earlier.) A persons blood cells may have one substance
or the other (type A or B), both (type AB), or neither (type O).
Fig 14-10. Multiple alleles for the ABO
blood groups.
The four blood groups result from various combinations of three different alleles of
one gene, symbolized as I A (for the A carbohydrate), I B (for B), and i (giving rise to
neither A nor B). Because each person carries two alleles, six genotypes are
possible (FIGURE 14.10b). Both the I A and the I B alleles are dominant to the i allele.
Thus, I AI A and I Ai individuals have type A blood, and I BI B and I Bi individuals have
type B. Recessive homozygotes, ii, have type O blood, because neither the A nor the
B substance is produced. The I A and I B alleles are codominant; both are expressed
in the phenotype of the I AIB heterozygote, who has type AB blood.
Matching compatible blood groups is critical for blood transfusions, because a
person produces specific proteins called antibodies against foreign blood factors
(FIGURE 14.10c). If the donors blood has a factor (A or B) that is foreign to the
recipient, antibodies produced by the recipient bind to the foreign molecules and
cause the donated blood cells to clump together (FIGURE 14.10d). This agglutination
(clumping) can kill the recipient.
Pleiotropy
So far, we have treated Mendelian inheritance as though each gene affects one
phenotypic character. Most genes, however, have multiple phenotypic effects. The
ability of a gene to affect an organism in many ways is called pleiotropy (from the
Greek pleion, more). For example, pleiotropic alleles responsible for certain
hereditary diseases in humans, such as sickle-cell disease, cause multiple
symptoms (see FIGURE 14.15). Considering the intricate molecular and cellular
interactions responsible for an organisms development, it is not surprising that a
gene can affect a number of an organisms characteristics.
Fig 14-15. Pleiotropic effects of the

sickle-cell allele in a homozygote. At
the molecular level, the recessive allele
responsible for sickle-cell disease has
a single direct effect: It causes red
blood cells to produce an abnormal
version of the protein hemoglobin. An
individual who inherits a sickle-cell
allele from each parent has only the
abnormal variety of hemoglobin. The
abnormal hemoglobin deforms the red
blood cells, starting a cascade of
symptoms throughout the body.
Epistasis
Dominance, multiple alleles, and pleiotropy all involve the effects of alleles for single
genes. We now turn to situations involving more than one gene. One such situation
is epistasis (from the Greek for "stopping" or "causing to stand"), in which a gene at
one locus alters the phenotypic expression of a gene at a second locus. An example
will help clarify this concept. In mice and many other mammals, black coat color is
dominant to brown. Lets designate B and b as the two alleles for this character. For
a mouse to have brown fur, its genotype must be bb. But there is more to the story. A
second gene, said to be epistatic to the first, determines whether or not pigment will
be deposited in the hair. For this second gene, the dominant allele, symbolized by C
(for color), results in the deposition of pigment. This allows either black or brown
color, depending on the genotype at the first locus. But if the mouse is homozygous
recessive for the second locus (cc ), then the coat is white (albino), regardless of the
genotype at the black/brown locus.
What happens if we mate black mice that are heterozygous for both genes (BbCc )?
Although the two genes affect the same phenotypic character (coat color), they
follow the law of independent assortment (the two genes are inherited separately).
Thus, our breeding experiment represents an F 1 dihybrid cross, like those that
produced a 9:3:3:1 ratio in Mendels experiments. In the case of coat color, however,
the ratio of phenotypes among F 2 offspring is nine black to three brown to four white.
FIGURE 14.11 uses a Punnett square to account for this ratio in terms of epistasis.
Other types of epistatic interactions produce different ratios.
Fig 14-11. An example of epistasis. This Punnett

square illustrates the genotypes and phenotypes
predicted for offspring of matings between two black
mice of genotype BbCc, where the C/c gene is
epistatic to the B/b gene. One gene determines
whether the coat will be black (dominant, B ) or
brown (recessive, b ). The second gene controls
whether or not pigment of any color will be
deposited in the hair, with the allele for the presence
of color (C ) dominant to the allele for the absence
of color (c ). The epistatic relationship of the color
gene to the black/brown gene results in an F2
phenotypic ratio of 9 black to 3 brown to 4 white.
Polygenic Inheritance
Mendel studied characters that could be classified on an either-or basis, such as
purple versus white flower color. For many characters, however, such as human skin
color and height, an either-or classification is impossible, because the characters
vary in the population along a continuum (in gradations). These are called
quantitative characters. Quantitative variation usually indicates polygenic
inheritance, an additive effect of two or more genes on a single phenotypic
character (the converse of pleiotropy, where a single gene affects several phenotypic
characters).
There is evidence, for instance, that skin pigmentation in humans is controlled by at
least three separately inherited genes (probably more, but we will simplify). Lets
consider three genes, with a dark-skin allele for each gene (A, B, C ) contributing
one "unit" of darkness to the phenotype and being incompletely dominant to the
other alleles (a, b, c ). An AABBCC person would be very dark, while an aabbcc
individual would be very light. An AaBbCc person would have skin of an intermediate
shade. Because the alleles have a cumulative effect, the genotypes AaBbCc and
AABbcc would make the same genetic contribution (three units) to skin darkness.
FIGURE 14.12 shows how this polygenic inheritance could result in a bell-shaped
curve, called a normal distribution, for skin darkness among the members of a
hypothetical population. (You are probably familiar with the concept of a normal
distribution for class curves of test scores.) Environmental factors, such as exposure
to the sun, also affect the skin-color phenotype and help make the graph a smooth
curve rather than a stairlike histogram.
Fig 14-12. A simplified model for

polygenic inheritance of skin color.
According to this model, three separately
inherited genes affect the darkness of skin.
For each gene, an allele for dark skin (A, B,
C ) is incompletely dominant to an allele for
light skin (a, b, c ), Thus, the heterozygous
individuals (AaBbCc ), represented by the
two rectangles at the top of this figure, each
carry three "units" of darkness. (Black dots
symbolize dark-skin alleles.) Imagine a
large number of matings between such
heterozygotes. Along the top of the graph
are the variations that can occur among
offspring. The y axis represents the
fractions of these variations among
offspring of the matings. The resulting
histogram is smoothed into a bell-shaped
curve by environmental factors that affect
skin color.
Nature and Nurture: The Environmental Impact on Phenotype

