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Mendelian Genetics & Inheritance Patterns
Practice Questions
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1 Sexual reproduction takes a very significant toll on those species that utilize this process. What is the benefit that sexual reproduction offers for a species?
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2 What is the relationship between traits and heredity?
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3 Explain the concept of ‘Blending Inheritance.’ Was this theory supported or rejected by Mendel and his work?
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4 Explain, in terms of the theory of ‘Inherited Characteristics,’ how an anteater has developed a long nose.
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5 Identify the characteristics that made pea plants ideal for Mendel to use as a model organism.
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6 Explain the process by which Mendel was able to control his breeding between pea plants.
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7 What is a phenotype?
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8 Pick three traits Mendel chose to observe and identify two potential phenotypes for each trait.
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9 What is ‘true breeding?’
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10 Identify the ratio of offspring for the F1 and F2 generations in a monohybrid cross involving parents with white and purple flowers.
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11 Identify the four rules that Mendel established following his studies of the monohybrid cross process.
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12 What is it called when an organism possesses two different alleles for a trait?
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13 Explain how the ratio of the F2 generation in Mendel’s monohybrid crosses helped him to determine the existence of dominant and recessive alleles.
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14 What is the ‘Law of Segregation?’
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15 Identify the relationship between meiosis and Mendel’s patterns of inheritance.
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16 Suppose one of Mendel’s pea plants had experienced a non-lethal form of trisomy for one of the characteristics he was studying. Explain how this could have complicated Mendel’s observations if this plant were part of a parent generation in one of his monohybrid crosses.
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17 Suppose Mendel had made his observations a few decades later when there as more widespread knowledge of chromosomes throughout the scientific community. How do you suppose this may have impacted the development of his theory?
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18 ______________________ is widely considered to be the ‘father of modern genetics’ because of the role that he played in the development of this field.
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19 What is the concept of ‘Inheritance of Acquired Characteristics?’ Explain this theory and identify the individual who developed the theory.
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20 What is a ‘model organism?’ Identify Mendel’s model organism.
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21 Why was it essential that Mendel was able to control breeding between his pea plants?
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22 Identify the details regarding the phenotypes investigated by Mendel that contributed to the ideal nature of his model organism.
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23 What is a ‘monohybrid cross?’ Explain the steps involved in this process and identify the names of the generations involved.
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24 Compare the phenotypes of the F1 generation with the phenotypes of the P generation in a monohybrid cross.
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25 What did Mendel conclude regarding inheritance of alleles from his monohybrid cross experiments?
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26 What is it called when an organism possesses two copies of the same allele for a given trait?
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27 Why did Mendel never discuss chromosomes in the development of his theories on genetics?
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28 What is the relationship between homologous chromosomes and allele pairs described in Mendel’s theories of inheritance?
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29 What is a ‘heritable factor?’
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30 What is the difference between a homozygous and heterozygous allele combination?
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31 Explain the purpose of a Punnett Square.
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32 What is the difference between a genotype and a phenotype?
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33 Identify the genotypes of the P generation involved in Mendel’s monohybrid crosses.
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34 Suppose large ears (L) are dominant over small ears in elephants. Cross an elephant with small ears with a heterozygote elephant. What are the genotypic and phenotypic ratios?
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35 Suppose broad stripes (B) are dominant over skinny stripes in tigers. If two heterozygote tigers produce a cub, what is the percent chance that the cub will have skinny stripes?
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36 Suppose the allele for blue color (B) is dominant to the allele for yellow in a flower species. What combination of parent genotypes could potentially yield yellow offspring?
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37 Are offspring genotypic and phenotypic ratios always the same? Explain your answer.
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38 What is the purpose of a test-cross?
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39 In Mendel’s pea plants, tall was the dominant allele for plant height. Perform a test cross to determine the unknown genotype of a tall pea plant. Provide both possible outcomes.
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40 Why does it make sense that test-crosses are more accurate and reliable involving species that reproduce with multiple offspring at one time?
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41 What is the difference between a monohybrid and dihybrid cross?
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42 Suppose in eagles, short wings (S) are dominant over long wings (s) and sharp talons (T) is dominant over dull talons (t). Cross an eagle heterozygous for both traits with an eagle homozygous recessive for both traits. Provide genotypic and phenotypic ratios for offspring.
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43 Suppose in lions, long tail (L) is dominant to short tail and solid coat (S) is dominant to mottled coat. Cross a lion homozygous recessive for tail length and heterozygous for coat with a lion heterozygous for tail length and homozygous dominant for coat. Provide genotypic and phenotypic ratios.
