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3. Multiple alleles and blood group inheritance

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3. Multiple alleles and blood group inheritance

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Multiple Alleles (ABO Blood Types) and Punnett Squares

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Genetics Basics: Difference between Codominance and Incomplete Dominance

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Free gamified quizzes on every subject that students play in class and at home. Pick an existing quiz or create your own for review, formative assessment, and more.

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10 home assignment

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co dominance and incomplete dominance Flashcards and Study Sets | Quizlet

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Learn co dominance and incomplete dominance with free interactive flashcards. Choose from 517 different sets of co dominance and incomplete dominance flashcards on Quizlet.

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Biology PostMendelian Genetics grade 12 Flashcards | Quizlet

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Start studying Biology PostMendelian Genetics grade 12. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Free gamified quizzes on every subject that students play in class and at home. Pick an existing quiz or create your own for review, formative assessment, and more.

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3. Enter your first and last name (your username will be generated for you)
4. Choose a password ' Write down your user name and passwords!

Notebook: The top tab contains a "notebook" link where you can enter data gathered during your experiments. Also in the notebook tab, you will write your report. All notebook data and report data will be saved and sent to your teacher upon completion.
Understanding the Program
1. Start by ordering two wild type flies and mate them.
2. View your flies under the microscope and sort them.
3. View the flies close-up and note the difference between males and females.
4. Add your data to your notebook.
5. Use the computer to "analyze results"
6. Go to the chi square analysis. Enter your hypothesis. Since both of your parents with wild type, you would expect a 50:50 ratio of male to females. You will need to you a calculator to determine the expected numbers from the total number of offspring you have. Enter that number in the "hypothesis" column.
7. The computer will do the chi square analysis for you and show your statistical results.
8. Return to your notebook and look at your data.
9. "Save" your notebook.

**Just play with the simulator for now to see what it does. Remove all your data from your notebook before you start the real assignments.
Assignment A: MONOHYBRID CROSS - All students must do this assignment
Assignment A
(choose one)

1. Choose ONE trait from the autosomal mutations on the table to study by ordering flies of the mutant strain and crossing it with a wild type fly.
2. Cross your flies (P generation) and determine the phenotype of the F1 generation.
3. Now mate the offspring (F1) from that cross together (creates F2 generation). Return to the lab and choose "use fly in new mating" under the microscope view.
4. Sort your F2 flies and analyze results. You can choose to ignore sex here, since you know you are studying only autosomal mutations. Show that your results follow a 3:1 ratio.
5. Run a chi square analysis on your F2 flies (again you can ignore sex).
Assignment B: SEX-LINKED TRAITS
1. A reciprocal cross is a wild type male x mutant female followed by a mutant male x wild type female. (Obviously, you study the same trait here). Choose an allele found on the sex chromosome. [See chromosome map for sex linked alleles]

2. Show in your notebook how the offspring differ depending on which parent had the mutant phenotype. Be prepared to explain why this happens in your final lab report. You only need to look at the F1 generation here.
Assignment C: DIHYBRID CROSS
1. Select any two traits on two different chromosomes and study their inheritance patterns
(DIHYBRID CROSS) [See chromosome map]

(a) Cross an F1 offspring with another F1 offspring to generate an F2 generation. This should demonstrate a 9:3:3:1 Mendelian ratio
(b) Test the 9:3:3:1 ratio by using a chi-square analysis.
Assignment D: LINKAGE GROUPS
(a) Select two traits on the same chromosome and study their inheritance patterns (excludes sex-linked and lethal mutations). [See chromosome map].
(b) Cross a double mutant with a wild type. Choose traits that are less than 20 map units apart.
(c) What do you EXPECT from this cross? What are the observed outcomes? What are the genotypes and phenotypes of your F1 generation? What are the genotypes and phenotypes of your F2 generation? Do you observe any crossing over (based on your outcomes?)

(d) Determine what happens when you choose traits that are much farther apart by crossing a new set of flies. Your results will vary due to the frequency of crossing-over. Be able to explain these varied results on your lab report. Use the F1 and F2 generation to determine how expected outcomes differ when distant alleles are involved
Assignment E: LETHAL MUTATIONS
(a) Choose a lethal allele and mate two flies that both have this allele.
(b) What are the phenotypes of the offspring and in what proportion? How does this differ from non-lethal alleles?
(c) What is dominant (mutant or wild-type)? How can you tell from the cross?

