1. DNA A double helix molecule made of nucleotides which are made of a sugar called ribose, a phosphate and a base (amino acid) which are always paired as Guanine-Cytosine or Thymine-Adenine

2. GENE A gene is a segment of a chromosome which codes for a protein

3. CHROMOSOME Any of the organized components of each cell which carry the individual's hereditary material, deoxyribonucleic acid (DNA). Chromosomes are found in all organisms with a cell nucleus (eukaryotes) and are located within the nucleus. Each chromosome contains a single extremely long DNA molecule that is packaged by various proteins into a compact domain. A full set, or complement, of chromosomes is carried by each sperm or ovum in animals and each pollen grain or ovule in plants. This constitutes the haploid (n) genome of that organism and contains a complete set of the genes characteristic of that organism. Sexually reproducing organisms in both the plant and animal kingdoms begin their development by the fusion of two haploid germ cells and are subsequently diploid (2n), with two sets of chromosomes in each body cell. These two sets of chromosomes carry virtually all the thousands of genes of each cell, with the exception of the tiny number in the mitochrondria (in animal), and a few plant chloroplasts. deoxyribonucleic aciddomainspermovumpollenovulehaploidgerm

4. Mitosis vs Meiosis http://www.youtube.com/watch?v=zGVBA HAsjJMhttp://www.youtube.com/watch?v=zGVBA HAsjJM

5. HUMAN GENES

6. CHROMATID A chromatid is half of a chromosome

7. ALLELE

8. GENOTYPE vs PHENOTYPE

9. HOMOZYGOUS vs HETEROZYGOUS

10. DOMINANT vs RECESSIVE Dominant – an allele that always expresses itself when present Recessive – an allele that only expresses itself when the dominant allele is absent

11. Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display. Chapter 10 Lecture Slides

12. Table 10.1 Seven Characters Mendel Studied in his Experiments

13. 10.2 What Mendel Observed Mendel reasoned that the recessive trait must somehow be hidden in the F 1 generation but just not expressed He allowed the F 2 to self-fertilize and form the F 3 generation  one-fourth of the plants from the F 2 that were recessive were true-breeding recessive in the F 3  one-fourth of plants from the F 2 that were dominant were true- breeding dominant in the F 3  the remaining half of plants showed both traits in the F 3

14. 10.2 What Mendel Observed He determined that the 3:1 ratio that he observed in the F 2 generation was in fact a disguised 1:2:1 ratio 1 2 1 true-breeding : not true-breeding : true-breeding dominant dominant recessive

15. Figure 10.5 The F 2 generation is a disguised 1:2:1 ratio

16. 10.3 Mendel Proposes a Theory Mendel proposed a simple set of five hypotheses to explain his results Hypothesis 1  parents do not transmit traits directly to their offspring  parents transmit information about the trait in the form of what Mendel called factors in modern terms, Mendel’s factors are called genes Hypothesis 2  each parent contains two copies of the factor governing each trait  the two copies of the factor may or may not be the same homozygous individuals have two of the same copies heterozygous individuals have two different copies

17. 10.3 Mendel Proposes a Theory Hypothesis 3  alternative forms of a factor lead to alternative traits  alleles are defined as alternative forms of a factor  appearance is determined by the alleles a plant receives from its parents this is the plant’s genotype the expression of the alleles is the appearance or phenotype Hypothesis 4  the two alleles that an individual possesses do not affect each other Hypothesis 5  the presence of an allele does not ensure that a trait will be expressed in the individual that carries it  in heterozygotes, often only the dominant allele is expressed

18. Table 10.2 Some Dominant and Recessive Traits in Humans

19. 10.3 Mendel Proposes a Theory By convention, genetic traits are assigned an italic letter symbol referring to their more common form  dominant traits are capitalized while a lower- case letter is reserved for the recessive trait  for example, flower color in peas is represented as follows P signifies purple p signifies white

20. 10.3 Mendel Proposes a Theory The results from a cross between a true-breeding, white- flowered plant (pp) and a true breeding, purple-flowered plant (PP) can be visualized with a Punnett square A Punnett square lists the possible gametes from one individual on one side of the square and the possible gametes from the other individual on the opposite side The genotypes of potential offspring are represented within the square

21. Figure 10.6 A Punnett square analysis

22. Figure 10.7 How Mendel analyzed flower color

24. 10.3 Mendel Proposes a Theory Mendel devised the testcross in order to determine the genotype of unknown individuals in the F 2 generation  the unknown individual is crossed with a homozygous recessive individual if the unknown is homozygous, then all of the offspring will express dominant traits if the unknown is heterozygous, then one-half of the offspring will express recessive traits