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44 Explain, in terms of probability, why the chances of producing two organisms that are genetically identical decreases as the number of genes in a genome increase.
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45 Use the rule of multiplication to determine the following: Suppose you cross an organism with the genotype AaBbCc with an organism with the genotype aabbcc. What is the probability that the offspring will have the genotype aabbcc?
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46 Use the rule of addition to determine the following: Suppose you cross two pea plants heterozygous for flower color (remember purple is dominant to white). What is the probability the offspring will be a heterozygote?
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47 Use the rule of addition to determine the following: Suppose you cross two pea plants heterozygous for flower color (remember purple is dominant to white). What is the probability the offspring will be purple?
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48 Use the rules of multiplication and addition to determine the following: Suppose you cross two individuals with the following genotypes: AABbCC x aaBBCc. What is the probability that you will produce an offspring with genotype AaBBCC or AaBbCc?
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49 In developing a Punnett Square, what do the letters actually represent?
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50 In Mendel’s monohybrid cross, which allele is expressed in a heterozygous genotype?
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51 In Mendelian traits, is it always possible to determine the genotype of an organism with a dominant phenotype? Explain your answer.
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52 Suppose in pine trees long needles (L) are dominant to short needles. Cross a homozygous dominant tree with a short-needled tree. Provide genotypic and phenotypic ratios.
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53 Suppose in great white sharks that a tall dorsal fin (T) is dominant to a short dorsal fin. Cross a homozygous dominant shark with a heterozygous shark. Provide genotypic and phenotypic ratios.
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54 Suppose in panda bears small ears (S) are dominant over big ears. You work at a zoo, and need to determine the genotype of your small eared panda. Explain how you could potentially determine the unknown genotype.
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55 Explain how dihybrid crosses helped Mendel to develop his theory of independent assortment.
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56 Suppose in largemouth bass, green skin color (G) is dominant over olive (g) and broad stripe (B) is dominant over thin (b). Cross two bass that are heterozygous for both traits, and provide phenotypic ratios.
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57 Suppose in spruce trees, long needles (L) are dominant over short needles (l) and thick bark (T) is dominant over thin (t). Cross a spruce tree heterozygous for needle length and homozygous dominant for bark thickness with a tree homozygous dominant for needle length and homozygous recessive for bark thickness. Provide genotypic and phenotypic ratios for offspring.
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58 Use the rule of multiplication to determine the following: Suppose you cross two organisms with the genotype AaBbCc. What is the probability the offspring will have the same genotype?
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59 Use the rule of addition to determine the following: Suppose you cross two pea plants heterozygous for flower color (remember purple is dominant to white). What is the probability the offspring will be a homozygote?
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60 Use the rules of multiplication and addition to determine the following: Suppose you cross two individuals with the following genotypes: AaBbCc x AaBbCc. What is the probability that you will produce an offspring with genotype AaBbCc or AAbbCc?
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61 Provide one example in which the patterns of inheritance observed by Mendel would not apply
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62 How many phenotypes may exist for a trait that possesses two allele options?
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63 Suppose Mendel’s pea plants demonstrated incomplete dominance, with pink being the intermediate phenotype. What would the genotypic and phenotypic ratios have been in Mendel’s F1 generation?
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64 Suppose in crocodiles, the tooth length trait exhibits incomplete dominance. Cross a long toothed (L) crocodile with a short toothed crocodile. Provide ratios.
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65 In horses, red hair (R) is codominant with white hair (W). The codominant phenotype is a roan coat. Cross a red stallion with a roan mare. Provide ratios.
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66 What is pleiotropy?
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67 Explain the principle of polygenic inheritance.
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68 Why is height in humans considered to be a polygenic trait?
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69 In humans there are three alleles for blood type: A, B and O. A and B are codominant, and O is recessive. Cross a type AB parent with an AO parent, provide potential genotypic and phenotypic ratios for offspring.
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70 Refer to the question above. What is the probability that the parents would produce a child with type AB blood?
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71 Explain the principle of incomplete dominance.
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72 In snapdragons, incomplete dominance results in a pink flower. Cross a red flower (R) with a pink flower. Provide ratios.
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73 Explain the principle of codominance.
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74 Identify and explain the difference between codominance and incomplete dominance.
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75 Explain why sickle cell anemia would be considered to be a pleiotropic trait.
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76 Why is skin color in humans considered to be a polygenic trait?