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3. Enter your first and last name (your username will be generated for you) 4. Choose a password ' Write down your user name and passwords! Notebook: The top tab contains a "notebook" link where you can enter data gathered during your experiments. Also in the notebook tab, you will write your report.

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13. Worksheet- problem solving in genetics

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13. Worksheet- problem solving in genetics

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Table 1: The following tables give information on human blood types needed in problems below. Alleles of types I A and I B are dominant over type i.

1. A patient is rushed to the emergency room and has suffered severe blood loss. Type AB blood is in short supply, but the nurse says "Don't worry, he's type AB positive. We can give him any kind of blood." Explain. (Why is type AB called the universal recipient?)

A person who is AB positive has every kind of protein in his blood. There is nothing in any blood type that would be "foreign" to his body, so rejection is not a problem.

2. On the battlefield, a medic is treating a soldier who has lost a great deal of blood. They are out of blood typing supplies so the medic, who is Type O negative, simply donates his own blood to the patient. Why could this work? (Why is Type O called the universal donor?)

A type O negative person has none of the proteins that can cause rejection in his blood, so his blood can be accepted by anyone.

3. There is a practical joker in the maternity ward who removed all the baby id bracelets. There are three babies that cannot be easily distinguished and the parents want to be sure they get the right ones back so the doctors do a blood test. A particular mom is homozygous type A and the dad is type O. The babies have blood types AB, A, and O. Show your work below and indicate which baby must be theirs.

4. The police have rounded up the usual suspects in the latest rash of bookstore robberies. The thief got a nasty paper cut at the scene of the crime. The suspects are of blood types O, A, B and AB. The blood at the crime scene contained i alleles. Which suspect therefore cannot have been involved? Explain.
Release Suspect #4 because his blood contains no i alleles.
5. In a paternity case, a single mother claimed that a certain man was the father of her baby. The man denied it, claiming that her current boyfriend was the father. The court ordered a blood test (much cheaper than DNA testing) to see if he could be ruled out as the father. The mother was Type O and the baby was Type O. The man was Type AB. Is it possible that he was the father? Why or why not?

The man's genotype is IAIB and the mother's ii. The baby's genotype is also ii. This makes it impossible for the man with type AB blood to be the father of this child.

6. Why is it that a blood type test can only disprove but never prove paternity? Why are DNA tests used to "prove" paternity instead?

A baby can, in some circumstances, have a blood type that could not possibly be produced by a mating of two particular individuals, as shown in the example above. This would be sufficient to disprove paternity. However, there are only a handful of blood types, and many people have them, so while there are cases where a man of a certain blood type could be the father of a child, so could anyone else with that same blood type. DNA tests can be used more effectively to "prove" paternity, because the possibility of a child having a close DNA match to a non-relative is extremely rare. However, a good lawyer knows that nothing in science can be proven absolutely. Samples sometimes do get contaminated and chance events, though rare, do sometimes happen. The lottery odds may be one in a million, but that's different from zero.

7. (True Story) In Denmark, a husband and wife who had been unsuccessfully trying to have a baby went to a fertility clinic. Sperm and eggs were collected from father and mother, and combined in a petri dish, creating several "test-tube babies". These babies were implanted in the mother and 9 months later she delivered twins, one with light skin and one with dark skin. Because this seemed strange, a DNA test was conducted and it was found that both children were related to the mother, but only the light skinned child was related to the father. How can this be explained?

Infidelity seems unlikely because of the timing of conception; she would have to have slept with another man at very close to the same time that she was implanted with her husband's sperm at the fertility clinic. A more likely explanation is that a test tube or dropper was accidentally used repeatedly without being sterilized, causing sample cross-contamination. DNA tests in this case did reveal that the father of the second child was another client of the fertility clinic who had never met the mother.

8. Rh factors are proteins that were first discovered in the blood of Rh esus Monkeys, but humans have them too. If you are Rh positive, it means that there are Rh type proteins in your blood. If you are Rh negative, there are no Rh type proteins in your blood. Positive is dominant over negative, so heterozygous individuals are Rh positive. Problems can arise when an Rh negative mother has a child who is Rh positive. Why does the mother's body attack her own baby in this situation? Why does the situation get worse for the second pregnancy?