Phenotype depends on environment as well as on genes. A single tree, locked into
its inherited genotype, has leaves that vary in size, shape, and greenness,
depending on exposure to wind and sun. For humans, nutrition influences height,
exercise alters build, sun-tanning darkens the skin, and experience improves
performance on intelligence tests. Even identical twins, who are genetic equals,
accumulate phenotypic differences as a result of their unique experiences.
Whether it is genes or the environment--nature or nurture--that most influences
human characteristics is a very old and hotly contested debate that we will not
attempt to settle here. We can say, however, that the product of a genotype is
generally not a rigidly defined phenotype, but a range of phenotypic possibilities over
which there may be variation due to environmental influence. This phenotypic range
is called the norm of reaction for a genotype (FIGURE 14.13). There are cases
where the norm of reaction has no breadth whatsoever; that is, a given genotype
mandates a very specific phenotype. An example is the gene locus that determines
a persons ABO blood group. In contrast, a persons blood count of red and white
cells varies, depending on such factors as the altitude of ones home, the persons
customary level of physical activity, and the presence of infectious agents.
Fig 14-13. The effect of environment on
phenotype. The out-come of a genotype lies
within its norm of reaction, a phenotypic range
that depends on the environment in which the
genotype is expressed. For example,
hydrangea flowers of the same genetic variety
range in color from blue-violet to pink,
depending on the acidity of the soil.
Generally, norms of reaction are broadest for polygenic characters. Environment
contributes to the quantitative nature of these characters, as we have seen in the

continuous variation of skin color. Geneticists refer to such characters as
multifactorial, meaning that many factors, both genetic and environmental,
collectively influence phenotype.
Integrating a Mendelian View of Heredity and Variation
Over the past several pages, we have broadened our view of Mendelian inheritance
by
exploring
incomplete
dominance
and
other
variations
in
dominance/recessiveness relationships, as well as multiple alleles, pleiotropy,
polygenic inheritance, and the phenotypic impact of the environment. How can we
integrate these refinements into a comprehensive theory of Mendelian genetics? The
key is to make the transition from the reductionist emphasis on single genes and
phenotypic characters to the idea of the organism as a whole, one of the themes of
this book. In fact, the term phenotype does double duty. We have been using the
word in the context of specific characters, such as flower color and blood group. But
phenotype is also used to describe the organism in its entirety-- aspects of its
physical appearance, internal anatomy, physiology, and behavior. Similarly, the term
genotype can also refer to an organisms entire genetic makeup, not just its alleles
for a single genetic locus. In most cases, a genes impact on phenotype is affected
by other genes and by the environment. In this integrated view of heredity and
variation, an organisms phenotype reflects its overall genotype and unique
environmental history.
Considering all that can occur in the pathway from genotype to phenotype, it is
indeed impressive that Mendel could simplify the complexities to reveal the
fundamental principles governing the transmission of individual genes from parents
to offspring. By extending the principles of segregation and independent assortment
to help explain such hereditary patterns as epistasis and quantitative characters, we
begin to see how broadly Mendelism applies. From Mendels abbey garden came a
theory of particulate inheritance that anchors modern genetics. In the last section of
this chapter, we will apply Mendelian genetics to human inheritance, especially the
transmission of hereditary diseases.

Whereas peas are convenient subjects for genetic research, humans are not. The
human generation span is about 20 years, and human parents produce relatively
few offspring compared to peas and most other species. Furthermore, breeding
experiments like the ones Mendel performed are unacceptable with humans. In spite
of these difficulties, the study of human genetics continues to advance, powered by
the incentive to understand our own inheritance. New techniques in molecular
biology have led to many breakthrough discoveries, as we will see in Chapter 20, but
basic Mendelism endures as the foundation of human genetics.

Unable to manipulate the mating patterns of people, geneticists must analyze the
results of matings that have already occurred. As much information as possible is
collected about a familys history for a particular trait, and this information is
assembled into a family tree describing the interrelationships of parents and children
across the generations--the family pedigree. A simple example of a pedigree
appears in FIGURE 14.14a, which traces the occurrence of widows peak (a pointed
contour of the hairline on the forehead). The trait is due to a dominant allele, which
we symbolize as W.
Fig 14-14. Pedigree analysis. In these family

