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What Is a Recessive Allele?
What Is a Recessive Allele? WernerG. Heim ONE of the commonlymisunderstood and misin- are termedthe dominant[dominirende], and those terpreted concepts in elementary genetics is that which becomelatent in the processrecessive [reces- sive]. The expression"recessive" has been chosen of dominance and recessiveness of alleles. Many becausethe charactersthereby designated withdraw students in introductory courses perceive the idea or entirelydisappear in the hybrids,but nevertheless that the dominant form of a gene is somehow stron- reappear unchanged in their progeny ... (Mendel ger than the recessive form and, when they are 1950,p. 8) together in a heterozygote, the dominant allele sup- Two important concepts are presented here: (1) presses the action of the recessive one. This belief is Statements about dominance and recessiveness are Downloaded from http://online.ucpress.edu/abt/article-pdf/53/2/94/44793/4449229.pdf by guest on 27 September 2021 not only incorrectbut it can lead to a whole series of statements about the appearanceof characters,about further errors. Students, for example, often errone- what is seen or can be detected, not about the ously conclude that because the dominant allele is the underlying genetic situation; (2) The relationship stronger, it therefore ought to become more common between two alleles of a gene falls on a continuous in the course of evolution. scale from one of complete dominance and recessive- There are other common misconceptions, among ness to a complete lack thereof. In the latter case, the them that: expression of both alleles is seen in either of two ways 1) Dominance operates at the genotypic level. -
Basic Genetic Terms for Teachers
Student Name: Date: Class Period: Page | 1 Basic Genetic Terms Use the available reference resources to complete the table below. After finding out the definition of each word, rewrite the definition using your own words (middle column), and provide an example of how you may use the word (right column). Genetic Terms Definition in your own words An example Allele Different forms of a gene, which produce Different alleles produce different hair colors—brown, variations in a genetically inherited trait. blond, red, black, etc. Genes Genes are parts of DNA and carry hereditary Genes contain blue‐print for each individual for her or information passed from parents to children. his specific traits. Dominant version (allele) of a gene shows its Dominant When a child inherits dominant brown‐hair gene form specific trait even if only one parent passed (allele) from dad, the child will have brown hair. the gene to the child. When a child inherits recessive blue‐eye gene form Recessive Recessive gene shows its specific trait when (allele) from both mom and dad, the child will have blue both parents pass the gene to the child. eyes. Homozygous Two of the same form of a gene—one from Inheriting the same blue eye gene form from both mom and the other from dad. parents result in a homozygous gene. Heterozygous Two different forms of a gene—one from Inheriting different eye color gene forms from mom mom and the other from dad are different. and dad result in a heterozygous gene. Genotype Internal heredity information that contain Blue eye and brown eye have different genotypes—one genetic code. -
Basic Genetic Concepts & Terms
Basic Genetic Concepts & Terms 1 Genetics: what is it? t• Wha is genetics? – “Genetics is the study of heredity, the process in which a parent passes certain genes onto their children.” (http://www.nlm.nih.gov/medlineplus/ency/article/002048. htm) t• Wha does that mean? – Children inherit their biological parents’ genes that express specific traits, such as some physical characteristics, natural talents, and genetic disorders. 2 Word Match Activity Match the genetic terms to their corresponding parts of the illustration. • base pair • cell • chromosome • DNA (Deoxyribonucleic Acid) • double helix* • genes • nucleus Illustration Source: Talking Glossary of Genetic Terms http://www.genome.gov/ glossary/ 3 Word Match Activity • base pair • cell • chromosome • DNA (Deoxyribonucleic Acid) • double helix* • genes • nucleus Illustration Source: Talking Glossary of Genetic Terms http://www.genome.gov/ glossary/ 4 Genetic Concepts • H describes how some traits are passed from parents to their children. • The traits are expressed by g , which are small sections of DNA that are coded for specific traits. • Genes are found on ch . • Humans have two sets of (hint: a number) chromosomes—one set from each parent. 5 Genetic Concepts • Heredity describes how some traits are passed from parents to their children. • The traits are expressed by genes, which are small sections of DNA that are coded for specific traits. • Genes are found on chromosomes. • Humans have two sets of 23 chromosomes— one set from each parent. 6 Genetic Terms Use library resources to define the following words and write their definitions using your own words. – allele: – genes: – dominant : – recessive: – homozygous: – heterozygous: – genotype: – phenotype: – Mendelian Inheritance: 7 Mendelian Inheritance • The inherited traits are determined by genes that are passed from parents to children. -
