Chapter 02 Mendel s Principles of Heredity
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1 Chapter 02 Mendel s Principles of Heredity Multiple Choice Questions 1. What was the importance of Mendel performing reciprocal crosses? To be able to breed plants all year round To obtain enough plants to perform the experiments that Mendel wanted, which would not have been sufficient without performing reciprocal crosses To disprove a hypothesis at the time the experiments were performed that stated the ovum carried all the information for progeny To demonstrate that the inheritance of a trait was not dependent on which parent carried the trait Bloom's: 2. Understand Learning Objective: Explain the importance of Mendel's inclusion of reciprocal crosses within his controlled breeding program of pea plants. Section: 2.01 Topic: Background - The Historical Puzzle of Inheritance 2-1
2 2. What is the difference between cross and self fertilization? In cross-fertilization the gametes from one plant are used to fertilize the gametes of another plant In cross-fertilization the gametes from one plant are used to fertilize the gametes from the same plant In self-fertilization the gametes from one plant are used to fertilize the gametes from another plant In cross-fertilization insects are used to pollinate the plants while in self-fertilization the investigator pollinates the plants Bloom's: 2. Understand Learning Objective: Describe how Mendel cross-fertilized and self-fertilized pea plants. Section: 2.01 Topic: Background - The Historical Puzzle of Inheritance 3. What is the outcome of breeding two plants each pure bred and each having an antagonistic trait? Only one of the traits will be seen in the progeny Both traits will be seen in the progeny Both traits will be seen in the progeny in a 3:1 ratio Only one trait will be seen and it will be the trait of the female Bloom's: 2. Understand Learning Objective: Predict the type of progeny produced by Mendel's crosses between pure-breeding plants with discrete, antagonistic traits, such as purple versus white flowers. Section: 2.01 Topic: Background - The Historical Puzzle of Inheritance 4. According to Mendel's Law of Independent Assortment Genes of different chromosomes randomly assort into different gametes Alleles for one gene randomly assort into different gametes Dominant alleles for one gene must assort into the same gamete as the dominant alleles for another gene Dominant alleles for one gene must assort into the same gamete as the recessive alleles for another gene Bloom's: 2. Understand Learning Objective: Explain Mendel's law of independent assortment and how the 9:3:3:1 phenotypic ratio in a dihybrid cross provides evidence for this law. 2-2
3 5. If an Ss Ss mating is performed and the progeny have the following phenotypic ratios S ( indicates that the other allele is unknown) 3 and ss 1 it would indicate that The S allele is dominant to the s allele Neither allele is dominant The s allele is dominant to the S allele Cannot determine the relationship between the alleles based on the information given Learning Objective: Explain Mendel's law of segregation and how it predicts the 3:1 dominant-to-recessive phenotypic ratio among the F2 generation of a monohybrid cross. 6. Which of the following probabilites is correct regarding a mating of an Ss/RR individual to an individual who is Ss/Rr (a indicates the the second allele is either dominant or recessive) S /RR: 12.5% Homozygous recessive: 10% Heterozygous both alleles: 50% ss/r : 15.5% Learning Objective: Predict the genotypic and phenotypic ratios among progeny of complex multihybrid crosses using simple rules of probability. 2-3
4 7. What does the pattern of inheritance in this pedigree indicate about the disease allele? The disease allele is recessive The disease allele is dominant There is no indication that the disease allele is either dominant or recessive The disease allele is not inherited but only arises by a new mutation in those individuals that are affected. Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-4
5 8. The mutations found in the CF gene that result in cystic fibrosis are recessive because Normal or near normal cellular function can occur from the protein produced by the normal allele The CF mutations that occur result in no protein being produced CF mutations only result in a protein that has normal function if there is also a normal CF protein in the cell. CF is fatal and if the alleles that caused CF were dominant it would not be inherited. Bloom's: 2. Understand Learning Objective: Describe the most common molecular mechanism for recessively inherited human genetic diseases such as cystic fibrosis. Topic: Mendelian Inheritance in Humans 2-5