trees, squares symbolize males and circles
represent females. A horizontal line connecting
a male and female (--) indicates a mating, with
offspring listed below in their order of birth,
from left to right. Shaded symbols stand for
individuals with the trait being traced.
We know that all individuals in this family who lack a widows peak are homozygous
recessive, and thus we can fill in their genotypes on the pedigree (ww ). We also
know that both grandparents with widows peaks are heterozygous (Ww ); if they
were homozygous dominant (WW ), then all of their offspring would have widows
peaks. The offspring in this second generation who do have widows peaks must
also be heterozygous, because they are the products of Ww X ww matings. The
third generation in this pedigree consists of two sisters. The one who has a widows
peak could be either homozygous (WW ) or heterozygous (Ww ), given what we
know about the genotypes of her parents (both Ww ).
FIGURE 14.14b is a pedigree of the same family, but this time we focus on a
recessive trait, attached earlobes. Well use f for the recessive allele and F for the
dominant allele, which results in free earlobes. As you work your way through the
pedigree, notice once again that you can apply what you have learned about
Mendelian inheritance to fill in the genotypes for most individuals. (As you may have
already guessed, the ears shown in FIGURE 14.14b do not actually belong to the
women shown in FIGURE 14.14a. However, their earlobes would resemble those in
the photographs.)
A pedigree not only helps us understand the past; it also helps us predict the future.
Suppose that the couple represented in the second generation of FIGURE 14.14
decide to have one more child. What is the probability that the child will have a
widows peak? This is a Mendelian F 1 cross (Ww X Ww ), and thus the probability
that a child will exhibit the dominant phenotype (widows peak) is 3/4. What is the
probability that the child will have attached earlobes? Again, we can treat this as a
monohybrid cross (Ff X Ff ), but this time we want to know the chance that the
offspring will be homozygous recessive. The probability is 1/4. What is the chance
that the child will have a widows peak and attached earlobes? If the two pairs of
alleles assort independently in this dihybrid problem (WwFf X WwFf ), then we can
use the rule of multiplication: 3/4 (chance of widows peak) X 1/4 (chance of
attached earlobes) = 3/16 (chance of widows peak and attached earlobes).
Pedigrees are a more serious matter when the alleles in question cause disabling or
deadly hereditary diseases instead of innocuous human variations such as hairline

or earlobe configuration. However, for disorders inherited as simple Mendelian traits,
the same techniques of pedigree analysis apply.
Recessively Inherited Disorders
Thousands of genetic disorders are known to be inherited as simple recessive traits.
These disorders range in severity from relatively mild, such as albinism (lack of
pigmentation, which results in susceptibility to skin cancers and vision problems), to
life-threatening, such as cystic fibrosis.
How can we account for the recessive behavior of the alleles causing these
disorders? Recall that genes code for proteins of specific function. An allele that
causes a genetic disorder codes either for a malfunctional protein or for no protein at
all. In the case of disorders classified as recessive, heterozygotes are normal in
phenotype because one copy of the "normal" allele produces a sufficient amount of
the specific protein. Thus, a recessively inherited disorder shows up only in the
homozygous individuals who inherit one recessive allele from each parent. We can
symbolize the genotype of such people as aa, with individuals lacking the disorder
being either AA or Aa. The heterozygotes (Aa ), who are phenotypically normal with
regard to the disorder, are called carriers of the disorder because they may transmit
the recessive allele to their offspring.
Most people who have recessive disorders are born to parents of normal phenotype
who are both carriers. A mating between two carriers corresponds to a Mendelian F 1
cross (Aa X Aa ), with the zygote having a 1/4 chance of inheriting a double dose of
the recessive allele. A child of normal phenotype from such a cross has a 2/3 chance
of being a carrier. (The genotypic ratio for the offspring is 1AA :2Aa :1aa. Thus, two
out of three offspring with normal phenotype--AA or Aa --are predicted to be
heterozygous carriers.) Recessive homozygotes could also result from Aa X aa and
aa X aa matings, but if the disorder is lethal before reproductive age or results in
sterility, no aa individuals will reproduce. Even if recessive homozygotes are able to
reproduce, such individuals will still account for a much smaller percentage of the
population than heterozygous carriers, for reasons we will examine in Chapter 23.
In general, a genetic disorder is not evenly distributed among all groups of humans.
These disparities result from the different genetic histories of the worlds peoples
during less technological times, when populations were more geographically (and
hence genetically) isolated. We will now examine three examples of recessively
inherited disorders.
The most common lethal genetic disease in the United States is cystic fibrosis,
which strikes one out of every 2,500 whites of European descent but is much rarer in
other groups. One out of 25 whites (4% ) is a carrier. The normal allele for this gene
codes for a membrane protein that functions in chloride ion transport between
certain cells and the extracellular fluid. These chloride channels are defective or
absent in the plasma membranes of children who have inherited two of the recessive
alleles that cause cystic fibrosis. The result is an abnormally high concentration of
extracellular chloride, which causes the mucus that coats certain cells to become
thicker and stickier than normal. The mucus builds up in the pancreas, lungs,
digestive tract, and other organs, a condition that favors bacterial infections. Recent
research indicates that the extracellular chloride also contributes to infection by
disabling a natural antibiotic made by some body cells. When immune cells come to
the rescue, their remains add to the mucus, creating a vicious cycle. Untreated, most
children with cystic fibrosis die before their fifth birthday. Gentle pounding on the
chest to clear mucus from clogged airways, daily doses of antibiotics to prevent
infection, and other preventive treatments can prolong life. In the United States,
more than half of the people with cystic fibrosis now survive into their late 20s or
beyond.
Another lethal disorder inherited as a recessive allele is Tay-Sachs disease,
described earlier in the chapter. Recall that the disease is caused by a dysfunctional
enzyme that fails to break down brain lipids of a certain class. The symptoms of TaySachs disease usually become manifest a few months after birth. The infant begins
to suffer seizures, blindness, and degeneration of motor and mental performance.
Inevitably, the child dies within a few years. There is a disproportionately high
incidence of Tay-Sachs disease among Ashkenazic Jews, Jewish people whose
ancestors lived in central Europe. In that population, the frequency of Tay-Sachs
disease is one out of 3,600 births, about 100 times greater than the incidence
among non-Jews or Mediterranean (Sephardic) Jews.
The most common inherited disease among blacks is sickle-cell disease, which
affects one out of 400 African Americans. Sickle-cell disease is caused by the
substitution of a single amino acid in the hemoglobin protein of red blood cells (see
FIGURE 5.19). When the oxygen content of an affected individuals blood is low (at
high altitudes or under physical stress, for instance), the sickle-cell hemoglobin
molecules crystallize by aggregating into long rods. The crystals deform the red cells
into a sickle shape. Sickling of the cells, in turn, can lead to other symptoms. The
multiple effects of a double dose of the sickle-cell allele are an example of pleiotropy
(FIGURE 14.15). Doctors now use regular blood transfusions to ward off brain
damage in children with sickle-cell disease, and new drugs can help prevent or treat
other problems, but there is no cure.
The non-sickle-cell counterpart of the sickle-cell allele is in fact only incompletely
dominant to the sickle-cell allele at the level of the organism. Heterozygotes--carriers
of a single sickle-cell allele--are said to have sickle-cell trait. Such people are usually
healthy, although a fraction suffer some symptoms of sickle-cell disease when there
is an extended reduction of blood oxygen. At the molecular level, the two alleles are
codominant; both normal and abnormal hemoglobins are made.
About one out of ten African Americans has sickle-cell trait, an unusually high
frequency of heterozygotes for an allele with severe detrimental effects in
homozygotes. The reason for the prevalence of this allele appears to be that a single
copy of the sickle-cell allele, while not usually producing sickle-cell symptoms,
benefits the carrier by increasing resistance to malaria. The malaria parasite spends
part of its life cycle in red blood cells (see FIGURE 28.13), and the presence of even
heterozygous amounts of sickle-cell hemoglobin gives these cells an increased
fragility that tends to interrupt the cycle. Thus, in tropical Africa, where malaria is
common, the sickle-cell allele is both boon and bane. The relatively high frequency
of African Americans with sickle-cell trait is a vestige of their African roots.
Although it is relatively unlikely that two carriers of the same rare harmful allele will
meet and mate, the probability increases greatly if the man and woman are close
relatives (for example, siblings or first cousins). These are called consanguineous
("same blood") matings, and they are indicated in pedigrees by double lines.
Because people with recent common ancestors are more likely to carry the same
recessive alleles than are unrelated people, it is more likely that a mating of close
relatives will produce offspring homozygous for recessive traits--including harmful