25. Figure 10.8 How Mendel used the testcross to detect heterozygotes

26. 10.4 Mendel’s Laws Mendel’s hypotheses so neatly predict the results of his crosses that they have come to be called Mendel’s laws  Mendel’s First Law: Segregation the two alleles of a trait separate from each other during the formation of gametes, so that half of the gametes will carry one copy and half will carry the other copy

27. 10.4 Mendel’s Laws Mendel also investigated the inheritance pattern for more than one factor  when crossing individuals who are true- breeding for two different characters, the F 1 individual that results is a dihybrid  after the dihybrid individuals self-fertilize, there are 16 possible genotypes of offspring

28. Figure 10.9 Analysis of a dihybrid cross

29. DIHYBRID CROSSES http://www.youtube.com/watch?v=s3dsDg nB6DYhttp://www.youtube.com/watch?v=s3dsDg nB6DY

30. 10.4 Mendel’s laws Mendel concluded that for the pairs of traits that he studied, the inheritance of one trait does not influence the inheritance of the other trait  Mendel’s Second Law: Independent Assortment genes located on different chromosomes are inherited independently of one another

31. 10.5 How Genes Influence Traits Genes are encoded in DNA; DNA is transcribed into RNA RNA is translated to produce a polypeptide, a chain of amino acids The specific sequence of amino acids determines a polypeptide’s shape, which affects how a protein will function, which in turn affects the phenotype Changes in DNA can affect the order of amino acids in a polypeptide, thus altering phenotype

32. Figure 10.10 The journey from DNA to phenotype

33. 10.5 Why Some Traits Don’t Show Mendelian Inheritance Often the expression of phenotype is not straightforward Continuous variation  characters can show a range of small differences when multiple genes act jointly to influence a character this type of inheritance is called polygenic The gradation in phenotypes is called continuous variation

34. Figure 10.11 Height is a continuously varying character

35. 10.6 Why Some Traits Don’t Show Mendelian Inheritance Pleiotropic effects  an allele that has more than one effect on a phenotype is considered pleiotropic  these effects are characteristic of many inherited disorders, such as cystic fibrosis and sickle-cell disease

36. Figure 10.12 Pleiotropic effects of the cystic fibrosis gene, cf

37. 10.6 Why Some Traits Don’t Show Mendelian Inheritance Incomplete dominance  not all alternative alleles are either fully dominant or fully recessive in heterozygotes in such cases, the alleles exhibit incomplete dominance and produce a heterozygous phenotype that is intermediate between those of the parents http://www.youtube.com/watch?v=skGl7h6W7-k

38. Figure 10.13 Incomplete dominance

39. 10.6 Why Some Traits Don’t Show Mendelian Inheritance Environmental effects  the degree to which many alleles are expressed depends on the environment arctic foxes only produce fur pigment when temperatures are warm  some alleles are heat-sensitive the ch allele in Himalayan rabbits and Siamese cats encodes a heat-sensitive enzyme, called tyrosinase, that controls pigment production –tyrosinase is inactive at high temperatures

40. Figure 10.14 Environmental effects on an allele

41. 10.6 Why Some Traits Don’t Show Mendelian Inheritance Codominance  a gene may have more than two alleles in a population often, in heterozygotes, there is not a dominant allele but, instead, both alleles are expressed these alleles are said to be codominant

42. 10.6 Why Some Traits Don’t Show Mendelian Inheritance The gene that determines ABO blood type in humans exhibits more than one dominant allele  the gene encodes an enzyme that adds sugars to lipids on the membranes of red blood cells  these sugars act as recognition markers for cells in the immune system  the gene that encodes the enzyme, designated I, has three alleles: I A,I B, and i different combinations of the three alleles produce four different phenotypes, or bloodtypes (A, B, AB, and O) both I A and I B are dominant over i and also codominant

43. Figure 10.16 Multiple alleles controlling the ABO blood groups

44. 10.7 Chromosomes Are the Vehicles of Mendelian Inheritance The chromosomal theory of inheritance was first proposed in 1902 by Walter Sutton  supported by several pieces of evidence similar chromosomes pair with one another during meiosis reproduction involves the initial union of only eggs and sperm –each gamete contains only copy of the genetic information –since sperm have little cytoplasm, the material contributed must reside in the nucleus chromosomes both segregate and assort independently during meiosis, similar to the genes in Mendel’s model