Glossary/Index
Glossary 03/08/2004 9:58 AM Page 119 GLOSSARY/INDEX The numbers after each term represent the chapter in which it first appears. additive 2 allele 2 When an allele’s contribution to the variation in a One of two or more alternative forms of a gene; a single phenotype is separately measurable; the independent allele for each gene is inherited separately from each effects of alleles “add up.” Antonym of nonadditive. parent. ADHD/ADD 6 Alzheimer’s disease 5 Attention Deficit Hyperactivity Disorder/Attention A medical disorder causing the loss of memory, rea- Deficit Disorder. Neurobehavioral disorders character- soning, and language abilities. Protein residues called ized by an attention span or ability to concentrate that is plaques and tangles build up and interfere with brain less than expected for a person's age. With ADHD, there function. This disorder usually first appears in persons also is age-inappropriate hyperactivity, impulsive over age sixty-five. Compare to early-onset Alzheimer’s. behavior or lack of inhibition. There are several types of ADHD: a predominantly inattentive subtype, a predomi- amino acids 2 nantly hyperactive-impulsive subtype, and a combined Molecules that are combined to form proteins. subtype. The condition can be cognitive alone or both The sequence of amino acids in a protein, and hence pro- cognitive and behavioral. tein function, is determined by the genetic code. adoption study 4 amnesia 5 A type of research focused on families that include one Loss of memory, temporary or permanent, that can result or more children raised by persons other than their from brain injury, illness, or trauma. -
OUTLINE 12 IV. Mendel's Work D. the Dihybrid Cross 1. Qualitative Results 2
OUTLINE 12 IV. Mendel's Work D. The dihybrid cross 1. qualitative results 2. quantitative results E. Summary of Mendel's Rules V. Probability Theory and Patterns of Inheritance A. Definitions B. Rules for probability 1. independent outcomes 2. the product rule 3. single event; multiple outcomes 4. the addition rule C. Application to the dihybrid cross VI. Extensions of Mendel’s Rules Fig 14.2 A monohybrid cross Fig 14.3 P Homozygous P P Heterozygous p P p P PP Pp p Pp pp Genotypes: PP, Pp, pp genotype ratio: 1:2:1 Phenotypes: Purple, white phenotype ratio: 3:1 Fig. 14.6 A Test Cross Table 14.1 Fig. 14.7 A Dihybrid Cross Mendel’s Laws (as he stated them) Law of unit factors “Inherited characters are controlled by discrete factors in pairs” Law of segregation “When gametes are formed, the factors segregate…and recombine in the next generation.” Law of dominance: “of the two factors controlling a trait, one may dominate the other.” Law of independent assortment: “one pair of factors can segregate from a second pair of factors.” When all outcomes of an event are equally likely, the probability that a particular outcome will occur is #ways to obtain that outcome / total # possible outcomes Examples: In a coin toss P[heads] - 1/2 (or 0.5) In tossing one die P[2] = 1/6 In tossing one die P[even #] = 3/6 Drawing a card P[Queen of spades] = 1/52 The “AND” rule Probability of observing event 1 AND event 2 = the product of their independent probabilities. -
Dihybrid Crosses
Dihybrid Crosses: Punnett squares for two traits Genes on Different Chromosomes If two genes are on different chromosomes, all four possible alleles combinations for two different genes in a heterozygous cross are _____________ due to independent assortment. If parents are RrYy (heterozygous for both traits) Equally R r likely to R r OR line up either way y Y Y y when dividing Ry rY RY ry Gametes: ___________________________________ Setting up a Dihybrid Cross: RrYy x RrYy Each side of a Punnett Square represents all the possible allele combinations in a gamete from a parent. Parent gametes always contain one allele for___ _______ .(____________-R or r & Y or y in this case). Four possible combinations of the alleles for the two genes are possible if heterozygous for both traits. (For example: ___________________) Due to independent assortment, each possible combination is equally likely if genes are on separate chromosomes. Therefore Punnett squares indicate probabilities for each outcome. Discuss with your table partner: A. R r Y y Which is correct for a R dihybrid cross of two r heterozygous parents RrYy x RrYy? Y y B. RR Rr rr rR C. RY Ry rY ry YY RY Yy Ry yy rY yY ry Explain how the correct answer relates to the genes passed down in each gamete (egg or sperm) Dihybrid Cross of 2 Heterozygotes 9 3 3 1 Heterozygous Dihybrid Cross Dominant Dominant Recessive Recessive for both 1st trait 1st trait for both traits Recessive Dominant traits 2nd trait 2nd trait Round Round Wrinkled Wrinkled Yellow Green Yellow Green __ __ __ __ ______ = ______ = ______ = _______ = ___ ____ ____ _____ Heterozygous cross __________ratio if independent assortment Mendel developed the Law of Independent Assortment because he realized that the results for his dihybrid crosses matched the probability of the two genes being inherited independently. -