ones. Such effects can be observed in many types of domesticated and zoo animals
that have become inbred.
There is debate among geneticists about the extent to which human consanguinity
increases the risk of inherited diseases. Many deleterious alleles have such severe
effects that a homozygous embryo spontaneously aborts long before birth. Most
societies and cultures have laws or taboos forbidding marriages between close
relatives. These rules may have evolved out of empirical observation that in most
populations, stillbirths and birth defects are more common when parents are closely
related. But social and economic factors have also influenced the development of
customs and laws against consanguineous marriages.
Dominantly Inherited Disorders
Although most harmful alleles are recessive, many human disorders are due to
dominant alleles. One example is achondroplasia, a form of dwarfism with an
incidence of one case among every 10,000 people. Heterozygous individuals have
the dwarf phenotype. Therefore, all people who are not achondroplastic dwarfs-99.99% of the population--are homozygous for the recessive allele.
Lethal dominant alleles are much less common than lethal recessives. Presumably,
the two kinds of alleles arise by mutation (changes to the DNA) of a sperm or egg
equally often. However, if a lethal dominant allele kills an offspring before it is mature
and can reproduce, the allele will not be passed on to future generations. This is in
contrast to what happens to lethal recessive mutations, which are perpetuated from
generation to generation by the reproduction of heterozygous carriers who have
normal phenotypes.
A lethal dominant allele can escape elimination if it is late-acting, causing death at a
relatively advanced age. By the time the symptoms become evident, the individual
may have already transmitted the lethal allele to his or her children. For example,
Huntingtons disease, a degenerative disease of the nervous system, is caused by
a lethal dominant allele that has no obvious phenotypic effect until the individual is
about 35 to 45 years old. Once the deterioration of the nervous system begins, it is
irreversible and inevitably fatal. Any child born to a parent who has the allele for
Huntingtons disease has a 50% chance of inheriting the allele and the disorder.
(The mating can be symbolized as Aa X aa, with A being the dominant allele that
causes Huntingtons disease.) Until recently, it was impossible to tell before the
onset of symptoms if a person at risk for Huntingtons disease had actually inherited
the allele, but that has changed. Analyzing DNA samples from a large family with a
high incidence of the disorder, molecular geneticists have tracked the Huntingtons
allele to a locus near the tip of chromosome 4 ( FIGURE 14.16). It is now possible to
test for the presence of the allele in an individuals genome. (The methods that make
such tests possible are discussed in Chapter 20.) For those with a family history of
Huntingtons disease, the availability of this test poses an agonizing dilemma: Under
what circumstances is it beneficial for a presently healthy person to find out whether
he or she has inherited a fatal and not yet curable disease?
Fig 14-16. Large families provide excellent

