ESSENTIALS OF GENETICS ALC & MOD MSTG/ET VP
1st Edition
ISBN: 9780134452890
Author: KLUG
Publisher: Pearson Education
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Chapter 7, Problem 1PDQ
HOW DO WE KNOW?
In this chapter, we focused on linkage, chromosomal mapping, and many associated phenomena. In the process, we found many opportunities to consider the methods and reasoning by which much of this information was acquired. From the explanations given in the chapter, what answers would you propose to the following fundamental questions?
(a) How was it established experimentally that the frequency of recombination (crossing over) between two genes is related to the distance between them along the chromosome?
(b) How do we know that specific genes are linked on a single chromosome, in contrast to being located on separate chromosomes?
(c) How do we know that crossing over results from a physical exchange between chromatids?
(d) How do we know that sister chromatids undergo recombination during mitosis?
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Because of the relatively high frequency of meiotic errors that lead to developmental abnormalities in humans, many research efforts have focused on identifying correlations between error frequency and chromosome morphology and behavior. Tease et al. (2002) studied human fetal oocytes of chromosomes 21, 18, and 13 using an immunocytological approach that allowed a direct estimate of the frequency and position of meiotic recombination. Below is a summary of information [modified from Tease et al. (2002)] that compares recombination frequency with the frequency of trisomy for chromosomes 21, 18, and 13. (Note: You may want to read appropriate portions of Chapter 8 for descriptions of these trisomic conditions.) Trisomic Mean Recombination Frequency Live-born Frequency Chromosome 21 1.23 1/700 Chromosome 18 2.36 1/3000–1/8000 Chromosome 13 2.50 1/5000–1/19,000 (a) What conclusions can be drawn from these data in terms of recombination and nondisjunction frequencies? How might…
In genetic recombination bycrossing over what is thedifference between parentalgametes and recombinantgametes?
Consider the first category of test-cross offspring shown in figure 8.2 (+b, LS). Consider also that the parents of the heterozygous female flies in the test cross had the following genotypes: bb, SS, and +, LL.
A. What would be the physical phenotype of these flies?
B. If PCR was conducted with the DNA of one of these flies using the primers for the molecular marker, what would be the appearance of the bands on an electrophoresis gel with the PCR products?
C. If the gene for black body and the locus for the molecular marker (L long or S short) were unlinked, what proportion of the test-cross progeny would be black flies that are heterozygous for the molecular marker? What proportion would be flies with normal body color, which are homozygous for one form of the molecular marker?
D. If the gene for black body and the locus for the molecular marker were linked, how would the proportion of flies be different?
Chapter 7 Solutions
ESSENTIALS OF GENETICS ALC & MOD MSTG/ET VP
Ch. 7 -
CASE STUDY | Links to autism
As parents of an...Ch. 7 -
CASE STUDY | Links to autism
As parents of an...Ch. 7 - CASE STUDY | Links to autism As parents of an...Ch. 7 -
CASE STUDY | Links to autism
As parents of an...Ch. 7 -
HOW DO WE KNOW?
1. In this chapter, we focused on...Ch. 7 -
CONCEPT QUESTION
2. Review the Chapter Concepts...Ch. 7 - Describe the cytological observation that suggests...Ch. 7 - Why does more crossing over occur between two...Ch. 7 - Why is a 50 percent recovery of single-crossover...Ch. 7 - Why are double-crossover events expected less...
Ch. 7 - What is the proposed basis for positive...Ch. 7 - What three essential criteria must be met in order...Ch. 7 - The genes dumpy wings (dp), clot eyes (cl), and...Ch. 7 - Colored aleurone in the kernels of corn is due to...Ch. 7 - In the cross shown here, involving two linked...Ch. 7 - In a series of two-point map crosses involving...Ch. 7 -
13. Two different female Drosophila were...Ch. 7 -
14. In Drosophila, a cross was made between...Ch. 7 -
15. A cross in Drosophila involved the recessive,...Ch. 7 -
16. Drosophila melanogaster has one pair of sex...Ch. 7 -
17. Drosophila females homozygous for the third...Ch. 7 - In Drosophila, the two mutations Stubble bristles...Ch. 7 -
19. A female of genotype
produces 100 meiotic...Ch. 7 - In a plant, fruit color is either red or yellow,...Ch. 7 - In Drosophila, Dichaete (D) is a mutation on...Ch. 7 - An organism of the genotype AaBbCc was testcrossed...Ch. 7 - Based on our discussion of the potential...Ch. 7 - Prob. 24PDQCh. 7 - DNA markers have greatly enhanced the mapping of...Ch. 7 - Are sister chromatid exchanges effective in...