Evolution at Multiple Loci
Evolution at multiple loci • Linkage • Sex • Quantitative genetics Linkage • Linkage can be physical or statistical, we focus on physical - easier to understand • Because of recombination, Mendel develops law of independent assortment • But loci do not always assort independently, suppose they are close together on the same chromosome Haplotype - multilocus genotype • Contraction of ‘haploid-genotype’ – The genotype of a chromosome (gamete) • E.g. with two genes A and B with alleles A and a, and B and b • Possible haplotypes – AB; Ab; aB, ab • Will selection at the A locus affect evolution of the B locus? Chromosome (haplotype) frequency v. allele frequency • Example, suppose two populations have: – A allele frequency = 0.6, a allele frequency 0.4 – B allele frequency = 0.8, b allele frequency 0.2 • Are those populations identical? • Not always! Linkage (dis)equilibrium • Loci are in equilibrium if: – Proportion of B alleles found with A alleles is the same as b alleles found with A alleles; and • Loci in linkage disequilibrium if an allele at one locus is more likely to be found with a particular allele at another locus – E.g., B alleles more likely with A alleles than b alleles are with A alleles Equilibrium - alleles A locus, A allele p = 15/25 = 0.6 a allele q = 1-p = 0.4 B locus, B allele p = 20/25 = 0.8; b allele q = 1-p = 0.2 Equilibrium - haplotypes Allele B with allele A = 12; A without B = 3 times; AB 12/15 = 0.8 Allele B with allele a = 8; a without B = 2 times; aB 8/10 = 0.8 Equilibrium graphically Disequilibrium - alleles -
INTRODUCTION to GENETICS Table of Contents Heredity, Historical
INTRODUCTION TO GENETICS Table of Contents Heredity, historical perspectives | The Monk and his peas | Principle of segregation Dihybrid Crosses | Mutations | Genetic Terms | Links Heredity, Historical Perspective | Back to Top For much of human history people were unaware of the scientific details of how babies were conceived and how heredity worked. Clearly they were conceived, and clearly there was some hereditary connection between parents and children, but the mechanisms were not readily apparent. The Greek philosophers had a variety of ideas: Theophrastus proposed that male flowers caused female flowers to ripen; Hippocrates speculated that "seeds" were produced by various body parts and transmitted to offspring at the time of conception, and Aristotle thought that male and female semen mixed at conception. Aeschylus, in 458 BC, proposed the male as the parent, with the female as a "nurse for the young life sown within her". During the 1700s, Dutch microscopist Anton van Leeuwenhoek (1632-1723) discovered "animalcules" in the sperm of humans and other animals. Some scientists speculated they saw a "little man" (homunculus) inside each sperm. These scientists formed a school of thought known as the "spermists". They contended the only contributions of the female to the next generation were the womb in which the homunculus grew, and prenatal influences of the womb. An opposing school of thought, the ovists, believed that the future human was in the egg, and that sperm merely stimulated the growth of the egg. Ovists thought women carried eggs containing boy and girl children, and that the gender of the offspring was determined well before conception. -
BIOL 116 General Biology II Common Course Outline
South Central College BIOL 116 General Biology II Common Course Outline Course Information Description This course covers biology at the organismal. population and system level. It will emphasize organismal diversity, population and community ecology and ecosystems. Students will gain an understanding of how evolutionary advances have occurred among organisms within a kingdom due to natural selection. This course involves a weekly three hour lab. (prerequisites: Score of 86 or above on the Sentence Skills portion of the Accuplacer test or ENGL 0090 and score of 50 or above on College Level Math portion of the Accuplacer test or MATH 0085) MNTC area 3 Total Credits 4.00 Total Hours 80.00 Types of Instruction Instruction Type Credits Lecture Lab Pre/Corequisites Prerequisite Score of 50 or above on the College Level Math portion of the Accuplacer test or MATH 0085 Prerequisite Score of 86 or above on the Sentence Skills portion of the Accuplacer test or ENGL 0090 Course Competencies 1 Appreciate and explain the process of scientific discovery and methodology Learning Objectives List and describe the steps of the scientific method Demonstrate the process of scientific discovery in the lab 2 Develop the skills necessary to engage in the scientific method Learning Objectives Formulate a hypothesis based on observations Develop a method to test a hypothesis Collect and analyze data Interpret data and form a conclusion Communicate scientific findings Common Course Outline - Page 1 of 4 Monday, September 24, 2012 3:42 PM 3 Explain the theory of -