case studies of human genetics. Here,
Nancy Wexler, of Columbia University and the
Hereditary Disease Foundation, studies a
huge pedigree that traces Huntingtons
disease through several generations of one
large family in Venezuela. Classical Mendelian
analysis of this family, coupled with the
techniques of molecular biology, enabled
scientists to develop a test for the presence of
the dominant allele that causes Huntingtons
disease--a test that can be used before
symptoms appear. Dr. Wexler is herself at risk
for developing Huntingtons disease. Her
mother died of the disorder, and there is a
50% chance that Dr. Wexler inherited the
dominant allele that causes the disease.
Multifactorial Disorders
The hereditary diseases we have discussed so far are sometimes described as
simple Mendelian disorders because they result from certain alleles at a single
genetic locus. Many more people are susceptible to diseases that have a
multifactorial basis--a genetic component plus a significant environmental influence.
The long list of multifactorial diseases includes heart disease, diabetes, cancer,
alcoholism, and certain mental illnesses, such as schizophrenia and manicdepressive disorder. In many cases, the hereditary component is polygenic. For
example, many genes affect our cardiovascular health, making some of us more
prone than others to heart attacks and strokes. But our lifestyle intervenes
tremendously between genotype and phenotype for cardiovascular health and other
multifactorial characters. Exercise, a healthful diet, abstinence from smoking, and an
ability to put stressful situations in perspective all reduce our risk of heart disease
and some types of cancer.
At present, so little is understood about the genetic contributions to most
multifactorial diseases that the best public health strategy is to educate people about
the importance of environmental factors and to promote healthful behavior.
A preventive approach to simple Mendelian disorders is sometimes possible,
because the risk that a particular genetic disorder will occur can sometimes be
assessed before a child is conceived or during the early stages of the pregnancy.
Many hospitals have genetic counselors who can provide information to prospective
parents concerned about a family history for a specific disease.
Lets consider the case of a hypothetical couple, John and Carol, who are planning
to have their first child and are seeking genetic counseling because of family
histories of a lethal disease known to be recessively inherited. John and Carol each
had a brother who died of the disorder, so they want to determine the risk of their
having a child with the disease. From the information about their brothers, we know
that both parents of John and both parents of Carol must have been carriers of the
recessive allele. Thus, John and Carol are both products of Aa X Aa crosses, where
a symbolizes the allele that causes this particular disease. We also know that John
and Carol are not homozygous recessive (aa ), because they do not have the
disease. Therefore, their genotypes are either AA or Aa. Given a genotypic ratio of
1AA :2Aa :1aa for offspring of an Aa X Aa cross, John and Carol each have a 2/3
chance of being carriers (Aa ). Using the rule of multiplication, we can determine that
the overall probability of their firstborn having the disorder is 2/3 (the chance that
John is a carrier) multiplied by 2/3 (the chance that Carol is a carrier) multiplied by
1/4 (the chance of two carriers having a child with the disease), which equals 1/9.
Suppose that Carol and John decide to take the risk and have a child--after all, there
is an 8/9 chance that their baby will not have the disorder--but their child is born with
the disease. We no longer have to guess about Johns and Carols genotypes. We
now know that both John and Carol are, in fact, carriers. If the couple decides to
have another child, they now know there is a 1/4 chance that the second child will
have the disease.
When we use Mendels laws to predict possible outcomes of matings, it is important
to keep in mind that chance has no memory: Each child represents an independent
event in the sense that its genotype is unaffected by the genotypes of older siblings.
Suppose that John and Carol have three more children, and all three have the
hypothetical hereditary disease. This is an unfortunate family, for there is only one
chance in 64 (1/4 X 1/4 X 1/4) that such an outcome will occur. But this run of
misfortune will in no way affect the result if John and Carol decide to have still
another child. There is still a 1/4 chance that the additional child will have the
disease and a 3/4 chance that it will not. Mendels laws, remember, are simply rules
of probability applied to heredity.
Carrier Recognition
Because most children with recessive disorders are born to parents with normal
phenotypes, the key to assessing the genetic risk for a particular disease is
determining whether the prospective parents are heterozygous carriers of the
recessive trait. For some heritable disorders, there are now tests that can distinguish
individuals of normal phenotype who are dominant homozygotes from those who are
heterozygotes, and the number of such tests increases each year. Examples are
tests that can identify carriers of the alleles for Tay-Sachs disease, sickle-cell
disease, and the most common form of cystic fibrosis. On one hand, these tests
enable people with family histories of genetic disorders to make informed decisions
about having children. On the other hand, these new methods for genetic screening
could be abused. If confidentiality is breached, will carriers be stigmatized? Will they
be denied health or life insurance, even though they themselves are healthy? Will
misinformed employers equate "carrier" with disease? And will sufficient genetic
counseling be available to help a large number of individuals understand their test
results?
New biotechnology offers possibilities of reducing human suffering, but not before
key ethical issues are resolved. The dilemmas posed by human genetics reinforce
one of this books themes: the immense social implications of biology.
Fetal Testing
Suppose a couple learns that they are both Tay-Sachs carriers, but they decide to
have a child anyway. Tests performed in conjunction with a technique known as
amniocentesis can determine, beginning at the 14th to 16th week of pregnancy,
whether the developing fetus has Tay-Sachs disease ( FIGURE 14.17a). To perform
this procedure, a physician inserts a needle into the uterus and extracts about 10
milliliters (mL) of amniotic fluid, the liquid that bathes the fetus. Some genetic
disorders can be detected from the presence of certain chemicals in the amniotic
fluid itself. Tests for other disorders, including Tay-Sachs disease, are performed on
cells grown in the laboratory from the fetal cells that had been sloughed off into the
amniotic fluid. These cultured cells can also be used for karyotyping to identify
certain chromosomal defects (see FIGURE 13.3).
Fig 14-17. Testing a fetus for genetic
disorders.
In an alternative technique called chorionic villus sampling (CVS) (FIGURE 14.17b)