6 9. The reason that the HD allele acts as a dominant allele is The mutant HD allele suppress protein production from the normal HD allele The HD mutation results in a protein that can damage nerve cells even in the presence of the normal protein The normal HD allele does not normally produce a protein but the mutant HD allele does The protein produced from the mutant HD allele is non-functional Bloom's: 2. Understand Learning Objective: Explain why Huntington disease is caused by a dominant allele. Topic: Mendelian Inheritance in Humans 10. If an individual has 10 gene pairs, how many different gametes can be formed if three of the gene pairs are homozygous and the remaining seven gene pairs are heterozygous? E. 131,072 Learning Objective: Predict the genotypic and phenotypic ratios among progeny of complex multihybrid crosses using simple rules of probability. 2-6
7 11. In some genetically engineered corn plants the dominant gene Bt produces a protein that is lethal to certain flying insect pests that eat the corn plants. If the corn plant is heterozygous for Bt, what proportion of the pollen would carry the dominant gene? all pollen 1/2 1/3 1/4 E. 1/8 Bloom's: 3. Apply Learning Objective: Explain Mendel's law of segregation and how it predicts the 3:1 dominant-to-recessive phenotypic ratio among the F2 generation of a monohybrid cross. 12. Suppose that in plants, smooth seeds (S) are dominant to wrinkled seeds (s) and tall plants (T) are dominant to short plants (t). A tall plant with smooth seeds was backcrossed to a parent that was short and wrinkled. What proportion of the progeny is expected to be homozygous for short and wrinkled? 1/2 1/4 1/8 1/16 E. 0 Learning Objective: Explain Mendel's law of independent assortment and how the 9:3:3:1 phenotypic ratio in a dihybrid cross provides evidence for this law. 2-7
8 13. Sickle cell anemia is a recessive trait in humans. In a cross between a father who has sickle cell anemia and a mother who is heterozygous for the gene, what is the probability that their first three children will have the normal phenotype? 1/4 1/2 none 1/8 E. 1/16 will be albino Learning Objective: Predict the genotypic and phenotypic ratios among progeny of complex multihybrid crosses using simple rules of probability. 14. In a monohybrid cross AA aa, what proportion of homozygotes is expected among the F2 offspring? 1/4 1/2 3/4 All are homozygotes. E. None are homozygotes. Learning Objective: Explain Mendel's law of segregation and how it predicts the 3:1 dominant-to-recessive phenotypic ratio among the F2 generation of a monohybrid cross. 2-8
9 15. In a dihybrid cross AAbb aabb, what proportion of the F2 offspring is expected to be homozygotic for at least one gene? 1/4 1/2 3/4 All are homozygotes. E. None are homozygotes. Learning Objective: Explain Mendel's law of independent assortment and how the 9:3:3:1 phenotypic ratio in a dihybrid cross provides evidence for this law. 16. In the dihybrid cross AaBb aabb, what proportion of individuals are expected to be homozygotic for both genes in the F1 generation? 1/4 1/2 3/4 All are homozygotes. E. None are homozygotes. Learning Objective: Explain Mendel's law of independent assortment and how the 9:3:3:1 phenotypic ratio in a dihybrid cross provides evidence for this law. 2-9
10 17. Among the dihybrid crosses below, which will produce a 1:1 phenotypic ratio? AABB aabb AaBb AaBb AaBb aabb AaBB aabb E. AAbb aabb Learning Objective: Explain Mendel's law of independent assortment and how the 9:3:3:1 phenotypic ratio in a dihybrid cross provides evidence for this law. 18. Assume that in guinea pigs, dark brown fur (B) is dominant to black fur (b). If you mate a homozygous black guinea pig with a heterozygous brown guinea pig, what proportion of the progeny will be black? none 1/4 1/2 3/4 E. all Bloom's: 3. Apply Learning Objective: Distinguish between a monohybrid cross and a testcross. 2-10
11 19. Assume that in guinea pigs, dark brown fur (B) is dominant to black fur (b). If you mate a black guinea pig with a homozygous brown guinea pig, what proportion of the progeny will be homozygous? none 1/4 1/2 3/4 E. all Bloom's: 3. Apply Learning Objective: Distinguish between a monohybrid cross and a testcross. 20. An allele that expresses its phenotype even when heterozygous with a recessive allele is termed recessive. recombinant. dominant. parental. E. independent. Bloom's: 2. Understand Learning Objective: Explain Mendel's law of segregation and how it predicts the 3:1 dominant-to-recessive phenotypic ratio among the F2 generation of a monohybrid cross. 2-11