45. 10.7 Chromosomes Are the Vehicles of Mendelian Inheritance A potential problem with the chromosomal theory of inheritance is that there are many more traits that assort independently than there are chromosomes Experimental study of the fruit fly, Drosophila melanogaster, by Thomas Hunt Morgan provided confirmation of the chromosomal theory of inheritance

46. 10.7 Chromosomes Are the Vehicles of Mendelian Inheritance In 1910, Morgan discovered a mutant male fruit fly who had white eyes instead of the typical red  he tried to determine whether this trait would be inherited by the Mendelian pattern he crossed a mutant male with a normal female as predicted, eye color segregated and all the F 1 individuals had red eyes but, in the F 2 generation, the white-eyed only showed up in males

47. 10.7 Chromosomes Are the Vehicles of Mendelian Inheritance Morgan determined that sex was key to explaining the results of his cross  in fruit flies, sex is determined by the number of copies of a particular chromosome, the X chromosome, that an individual possesses a fly with two X chromosomes is female (XX) in male flies, there is only one X chromosome and that is paired with a Y chromosome (XY) Morgan reasoned that the white-eyed trait resided only on the X chromosome  a trait determined by a gene on the sex chromosome is said to be sex-linked

48. SEX-LINKED INHERITANCE http://www.youtube.com/watch?v=- ROhfKyxgCohttp://www.youtube.com/watch?v=- ROhfKyxgCo

49. Figure 10.18 Morgan’s experiment demonstrating the chromosomal basis of sex linkage

50. 10.7 Chromosomes Are the Vehicles of Mendelian Inheritance Morgan’s demonstration of sex linkage in Drosophila confirmed the chromosomal theory of inheritance that Mendelian traits reside on chromosomes  it also explains why Mendel’s First Law of Segregation works traits assort independently because chromosomes assort independently

51. 10.7 Chromosomes Are the Vehicles of Mendelian Inheritance Linkage is defined as the tendency of close- together genes to segregate together  the further two genes are from each other on the same chromosome, the more likely crossing over is to occur between them this would lead to independent segregation  the closer that two genes are to each other on the same chromosome, the less likely that crossing over will occur between them these genes almost always segregate together and would, thus, be inherited together

52. Figure 10.19 Linkage

53. 10.8 Human Chromosomes Each human somatic cell normally has 46 chromosomes, which in meiosis form 23 pairs  22 of the 23 pairs are perfectly matched in both males and females and are called autosomes  1 pair are the sex chromosomes females are designated XX while males are designated XY the genes on the Y chromosome determine “maleness”

54. Animation: X Inactivation Please note that due to differing operating systems, some animations will not appear until the presentation is viewed in Presentation Mode (Slide Show view). You may see blank slides in the “Normal” or “Slide Sorter” views. All animations will appear after viewing in Presentation Mode and playing each animation. Most animations will require the latest version of the Flash Player, which is available at http://get.adobe.com/flashplayer.

55. 10.8 Human Chromosomes Sometimes errors occur during meiosis  nondisjunction is the failure of chromosomes to separate correctly during either meiosis I or meiosis II this leads to aneuploidy, an abnormal number of chromosomes most of these abnormalities cause a failure to develop or an early death before adulthood in contrast individuals with an extra copy of chromosome 21 or, more rarely, chromosome 22 can survive to adulthood –however, these individuals have delayed development and mental impairment –Down syndrome is caused by having an extra copy of chromosome 21

56. Figure 10.20 Nondisjunction in anaphase I

57. Down Syndrome Figure 10.21 Down syndromeFigure 10.22 Correlation between maternal age and the incidence of Down syndrome

58. 10.8 Human Chromosomes Nondisjunction may also affect the sex chromosomes  nondisjunction of the X chromosome creates three possible viable conditions XXX female –usually taller than average but other symptoms vary XXY male (Klinefelter syndrome) –sterile male with many female characteristics and diminished mental capacity XO female (Turner syndrome) –sterile female with webbed neck and diminished stature