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Need a deep-dive on the concept behind this application? Look no further. Learn more about this topic, biology and related others by exploring similar questions and additional content below.Similar questions
- An individual is heterozygous for a reciprocal translocation, with the following chromosomes: A • B C D E F A • B C V W X R ST • U D E F R ST • U V W X Q. Explain why the fertility of this individual is likely to be less than the fertility of an individual without a translocation.arrow_forwardConsider the first category of test-cross offspring shown in figure 8.2 (+b, LS). Consider also that the parents of the heterozygous female flies in the test cross had the following genotypes: bb, SS, and +, LL. A. What would be the physical phenotype of these flies? B. If PC was conducted with the DNA of one of these flies using the primers for the molecular marker, what would be the appearance of the bands on an electrophoresis gel with the PC products? C. If the gene for black body and the locus for the molecular marker (L long or S short) were unlinked, what proportion of the test-cross progeny would be black flies that are heterozygous for the molecular marker? What proportion would be flies with normal body color, which are homozygous for one form of the molecular marker? D. If the gene for black body and the locus for the molecular marker were linked, how would the proportion of flies be different?arrow_forwardHomozygous wild-type male mice (AA BB CC) were crossed with triplemutant female mice (aa bb cc), forming an F1 generation with the followinggenotype (Aa Bb Cc). The F1 males were crossed with triple mutantfemales, forming the following F2 phenotypes”“a B c” 3“A b C” 3“a b c” 8“A B c” 5“a b C” 5“A B C” 8“a B C” 6“A b c” 6 44 Determine the sequence of the genesarrow_forward
- Compare and contrast conjugation, transduction, and transformation. Which processes, if any, involve homologous recombination and which, if any, do not?arrow_forwardIn the example shown , what is the underlying cause of nonallelichomologous recombination?arrow_forwardIn a series of two-point mapping crosses involving five genes located on chromosome II in Drosophila, the following recombinant (single-crossover) frequencies were observed: pr–adp 29% pr–vg 13 pr–c 21 pr–b 6 adp–b 35 adp–c 8 adp–vg 16 vg–b 19 vg–c 8 c–b 27 (a) Given that the adp gene is near the end of chromosome II (locus 83), construct a map of these genes. (b) In another set of experiments, a sixth gene, d, was tested against b and pr: d–b 17% d–pr 23% Predict the results of two-point mapping between d and c, d and vg, and d and adp.arrow_forward
- What is the advantage of genetic recombination, which is depicted in part (b)?arrow_forwardIn a series of two-point map crosses involving five genes locatedon chromosome II in Drosophila, the following recombinant (single-crossover) frequencies were observed:pr–adp 29pr–vg 13pr–c 21pr–b 6adp–b 35adp–c 8adp–vg 16vg–b 19vg–c 8c–b 27 If the adp gene is present near the end of chromosome II(locus 83), construct a map of these genes.arrow_forwardDiscuss the principles of the chromosome theory of inheritance. Which principles were deducedvia light microscopy, and which were deduced from crosses? What modern techniques couldbe used to support the chromosome theory of inheritance?arrow_forward
- Females of wild-type Strain A and males of mutant Strain B, as well as females of mutant Strain B and males of wild-type Strain A, make reciprocal crosses. Explain why reciprocal crosses are needed in genetics experiments involving Drosophila fruit flies.arrow_forwardBased on Figure 17-30, are normal genomes ever formedfrom the two types of segregation? Are normal genomesever formed from an adjacent-1 segregation?arrow_forwardHere are the results of the testcross:Green-eyes, wild-type wings 245Green-eyes, miniature wings 232Wild-type eyes, wild-type wings 250Wild-type eyes, miniature wings 2386.) In your opinion, is the grn gene on the same chromosome as the min gene? How do you know?Next, you set up another experiment to determine if grn is on chromosome #1. The only appropriate fliesthat you have handy are double-mutants for the black-body mutation (blk) and curved wings mutation(crv), but this should work just fine. First, you conduct a series of crosses to generate a strain of triple-mutant flies (grn blk crv). Then, you cross those with wild-type flies to generate triple hybrids.7.) What are the genotype(s) and phenotype(s) of the progeny of this cross?Next, you set up a testcross to reveal any linkage between the three genes.8.) What are the genotypes and phenotypes of this testcross?arrow_forward
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