12 21. The diploid cell formed by the fertilization of the egg by the sperm during sexual reproduction is a reciprocal. zygote. dihybrid. gamete. E. monohybrid. Bloom's: 1. Remember Learning Objective: Explain Mendel's law of independent assortment and how the 9:3:3:1 phenotypic ratio in a dihybrid cross provides evidence for this law. 22. The actual alleles present in an individual make up the individual's recombinant types. zygote. dominant allele. allele. E. genotype. Bloom's: 1. Remember Learning Objective: Explain Mendel's law of segregation and how it predicts the 3:1 dominant-to-recessive phenotypic ratio among the F2 generation of a monohybrid cross. 23. The first offspring from the parents are called P. F1. F2. testcross. E. backcross. Bloom's: 1. Remember Learning Objective: Explain Mendel's law of segregation and how it predicts the 3:1 dominant-to-recessive phenotypic ratio among the F2 generation of a monohybrid cross. 2-12
13 24. What type of cross is performed to determine the genotype of an individual? testcross dihybrid monohybrid backcross E. controlled Bloom's: 1. Remember Learning Objective: Distinguish between a monohybrid cross and a testcross. 25. If the parents of a family already have two boys, what is the probability that the next two offspring will be girls? 1 1/2 1/3 1/4 E. 1/8 Learning Objective: Predict the genotypic and phenotypic ratios among progeny of complex multihybrid crosses using simple rules of probability. 2-13
14 26. Suppose that in plants, smooth seeds (S) are dominant to wrinkled seeds (s) and tall plants (T) are dominant to short plants (t). A tall plant with smooth seeds was backcrossed to a parent that was short and wrinkled. What proportion of the progeny is expected to be heterozygous for tall and smooth? 1/2 1/4 1/8 1/16 E. 0 Learning Objective: Distinguish between a monohybrid cross and a testcross. 27. A rare recessive trait in a pedigree is indicated by which pattern of inheritance? vertical horizontal diagonal both vertical and horizontal E. None of these is correct. Bloom's: 2. Understand Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-14
15 28. The dominant trait, Huntington disease causes severe neural/brain damage at approximately age 40. A female whose mother has Huntington disease marries a male whose parents are normal. It is not known if the female has the disease. What is the probability that their firstborn will inherit the gene that causes Huntington disease? 25% 50% 75% 100% E. 0% Learning Objective: Explain why Huntington disease is caused by a dominant allele. Topic: Mendelian Inheritance in Humans 29. In a monohybrid cross AA aa, what proportion of heterozygotes is expected among the F2 offspring? 1/4 1/2 3/4 All are heterozygotes. E. None are heterozygotes. Learning Objective: Explain Mendel's law of segregation and how it predicts the 3:1 dominant-to-recessive phenotypic ratio among the F2 generation of a monohybrid cross. 2-15
16 30. In a dihybrid cross AABB aabb, what proportion of heterozygotes for both gene pairs is expected among the F2 offspring? 1/4 1/2 3/4 All are heterozygotes. E. None are heterozygotes. Learning Objective: Explain Mendel's law of independent assortment and how the 9:3:3:1 phenotypic ratio in a dihybrid cross provides evidence for this law. 31. In the dihybrid cross AaBb aabb, what proportion of heterozygotes for both gene pairs is expected among the F1 offspring? 1/4 1/2 3/4 All are heterozygotes. E. None are heterozygotes. Learning Objective: Explain Mendel's law of independent assortment and how the 9:3:3:1 phenotypic ratio in a dihybrid cross provides evidence for this law. 2-16
17 32. Among the dihybrid crosses below, which will give a 1:1:1:1 ratio? AABB aabb AaBb AaBb AaBb aabb AaBB aabb E. AAbb aabb Learning Objective: Interpret phenotypic ratios of progeny to infer how particular traits are inherited. 33. What is the term for cross(es) between parents that differ in only one trait. Self-fertilization Cross fertilize Monohybrid crosses Artificial selection E. Reciprocal crosses Bloom's: 1. Remember Learning Objective: Distinguish between a monohybrid cross and a testcross. 2-17
18 34. An alternative form of a single gene is known as parental. dihybrid. reciprocal. allele. E. recessive. Bloom's: 1. Remember Learning Objective: Explain Mendel's law of segregation and how it predicts the 3:1 dominant-to-recessive phenotypic ratio among the F2 generation of a monohybrid cross. 35. A phenotype reflecting a new combination of genes occurring during gamete formation is called a recombinant type. an independent assortment. heterozygous. homozygous. E. a multihybrid cross. Bloom's: 1. Remember Learning Objective: Explain Mendel's law of segregation and how it predicts the 3:1 dominant-to-recessive phenotypic ratio among the F2 generation of a monohybrid cross. (p. 31) For each of the following pedigree symbols, select the correct meaning. 2-18