a physician inserts a narrow tube through the cervix into the uterus and suctions out
a tiny sample of fetal tissue from the placenta, the organ that transmits nutrients and
fetal wastes between the fetus and the mother. Because the cells of the chorionic
villi of the placenta are proliferating rapidly, enough cells are undergoing mitosis to
allow karyotyping to be carried out immediately, giving results within 24 hours. This
is an advantage over amniocentesis, in which the cells must be cultured for several
weeks before karyotyping. Another advantage of CVS is that it can be performed as
early as the eighth to tenth week of pregnancy. However, CVS is not suitable for
tests requiring amniotic fluid, and it is less widely available than amniocentesis.
Recently, medical scientists have developed methods for isolating fetal cells that
have escaped into the mothers blood. Although very few in number, these cells can
be cultured and then tested.
Other techniques allow a physician to examine a fetus directly for major anatomical
abnormalities. One such technique is ultrasound, which uses sound waves to
produce an image of the fetus by a simple noninvasive procedure. This procedure,
which is also used to locate the fetus during amniocentesis, has no known risk to
either fetus or mother. With another technique, fetoscopy, a needle-thin tube
containing a viewing scope and fiber optics (to transmit light) is inserted into the
uterus.
In about 1% of the cases, amniocentesis or fetoscopy causes complications, such as
maternal bleeding or fetal death. Thus, these techniques are usually reserved for
cases in which the risk of a genetic disorder or other type of birth defect is relatively
great. If the fetal tests reveal a serious disorder, the parents face the difficult choice
of terminating the pregnancy or preparing to care for a child with a genetic disorder.
Newborn Screening
Some genetic disorders can be detected at birth by simple tests that are now
routinely performed in most hospitals in the United States. One screening program is
for the recessively inherited disorder called phenylketonuria (PKU), which occurs in
about one out of every 10,000 to 15,000 births in the United States. Children with
this disease cannot properly break down the amino acid phenylalanine. This
compound and its by-product, phenylpyruvate, can accumulate to toxic levels in the
blood, causing mental retardation. However, if the deficiency is detected in the
newborn, a special diet low in phenylalanine can usually promote normal
development and prevent retardation. Thus, screening newborns for PKU and other
treatable disorders can be vitally important. Unfortunately, very few genetic disorders
are treatable at the present time.
In this chapter, you have learned about the Mendelian model of inheritance and its
application to human genetics. We owe the "gene idea," the concept of heritable
factors transmitted according to simple rules of chance, to the elegant experiments
of Gregor Mendel. Mendels quantitative approach was foreign to the biology of his
era, and even the few biologists who read his papers apparently overlooked the
importance of his discoveries. It wasnt until the beginning of the 20th century that
Mendelian genetics was rediscovered by biologists studying the role of
chromosomes in inheritance. In the next chapter, you will learn how Mendels laws
have their physical basis in the behavior of chromosomes during sexual life cycles
and how the synthesis of Mendelism and a chromosome theory of inheritance
catalyzed progress in genetics.
Chapter 14: Summary of Key Concepts
GREGOR MENDELs DISCOVERIES
Mendel brought an experimental and quantitative approach to genetics (pp. 247-249,

FIGURE 14.1) Gregor Mendel formulated a particulate theory of inheritance based on
experiments with garden peas, carried out in the 1860s. He showed that parents pass on to
their offspring discrete genes that retain their identity through the generations.
By the law of segregation, the two alleles for a character are packaged into separate
gametes (pp. 249-252, FIGURE 14.4) Mendel arrived at this law by making hybrid offspring
and letting them self-pollinate. The hybrids (F 1) exhibited the dominant trait. In the next
generation (F2), 75% of offspring had the dominant trait and 25% had the recessive trait, for a
3:1 ratio. Mendels explanation was that genes have alternative forms (now called alleles) and
that each organism inherits one allele for each gene from each parent. These separate
(segregate) during gamete formation, so that a sperm or an egg carries only one allele. After
fertilization, if the two alleles of a gene are different, one (the dominant allele) is expressed in
the offspring and the other (the recessive allele) is masked. Homozygous individuals have
identical alleles for a given character and are true-breeding. Heterozygous individuals have
two different alleles for a given character.
Web/CD Activity14A: Monohybrid Cross
By the law of independent assortment, each pair of alleles segregates into gametes
independently (pp. 252-254, FIGURE 14.7) Mendel proposed this law based on dihybrid
crosses between plants heterozygous for two characters (for example, flower color and seed
shape). Alleles for each character segregate into gametes independently of alleles for other
characters. The offspring of a dihybrid cross (the F 2 generation) have four phenotypes in a
9:3:3:1 ratio.
Web/CD Activity14B: Dihybrid Cross
Mendelian inheritance reflects rules of probability (pp. 254-255, FIGURE 14.8) The rule of
multiplication states that the probability of a compound event is equal to the product of the
separate probabilities of the independent single events. The rule of addition states that the
probability of an event that can occur in two or more independent ways is the sum of the
separate probabilities.
Web/CD Activity14C: Gregors Garden
Mendel discovered the particulate behavior of genes: a review (p. 255) Mendels
quantitative analysis of carefully planned experiments exemplifies the process of science.
The relationship between genotype and phenotype is rarely simple (pp. 255-260,
FIGURES 14.9, 14.13 In incomplete dominance, a heterozygous individual has a phenotype
intermediate between those of the two types of homozygotes. In codominance, a
heterozygote exhibits phenotypes for both its alleles. Many genes exist in multiple (more than
two) alleles in a population. Pleiotropy is the ability of a single gene to affect multiple
phenotypic traits. In epistasis, one gene affects the expression of another gene. Certain
characters are quantitative; they vary continuously, indicating polygenic inheritance, an
additive effect of two or more genes on a single phenotypic character. Quantitative characters
also influenced by environment are said to be multifactorial.
Web/CD Activity14D: Incomplete Dominance
Pedigree analysis reveals Mendelian patterns in human inheritance (p. 260, FIGURE
14.14 Family pedigrees can be used to deduce the possible genotypes of individuals and
make predictions about future offspring. Any predictions are usually statistical probabilities
rather than certainties.
Many human disorders follow Mendelian patterns of inheritance (pp. 261-264) Certain
genetic disorders are inherited as simple recessive traits from phenotypically normal,
heterozygous carriers. Some human disorders are due to dominant alleles. Medical
researchers are beginning to sort out the genetic and environmental components of
multifactorial disorders, such as heart disease and cancer.
Web/CD Case Study in the Process of Science: How Do You Diagnose a Genetic
Disorder?
Technology is providing new tools for genetic testing and counseling (pp. 264-266,
FIGURE 14.17) Using family histories, genetic counselors help couples determine the odds
that their children will have genetic disorders. For certain diseases, tests that identify carriers
define the odds more accurately. Once a child is conceived, amniocentesis and chorionic
villus sampling can help determine whether a suspected genetic disorder is present.
Chapter 14: Self-Quiz

