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91Ó°ÊÓ

21. Such individuals therefore ha… # Trisomy 21 or Down syndrome occurs when there is a normal diploid chromosomal complement of 46 chromosomes plus one (extra) chromosome #21. Such individuals therefore have 47 chromosomes. Assume that a mating occurs between a female with Down syndrome and a normal 46 -chromosome male. What proportion of the offspring would be expected to have Down syndrome? Justify your answer.

Short Answer

Expert verified
Answer: The expected proportion of offspring with Down syndrome is 100%.

Step by step solution

01

Represent the parental genotypes

The female has Down syndrome, which means she has an extra chromosome 21 (three in total), so her genotype can be represented as 21-21-21. The normal male's genotype, with 46 chromosomes, includes a pair of chromosome 21s: 21-21.
02

Create a Punnett square

Next, create a Punnett square to represent the possible chromosome combinations for the offspring. It should be a 3x2 matrix, representing the three chromosome 21 alleles from the mother and the two chromosome 21 alleles from the father: | | 21 (Father) | 21 (Father) | |-------|------------|------------| | 21 (Mother) | 21-21-21 | 21-21-21 | | 21 (Mother) | 21-21-21 | 21-21-21 | | 21 (Mother) | 21-21-21 | 21-21-21 |
03

Calculate the probability of offspring having Down syndrome

In the Punnett square, all six cells represent offspring with three chromosome 21s (Trisomy 21), also known as Down syndrome. The proportion of offspring with Down syndrome is 6/6 = 1, which means 100% of the potential offspring would have Down syndrome in this scenario. So, based on these calculations, the expected proportion of offspring with Down syndrome from this mating between a female with Down syndrome and a normal 46-chromosome male is 100%.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Punnett square
In genetics, a Punnett square is a simple diagram used to predict the genotypes of offspring from a particular cross or breeding experiment. It's a powerful visual tool introduced by Reginald C. Punnett, helping to outline the potential genetic combinations that can occur from the mating of two parents. For our specific problem, we use a Punnett square to track the inheritance of chromosome 21 from a female with Down syndrome and a normal male.

Each side of the square represents the potential gametes (eggs or sperm) contributed by each parent. The female with Down syndrome provides an abnormal number of chromosome 21s—three instead of the usual two. Conversely, the normal male contributes just two, as is standard. We organize these in a Punnett square as a 3x2 matrix, where all resulting combinations showcase offspring with three chromosome 21s, indicating Trisomy 21 or Down syndrome.

By calculating the proportion of each genotype from the Punnett square, we predict that every possible offspring will inherit the extra chromosome associated with Down syndrome in this scenario, resulting in a 100% probability.
chromosomal abnormalities
Chromosomal abnormalities refer to atypical numbers of chromosomes or structural issues within the chromosomes themselves. Such abnormalities can lead to various developmental and health-related concerns. Among the most commonly discussed chromosomal abnormalities is Trisomy 21, also known as Down syndrome. This condition arises from the presence of an extra chromosome in the 21st pair, leading to a total of 47 chromosomes.

These abnormalities can occur due to errors in cell division. During meiosis, when the parent's reproductive cells are formed, chromosomes are supposed to separate evenly, providing each gamete with just one chromosome from each pair. If one of these gametes retains an extra chromosome due to non-disjunction, a condition defined by incorrect separation, it results in the offspring having an unusual number of chromosomes.

It is vital to recognize the impact of chromosomal abnormalities, both in terms of physical development and genetic inheritance, where utilizing tools like the Punnett square can help predict potential outcomes in offspring, thereby assisting in understanding the genetic implications of such conditions.
genetics problems
Genetics problems often involve the study of inheritance patterns to predict the probability of offspring inheriting particular traits or disorders. Trisomy 21 is a classic example of a genetics problem where the focus is on chromosomal distribution rather than gene alleles. This scenario highlights how variations in chromosome number can directly affect phenotype.

Solving genetics problems typically includes understanding dominant and recessive traits, alongside exploring chromosomal combinations. For instance, when addressing the problem of Trisomy 21 inheritance, it's crucial to identify how an additional chromosome can dramatically change genetic outcomes.
  • Identify chromosomes involved and any abnormalities.
  • Use tools such as Punnett squares to visualize potential outcomes.
  • Understand the balance between genetic inheritance and the occurrence of random genetic anomalies.
By applying these steps, students can better analyze and forecast genetic scenarios. This methodical approach aids in predicting how conditions like Down syndrome occur and persist, enabling a more profound comprehension of human genetics challenges.

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Most popular questions from this chapter

Compare chromosomal separation in plant and animal cells.

If one follows 50 primary oocytes in an animal through their various stages of oogenesis, how many secondary oocytes would be formed? How many first polar bodies would be formed? How many ootids would be formed? If one follows 50 primary spermatocytes in an animal through their various stages of spermatogenesis, how many secondary spermatocytes would be formed? How many spermatids would be formed?

A species of cereal rye (Secale cereale) has a chromosome number of \(14,\) while a species of Canadian wild rye (Elymus canadensis) has a chromosome number of \(28 .\) Sterile hybrids can be produced by crossing Secale with Elymus. (a) What would be the expected chromosome number in the somatic cells of the hybrids? (b) Given that none of the chromosomes pair at meiosis I in the sterile hybrid (Hang and Franckowlak, 1984 ), speculate on the anaphase I separation patterns of these chromosomes.

In this chapter, we focused on how chromosomes are distributed during cell division, both in dividing somatic cells (mitosis) and in gamete- and spore- forming cells (meiosis). 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, answer the following questions. (a) How do we know that chromosomes exist in homologous pairs? (b) How do we know that DNA replication occurs during interphase, not early in mitosis? (c) How do we know that mitotic chromosomes are derived from chromatin?

How many sister chromatids are seen in the metaphase for a single chromosome? How different are these structures from the interphase chromatin?

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