Evolutionary Forces: Generation X Simulation to Launch the Genx
Biol 303 1 Lecture Notes Evolutionary Forces: Generation X Simulation To launch the GenX software: 1. Right-click ‘My Computer’. 2. Click ‘Map Network Drive’ 3. Don’t worry about what drive letter is assigned in the upper part of the dialogue box that pops up. In the lower part, enter: \\hopper\labshare. You can probably get this without typing by clicking the little triangle on the right of the field. 4. Using Windows Explorer, Click on the Labshare folder, then on Biology 303 folder, then on the GenX icon to start. A. Recall from lecture: Evolution is a change over time in allele (gene) frequencies within a population. There are 4 main evolutionary forces: Mutation - new allele arises by physical change in structure of DNA Genetic drift - random change in allele frequency by chance, important mainly in small populations (remember that variance ↑ as sample size ↓) Isolation - two populations that exchange members (even just 1 disperser per generation) do not diverge genetically. Isolated populations can diverge due to drift or natural selection Natural selection - differential survival and reproduction of individuals with different phenotypes Also recall that a locus is fixed for a single allele if any allele reaches a frequency of one. When a population holds only one allele, evolution cannot occur (until an alternative allele arrives by mutation or immigration). B. Background for Generation X simulations: Generation X is a computer model of evolution. It allows you to alter the four evolutionary forces, either one at a time or in combination, and see the effect on genotype and allele frequencies. -
Chapter 10: Dihybrid Cross Worksheet
Name: __________________________ Period: _____ Date: _________________ Chapter 10: Dihybrid Cross Worksheet In rabbits, gray hair is dominant to white hair. Also in rabbits, black eyes are dominant to red eyes. These letters represent the genotypes of the rabbits: 1. What are the phenotypes (descriptions) of rabbits that have the following genotypes? Ggbb ____________________ ggBB ________________________ ggbb ____________________ GgBb _________________________ 2. A male rabbit with the genotype GGbb is crossed with a female rabbit with the genotype ggBb the square is set up below. Fill it out and determine the phenotypes and proportions in the offspring. How many out of 16 have gray fur and black eyes? ________ How many out of 16 have gray fur and red eyes? ________ How many out of 16 have white fur and black eyes? ________ How many out of 16 have white fur and red eyes________ 3. A male rabbit with the genotype GgBb is crossed with a female rabbit with the genotype GgBb The square is set up below. Fill it out and determine the phenotypes and proportions of offspring How many out of 16 have gray fur and black eyes? ________ How many out of 16 have gray fur and red eyes? ________ How many out of 16 have white fur and black eyes? ________ How many out of 16 have white fur and red eyes? ________ 4. Show the cross between a ggBb and a GGBb. You'll have to set this one up yourself: Punnett Square: 5. An aquatic arthropod called a Cyclops has antennae that are either smooth or barbed. -
Lecture No. IV
Course: Fundamentals of Genetics Class: - Ist Year, IInd Semester Lecture No. IV Title of topic: - Monohybrid crosses, Di-hybrid crosses, Test cross and Back cross Prepared by- Vinod Kumar, Assistant Professor, (PB & G) College of Agriculture, Powarkheda Monohybrid crosses:—Crosses between parents that differed in a single characteristic. The character (S) being studied in a monohybrid cross are governed by two or multiple variations for a single locus. The Mendel’s first law i.e. Law of segregation or purity of gametes can be explained by considering the monohybrid ratio i.e. by studying inheritance of only one character. For example: In pea, round seed shape is dominant over wrinkled seed shape. Generation Parental Parents Female X Male Phenotype Round X Wrinkled Genotype RR X rr Gametes R r Generation F1 Rr (Heterozygous) Round On selfing: Parents Female X Male Phenotype Round X round Genotype Rr X Rr Gametes R r R r Generation F2 ♂ R r ♀ RR Rr R Round Round r Rr rr Round Wrinkled Phenotype ratio: 3 round : 1 wrinkled Genotypic ratio: 1 RR : 2Rr : 1rr Two different alleles of the same gene i.e. ‘R’ and ‘r’ were brought together in the hybrid (F1). Even though the hybrid was round seeded in the next generation (F2) it produced both round and wrinkled seeded progeny. Thus both the alleles for round shape (R) and wrinkled shape (r) remained together in the hybrid without contaminating each other. In F2 generation (selfing of (F1) hybrid), the different phenotypes could be recovered because the two alleles in F1 remained pure and did not contaminate each other thus producing two types of gametes from F1 i.e.