59. NON-DISJUNCTION Non-disjunction ("not coming apart") is the failure of chromosome pairs to separate properly during meiosis stage 1 or stage 2, specifically in the anaphase. This could arise from a failure of homologous chromosomes to separate in meiosis I, or the failure of sister chromatids to separate during meiosis II or mitosis. The result of this error is a cell with an imbalance of chromosomes. Such a cell is said to beaneuploid. Loss of a single chromosome (2n-1), in which the daughter cell(s) with the defect will have one chromosome missing from one of its pairs, is referred to as a monosomy. Gaining a single chromosome, in which the daughter cell(s) with the defect will have one chromosome in addition to its pairs is referred to as a trisomy.chromosomemeiosis stage 1 or stage 2homologous chromosomesmeiosis Ichromatidsmeiosis IImitosisaneuploidmonosomytrisomy In the event that an aneuploidic gamete is fertilized, a number of syndromes might result. The only known survivable monosomy is Turner syndrome, where the individual is monosomic for the X chromosome. Examples of trisomies include Down syndrome (trisomy of chromosome 21), Edwards syndrome (trisomy 18), and Patau syndrome (trisomy 13).Turner syndromeX chromosomeDown syndromeEdwards syndromePatau syndrome

60. Figure 10.23 Nondisjunction of the X chromosome

61. Non-disjunction Trisomy

62. 10.8 Human Chromosomes Nondisjunction of the Y chromosome also occurs  in such cases, YY gametes are formed, leading to XYY males  these males are fertile and of normal appearance

63. 10.9 The Role of Mutations in Human Heredity Accidental changes in genes are called mutations  mutations occur only rarely and almost always result in recessive alleles not eliminated from the population because they are not usually expressed in most individuals (heterozygotes) in some cases, particular mutant alleles have become more common in human populations and produce harmful effects called genetic disorders

64. Table 10.3 Some Important Genetic Disorders

65. 10.9 The Role of Mutations in Human Heredity To study human heredity, scientists examine crosses that have already been made  they identify which relatives exhibit a trait by looking at family trees or pedigrees  often one can determine whether a trait is sex-linked or autosomal and whether the trait’s phenotype is dominant or recessive

66. Figure 10.24 A general pedigree

67. 10.9 The Role of Mutations in Human Heredity Hemophilia is a recessive, blood-clotting disorder Some types of hemophilia are sex-linked The Royal hemophilia arose due to a mutation carried by Queen Victoria (1819- 1901)

68. Figure 10.25 The Royal hemophilia pedigree

69. 10.9 The Role of Mutations in Human Heredity Sickle-cell disease is a recessive hereditary disorder  affected individuals are homozygous recessive and carry two copies of mutated gene that produces a defective version of hemoglobin the hemoglobin sticks together and forms rodlike structures that produce a stiff red blood cell with a sickle shape the cells cannot move through the blood vessels easily and tend to clot –this causes sufferers to have intermittent illness and shortened life spans

70. Figure 10.26 Inheritance of sickle-cell disease

71. 10.9 The Role of Mutations in Human Heredity Individuals heterozygous for the sickle-cell mutation are generally indistinguishable from normal persons However, in heterozygous individuals, some of the red blood cells become sickled when oxygen levels become low  this may explain why the sickle-cell allele is so frequent among people of African descent the presence of the allele increases resistance to malaria infection, a common disease in Central Africa

72. Figure 10.27 The sickle-cell allele confers resistance to malaria

73. 10.9 The Role of Mutations in Human Heredity Tay-Sachs disease is another disease caused by a recessive allele  it is an incurable disorder in which the brain deteriorates  sufferers rarely live beyond five years of age Figure 10.28 Tay-Sachs disease

74. 10.9 The Role of Mutations in Human Heredity Huntington’s disease is a genetic disorder caused by a dominant allele  it causes progressive deterioration of brain cells  every individual who carries the allele expresses the disorder but most persons do not know they are affected until they are more than 30 years old

75. Figure 10.29 Huntington’s disease is a dominant genetic disorder

76. 10.10 Genetic Counseling and Therapy Genetic counseling is the process of identifying parents at risk of producing children with genetic defects and of assessing the genetic state of early embryos

77. 10.10 Genetic Counseling and Therapy Genetic screening can allow prenatal diagnosis of high-risk pregnancies  amniocentesis is when amniotic fluid is sampled and isolated fetal cells are then grown in culture and analyzed  chorionic villus sampling is when fetal cells from the chorion in the placenta are removed for analysis

78. Figure 10.30 Amniocentesis

79. 10.10 Genetic Counseling and Therapy Genetic counselors look at three things from the cell cultures obtained from either amniocentesis or chorionic villus sampling  chromosomal karyotype analysis can reveal aneuploidy or gross chromosomal alterations  enzyme activity in some cases, it is possible to test directly for the proper functioning of enzymes associated with genetic disorders  genetic markers test for the presence of mutations at the same place on chromosomes where disorder-causing mutations are found

80. Inquiry & Analysis Is woolly hair sex-linked or autosomal? Is woolly hair dominant or recessive? Why Woolly Hair Runs in Families