1. A rooster with gray feathers is mated with a hen of the same phenotype. Among their offspring, 15
chicks are gray, 6 are black, and 8 are white. What is the simplest explanation for the inheritance of
these colors in chickens? What offspring would you predict from the mating of a gray rooster and a
black hen?
2. In some plants, a true-breeding, red-flowered strain gives all pink flowers when crossed with a
white-flowered strain: RR (red) X rr (white)
Rr (pink). If flower position (axial or terminal) is
inherited as it is in peas (see TABLE 14.1, p. 250), what will be the ratios of genotypes and
phenotypes of the F1 generation resulting from the following cross: axial-red (true-breeding) X
terminal-white? What will be the ratios in the F2 generation?
3. Flower position, stem length, and seed shape were three characters that Mendel studied. Each is
controlled by an independently assorting gene and has dominant and recessive expression as
follows:
Character
Dominant
Recessive
Flower position
Axial (A )
Terminal (a )
Stem length
Tall (L )
Dwarf (l )
Seed shape
Round (R )
Wrinkled (r )
If a plant that is heterozygous for all three characters is allowed to self-fertilize, what proportion of the
offspring would you expect to be as follows? (Note: Use the rules of probability instead of a huge
Punnett square.)a. homozygous for the three dominant traitsb. homozygous for the three recessive
traitsc. heterozygousd. homozygous for axial and tall, heterozygous for seed shape
4. A black guinea pig crossed with an albino guinea pig produces 12 black offspring. When the albino
is crossed with a second black one, 7 blacks and 5 albinos are obtained. What is the best explanation
for this genetic situation? Write genotypes for the parents, gametes, and offspring.
5. In sesame plants, the one-pod condition (P ) is dominant to the three-pod condition (p ), and
normal leaf (L ) is dominant to wrinkled leaf (l ). Pod type and leaf type are inherited independently.
Determine the genotypes for the two parents for all possible matings producing the following
offspring:a. 318 one-pod normal, 98 one-pod wrinkledb. 323 three-pod normal, 106 three-pod
wrinkledc. 401 one-pod normald. 150 one-pod normal, 147 one-pod wrinkled, 51 three-pod normal,
48 three-pod wrinklede. 223 one-pod normal, 72 one-pod wrinkled, 76 three-pod normal, 27 threepod wrinkled
6. A man with group A blood marries a woman with group B blood. Their child has group O blood.
What are the genotypes of these individuals? What other genotypes, and in what frequencies, would
you expect in offspring from this marriage?
7. Color pattern in a species of duck is determined by one gene with three alleles. Alleles H and I are
codominant, and allele i is recessive to both. How many phenotypes are possible in a flock of ducks
that contains all the possible combinations of these three alleles?
8. Phenylketonuria (PKU) is an inherited disease caused by a recessive allele. If a woman and her
husband are both carriers, what is the probability of each of the following?All three of their children
will be of normal phenotype.One or more of the three children will have the disease.All three children
will have the disease.At least one child will be phenotypically normal.(Note: Remember that the
probabilities of all possible outcomes always add up to 1.)
9. The genotype of F1 individuals in a tetrahybrid cross is AaBbCcDd. Assuming independent