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77 Consider a genetic mutation in which a single gene creates multiple effects in an afflicted individual. Would this be considered a pleiotropic or polygenic situation?
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78 Suppose parents with type A blood had a child with type O blood. Explain how this situation could potentially occur.
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79 In rabbits, coat color is a trait that demonstrates complete dominance, but has multiple alleles. Brown coat is dominant to all other alleles, Black coat is dominant to Gray coat. Cross a homozygous Brown rabbit with a heterozygous black rabbit. Provide ratios.
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80 Explain, using examples of non-Mendelian inheritance, why Gregor Mendel may have had a more difficult time developing his rules for inheritance if his pea plants were not as straightforward in their hereditary patterns.
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81 What genotype would an individual who suffers from a recessive inherited disease have to exhibit? Explain.
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82 Would you be able to identify a carrier of a genetic disease by examining phenotype? Why or why not?
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83 Suppose two parents who were carriers of a recessive genetic disorder on a single allele decided to have children. What is the percent chance that their child could be born with the disorder?
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84 Explain why consanguineous marriages may result in a higher rate of rare inherited disorders.
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85 Can an individual be a carrier for a dominant genetic disorder? Explain your answer.
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86 What is a sex-linked disorder?
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87 Suppose a female is a carrier for a sex-linked disorder that her husband does not have. What is the percent chance that she will have a child with the disorder? Does the gender of the child matter in this situation?
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88 Suppose a mother with an X-linked dominant genetic disorder has a child with a male who does not exhibit the disorder. What is the likelihood that their child will have the disorder? Does the gender of the child matter in this situation?
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89 What is the role of a genetic counselor in the process of family planning?
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90 Briefly explain the process of amniocentesis.
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91 Explain, in terms of genotype versus phenotype, how ultrasounds and amniocentesis are used to predict the occurrence of genetic disorders.
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92 Define carrier, in terms of inherited diseases.
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93 Suppose parents who are carriers of a recessive genetic disorder on a single allele decided to have a child with a parent who exhibits the same disorder. What is the percent chance that their child could be born with the disorder? Does this percentage change if they had a second child? Explain your answer.
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94 Huntington’s disease is a dominant genetic disorder. Would an individual heterozygous for the Huntington’s allele demonstrate the disease? Explain your answer.
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95 Suppose a father, who is heterozygous for Huntington’s disease, has a child with a mother who does not have the disease. What is the percent chance that the child will have the disease?
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96 Identify the combination of sex chromosomes exhibited by a male and a female.
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97 Why do males typically exhibit x-linked disorders more often than females?
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98 Suppose a father with an X-linked recessive disorder has a child with a woman who does not have the disorder. What is the percent chance that the child will have the disorder? Does gender matter in this situation?
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99 Explain why, in relationship to sex chromosomes, most of the genes that are critical for survival are found on the X chromosome instead of the Y chromosome.
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100 Briefly explain the process of chorionic villi sampling. What may be the advantage to this process over amniocentesis?
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101 What methods can be used to mitigate the symptoms of a child born with phenylketonuria?
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102 Why are amniocentesis, CVS and fetoscopy generally only performed if the risk of genetic disease is deemed to be relatively high?
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103 Why are pedigrees useful in studying genetic disorders?
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104 If two individuals in a pedigree do not have an autosomal recessive disorder, but one of their four children does have the selected disorder, what are the genotypes of the parents? How do you know?
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105 Suppose you are using a pedigree to study a sex-linked recessive genetic disorder. If a female demonstrates this disorder, what is her genotype? What can you infer about her father’s genotype?
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106 Refer to the pedigree. Is the studied disorder a recessive or dominant disorder? How do you know?
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107 Refer to the pedigree. What can you infer about the genotype of individual II-1? How do you know?
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108 Refer to the pedigree. Suppose this a sex-linked disorder. What can you infer about the genotype of individual I-1? Explain your answer.
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109 When studying a pedigree, how can you tell if a trait is autosomal dominant or autosomal recessive?
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110 Suppose you are studying a pedigree for a genetic disorder that only shows up in male individuals. What details may you be able to infer about this disorder?
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111 Suppose you are using a pedigree to study a sex-linked disorder. You come across a situation where a female has the disorder, but her father did not. Explain how this could occur.
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112 Refer to the pedigree. Could this be an autosomal dominant disorder? Explain your answer.
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113 Refer to the pedigree. If this is an autosomal dominant disorder, what is the genotype of II-4?
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114 Refer to the pedigree. If this is an autosomal recessive disorder, what is the genotype individual II-1?
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