The mother's body sees the foreign proteins produced by her baby as a threat. She builds up antibodies against them. The baby is delivered before the situation gets too out of hand, but the next pregnancy will be more problematic because her immune system is sensitized and fully prepared at the onset of the next pregnancy. Her immune system attacks the baby, often resulting in a miscarriage. Immune suppressing drugs can be given to the mom, but then she's more likely to get sick because her body's germ fighting ability is diminished.

9. The father of two children is type O+, and the mother is type A+. The children are O- and A+. Given this information, what can you say about the genotypes of father and mother?

If the father is O+, his ABO genotype is ii, and he may be either Rh +/+ or +/-. If the mother is Type A+, her ABO genotype is either IAIA or IAi and her Rh type is either +/+ or +/-.However, if either of the children is Rh-, then both of the parents must be Rh +/- because, in order to get a -/- child, each parent must have had one -.If one of the children is type O, then the mother must have been IAi, because otherwise the child could only be type A. So, the father is ABO genotype ii, Rh type +/-, and the mother is ABO genotype IAi and Rh type +/-.

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Table 1: The following tables give information on human blood types needed in problems below. Alleles of types I A and I B are dominant over type i. 1. A patient is rushed to the emergency room and has suffered severe blood loss.

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Create a Baby Lab

Artwork by Maria Rascon

Purpose: To demonstrate the principles of Mendelian genetics and sex determination, including the concepts of allele, phenotype, genotype, dominant, recessive, codominant, homozygous and heterozygous by creating a simulated baby.

Materials: Two pennies, art supplies, paper.

Procedure:

1) Working with a partner, determine the genotype of the baby by flipping pennies. "Mom" flips one penny to choose an allele for her egg and "Dad" flips the other to choose an allele for his sperm. (Note that the gender of the baby is a special case and is determined by dad alone. Boys are XY and girls are XX. Mom can give only an X but dad can give either an X or a Y.)

2) Record the alleles which resulted from the coin flips, and put "sperm and egg" together. (You cannot pick the traits you want; life doesn't work that way!) Write down baby's genotype for each trait in Table 1. Heads represents allele #1 and tails represents allele #2.

3) Record the baby's phenotype in Table 1 by looking up the genotype you got in the Genotype/Phenotype Reference Sheet. Note: Dominant alleles are written with an uppercase letter and recessive alleles are written as lowercase letters. Dominant alleles mask the expression of recessive ones. Co-dominant alleles are written as uppercase letters with a subscript. Co-dominant alleles result in a phenotype that is blended.

4) Repeat steps 1, 2, and 3 for all traits and then draw, color, and name your creation. Remember that you are drawing a baby's face that represents the traits you got - not a child's or an adult's (no tattoos, no mustaches, no piercings, etc., and not too much hair!)
Concluding Questions:
1. Why is the coin flip used to represent the selection of alleles?

2. Define the following terms:

allele-phenotype-genotype-dominant-recessive-codominant-homozygous-heterozygous-chromosome-locus-gene-
Results:
Table 1: Check here indicating whether you are the mom or the dad and fill in the data below.

Mom's Name: ________________

Dad's Name _________________

Baby's Name: ________________

Trait
Heads Tails
Allele from Mom

Allele from Dad

Genotype

Phenotype

Gender

X

Y

______ X______

_____________

_____________

_____________

Polygenic Trait

(4 coin flips)

Alleles from Mom

Alleles from Dad

Genotype

Phenotype

Genotype/Phenotype Reference Sheet

Trait

Genotype/Phenotype (Homozygous for Allele 1)

Genotype/Phenotype (Heterozygous)

Genotype/Phenotype (Homozygous for Allele #2)

Hair Color

Eye Color

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Create a Baby Lab Artwork by Maria Rascon Purpose: To demonstrate the principles of Mendelian genetics and sex determination, including the concepts of allele, phenotype, genotype, dominant, recessive, codominant, homozygous and heterozygous by creating a simulated baby. Materials: Two pennies, art supplies, paper.

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Edpuzzle video lesson. Make any video your lesson. Take a video and crop it, add your voice or embed questions at any point.

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pedigree charts: inheritance cheat sheet | Genetics and DNA | Biology lessons, Biology classroom, Science biology

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pedigree charts: inheritance cheat sheet