19 36. Unaffected male Unaffected female Mating Affected male E. Affected female Bloom's: 1. Remember Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-19
20 37. Unaffected male Unaffected female Mating Affected male E. Affected female Bloom's: 1. Remember Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-20
21 38. Unaffected male Unaffected female Mating Affected male E. Affected female Bloom's: 1. Remember Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-21
22 39. Unaffected male Unaffected female Mating Affected male E. Affected female Bloom's: 1. Remember Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-22
23 Below is a pedigree for a human trait. Shaded symbols are for individuals exhibiting the trait. 2-23
24 40. Identify the mode of inheritance of the trait. Dominant Recessive Either dominant or recessive Cannot be determined Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-24
25 41. If individuals 4 and 7 have a child, what is the probability that the child will exhibit the trait? 1/4 1/2 1/3 2/3 E. 0 Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-25
26 Below is a pedigree of a human genetic disease in which solid color indicates stricken individuals. Assume that the disease is caused by a gene that can have the alleles A or a. 2-26
27 42. Based on this pedigree, what is the most likely mode of inheritance? Dominant Recessive Either dominant or recessive Cannot be determined Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-27
28 43. What is/are the possible genotype(s) of person 1? AA Aa Either AA or Aa aa E. Cannot be determined Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-28
29 44. What is/are the possible genotype(s) of person 2? AA Aa Either AA or Aa aa E. Cannot be determined Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-29
30 45. What is/are the possible genotype(s) of person 3? AA Aa Either AA or Aa aa E. Cannot be determined Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-30
31 46. What is/are the possible genotype(s) of person 4? AA Aa Either AA or Aa aa E. Cannot be determined Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-31
32 47. If individuals 1 and 4 have a child together, what is the probability that the child will exhibit the disease? 0% 25% 50% 75% E. 100% Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans 2-32
33 48. If individuals 2 and 3 have a child together, what is the probability that the child will exhibit the disease? 0% 25% 50% 75% E. 100% Learning Objective: Analyze human pedigrees to determine whether a genetic disease exhibits recessive or dominant inheritance. Topic: Mendelian Inheritance in Humans In corn, liguleless (l) is recessive to ligules (L) and green leaves (G) is dominant to non-green leaves (g). 2-33
34 49. If a testcross is performed with a plant heterozygous for ligules and green leaves, what proportion of the progeny would be green and liguleless? 1/16 1/8 1/4 1/2 E. Cannot be determined Bloom's: 3. Apply Learning Objective: Distinguish between a monohybrid cross and a testcross. 2-34
35 50. If a plant homozygous for liguleless and green leaves is crossed to one homozygous for non-green with ligules, predict the proportion of F2 progeny with the genotype Llgg. 1/16 1/8 1/4 1/2 E. Cannot be determined Bloom's: 3. Apply Learning Objective: Explain Mendel's law of independent assortment and how the 9:3:3:1 phenotypic ratio in a dihybrid cross provides evidence for this law. 2-35
36 51. If a plant homozygous for liguleless and green leaves is crossed to one homozygous for non-green with ligules, predict the phenotypes and genotypes of the F1. LLGG, green and ligules LlGG, green and ligules LlGg, green and ligules llgg, non-green and liguleless E. Llgg, green and liguleless Bloom's: 3. Apply Learning Objective: Explain Mendel's law of independent assortment and how the 9:3:3:1 phenotypic ratio in a dihybrid cross provides evidence for this law. 2-36
37 52. How was the approach taken by Mendel similar to the approaches taken by modern scientific inquiry? Mendel repeated his rexperiments Mendel only manipulated a single variable. Mendel used the same technical methods are are used today. Mendel's experiments challenged several hypotheses that were favored at the time. Bloom's: 1. Remember Learning Objective: Relate how Mendel's experimental approach is similar to the process of modern scientific inquiry. Section: 2.01 Topic: Background - The Historical Puzzle of Inheritance 2-37
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