Chapter 3: Problem 6
Why was the garden pea a good choice as an experimental organism in Mendel's work?
Chapter 3: Problem 6
Why was the garden pea a good choice as an experimental organism in Mendel's work?
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Get started for freeMendel crossed peas with round, green seeds with peas having wrinkled, yellow seeds. All \(\mathrm{F}_{1}\) plants had seeds that were round and yellow. Predict the results of testcrossing these \(F_{1}\) plants.
Two true-breeding pea plants are crossed. One parent is round, terminal, violet, constricted, while the other expresses the contrasting phenotypes of wrinkled, axial, white, full. The four pairs of contrasting traits are controlled by four genes, each located on a separate chromosome. In the \(F_{1}\) generation, only round, axial, violet, and full are expressed. In the \(\mathrm{F}_{2}\) generation, all possible combinations of these traits are expressed in ratios consistent with Mendelian inheritance. (a) What conclusion can you draw about the inheritance of these traits based on the \(\mathrm{F}_{1}\) results? (b) Which phenotype appears most frequently in the \(\mathrm{F}_{2}\) results? Write a mathematical expression that predicts the frequency of occurrence of this phenotype. (c) Which \(\mathrm{F}_{2}\) phenotype is expected to occur least frequently? Write a mathematical expression that predicts this frequency. (d) How often is either \(P_{1}\) phenotype likely to occur in the \(F_{2}\) generation? (e) If the \(F_{1}\) plant is testcrossed, how many different phenotypes will be produced?
Consider three independently assorting gene pairs, \(A / a, B / b,\) and \(C / c,\) where each demonstrates typical dominance \((A-, B-, C-)\) and recessiveness \((a a, b b, c c) .\) What is the probability of obtaining an offspring that is \(A A B b C c\) from parents that are \(A a B b C C\) and \(A A B b C c ?\)
In this chapter, we focused on the Mendelian postulates, probability, and pedigree analysis. We also considered some of the methods and reasoning by which these ideas, concepts, and techniques were developed. On the basis of these discussions, what answers would you propose to the following questions: (a) How was Mendel able to derive postulates concerning the behavior of "unit factors" during gamete formation, when he could not directly observe them? (b) How do we know whether an organism expressing a dominant trait is homozygous or heterozygous? (c) In analyzing genetic data, how do we know whether deviation from the expected ratio is due to chance rather than to another, independent factor? (d) since experimental crosses are not performed in humans, how do we know how traits are inherited?
Early-onset myopia in humans is inherited as a simple dominant trait. Determine the genotypes of the parents and offspring for the following families. Mention alternate genotypes wherever applicable. (a) One normal (without early-onset myopia) parent and one abnormal (with early-onset myopia) parent produce six children, out of which only one is normal. (b) An abnormal male and a normal female produce five normal children.
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