assortment of these four genes, what are the probabilities that F 2 offspring will have the following
genotypes?a. aabbccdd b. AaBbCcDd c. AABBCCDD d. AaBBccDd e. AaBBCCdd
10. What is the probability that each of the following pairs of parents will produce the indicated
offspring? (Assume independent assortment of all gene pairs.)a. AABBCC X aabbcc
AaBbCc b.
AABbCc X AaBbCc
AAbbCC c. AaBbCc X AaBbCc
AaBbCc d. aaBbCC X AABbcc
AaBbCc
11. Karen and Steve each have a sibling with sickle-cell disease. Neither Karen nor Steve nor any of
their parents have the disease, and none of them have been tested to reveal sickle-cell trait. Based
on this incomplete information, calculate the probability that if this couple has a child, the child will
have sickle-cell disease.
12. In 1981, a stray black cat with unusual rounded, curled-back ears was adopted by a family in
California. Hundreds of descendants of the cat have since been born, and cat fanciers hope to
develop the "curl" cat into a show breed. Suppose you owned the first curl cat and wanted to develop
a true-breeding variety. How would you determine whether the curl allele is dominant or recessive?
How would you select for true-breeding cats? How could you be sure they are true-breeding?
13. Imagine that a newly discovered, recessively inherited disease is expressed only in individuals
with type O blood, although the disease and blood group are independently inherited. A normal man
with type A blood and a normal woman with type B blood have already had one child with the
disease. The woman is now pregnant for a second time. What is the probability that the second child
will also have the disease? Assume that both parents are heterozygous for the gene that causes the
disease.
14. In tigers, a recessive allele causes an absence of fur pigmentation (a "white tiger") and a crosseyed condition. If two phenotypically normal tigers that are heterozygous at this locus are mated,
what percentage of their offspring will be cross-eyed? What percentage will be white?
15. In corn plants, a dominant allele I inhibits kernel color, while the recessive allele i permits color
when homozygous. At a different locus, the dominant gene P causes purple kernel color, while the
homozygous recessive genotype pp causes red kernels. If plants heterozygous at both loci are
crossed, what will be the phenotypic ratio of the F1 generation?
16. The pedigree below traces the inheritance of alkaptonuria, a biochemical disorder. Affected
individuals, indicated here by the filled-in circles and squares, are unable to break down a substance
called alkapton, which colors the urine and stains body tissues. Does alkaptonuria appear to be
caused by a dominant or recessive allele? Fill in the genotypes of the individuals whose genotypes
you know. What genotypes are possible for each of the other individuals?
17. A man has six fingers on each hand and six toes on each foot. His wife and their daughter have
the normal number of digits. Extra digits is a dominant trait. What fraction of this couples children
would be expected to have extra digits?
18. Imagine that you are a genetic counselor, and a couple planning to start a family come to you for
information. Charles was married once before, and he and his first wife had a child with cystic
fibrosis. The brother of his current wife Elaine died of cystic fibrosis. What is the probability that
Charles and Elaine will have a baby with cystic fibrosis? (Neither Charles nor Elaine has cystic
fibrosis.)
19. In mice, black color (B ) is dominant to white (b ). At a different locus, a dominant allele (A )
produces a band of yellow just below the tip of each hair in mice with black fur. This gives a frosted
appearance known as agouti. Expression of the recessive allele (a ) results in a solid coat color. If
mice that are heterozygous at both loci are crossed, what is the expected phenotypic ratio of their
offspring?
Chapter 14: Essay Questions
Evolution Connection
Over the past half century, there has been a trend in the United States and other developed countries
for people to marry and start families later in life than did their parents and grandparents. Speculate
on the effects this trend may have on the incidence (frequency) of late-acting dominant lethal alleles
in the population.
The Process of Science

You are handed a "mystery" pea plant with long stems and axial flowers, and asked to determine its
genotype as quickly as possible. You know the allele for long stems ( L ) is dominant to that for dwarf
stems (l ) and that the allele for axial flowers (A ) is dominant to that for terminal flowers (a ).
a. What are all the possible genotypes for your mystery plant?
b. Describe the one cross you would do, out in your garden, to determine the exact genotype of your
mystery plant.
c. While you are waiting for the results of your cross, you go back inside and sit at your desk. You
make a separate prediction of results for each possible genotype listed in part a. How do you do this?
d. Make these predictions, using the following format: "If the genotype of my mystery plant is
plants resulting from my cross will be
."
, the
e. If 1/2 of your offspring plants have long stems with axial flowers and 1/2 have long stems with
terminal flowers, what must be the genotype of your mystery plant?
f. Explain why the activities you performed in parts c and d were not "doing a cross."
Act as a research physician and medical sleuth to investigate a patients condition in the Case
Study in the Process of Science, available on the website and CD-ROM.
Science, Technology, and Society

Imagine that one of your parents had Huntingtons disease. What is the probability that you, too, will
someday manifest the disease? There is no cure for Huntingtons. Would you want to be tested for
the Huntingtons allele? Why or why not?

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Chapter 14: MENDEL AND THE GENE IDEA

GREGOR MENDELS DISCOVERIES

Eyes of brown, blue, green, or gray; hair

Mendel brought an experimental and quantitative approach to genetics

Click image to enlarge

Click image to enlarge

1. Alternative versions of genes (different alleles) account for variations in inherited

Click image to enlarge

Fig 14-3. Alleles, alternative

brings us to the third part of Mendels hypothesis.

Click image to enlarge

Some Useful Genetic Vocabulary

Click image to enlarge

Fig 14-6. A testcross. A testcross is designed to reveal the

Click image to enlarge

By the law of independent assortment, each pair of alleles segregates into

Click image to enlarge

Fig 14-7. Testing two hypotheses for

Fig 14-8. Segregation of alleles and

Click image to enlarge

We can use our understanding of independent events to predict the outcome of

probability of an F2 heterozygote as 1/4 + 1/4 = 1/2.

The relationship between genotype and phenotype is rarely simple

Fig 14-9. Incomplete dominance in

Click image to enlarge

What Is a Dominant Allele?

1. They range from complete dominance, through various degrees of incomplete

Click image to enlarge

Fig 14-15. Pleiotropic effects of the

Click image to enlarge

Fig 14-11. An example of epistasis. This Punnett

Click image to enlarge

Fig 14-12. A simplified model for

Nature and Nurture: The Environmental Impact on Phenotype

Generally, norms of reaction are broadest for polygenic characters. Environment

contributes to the quantitative nature of these characters, as we have seen in the

Pedigree analysis reveals Mendelian patterns in human inheritance

Pedigree analysis reveals Mendelian patterns in human inheritance

Click image to enlarge

Fig 14-14. Pedigree analysis. In these family

deadly hereditary diseases instead of innocuous human variations such as hairline

relatives will produce offspring homozygous for recessive traits--including harmful

Click image to enlarge

Fig 14-16. Large families provide excellent

Click image to enlarge

In an alternative technique called chorionic villus sampling (CVS) (FIGURE 14.17b)

Mendel brought an experimental and quantitative approach to genetics (pp. 247-249,

EXTENDING MENDELIAN GENETICS

MENDELIAN INHERITANCE IN HUMANS

Chapter 14: Self-Quiz

9. The genotype of F1 individuals in a tetrahybrid cross is AaBbCcDd. Assuming independent

Chapter 14: Essay Questions

The Process of Science

Science, Technology, and Society

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