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Chapter 3: Problem 13

What characteristics of an organism would make it suitable for studies of the principles of inheritance? Can you name several organ isms that have these character istics?

Short Answer

Expert verified
Suitable organisms for studying inheritance have short generation times, are easy to breed, and exhibit distinct traits. Examples include fruit flies, nematode worms, and a small flowering plant.

Step by step solution

01

Understand the Concept of Inheritance

Inheritance is the process by which genetic information is passed from parents to offspring. To study this process, scientists need organisms that display clear, observable traits that can be easily tracked across generations.
02

Identify Key Characteristics for Genetic Study

Organisms suitable for inheritance studies should have a short generation time to allow for multiple generations to be studied quickly. They should be easy to breed, have a large number of offspring, and possess easily observable traits that show clear differences (polymorphisms). Additionally, studying organisms with already-mapped genomes can facilitate genetic research.
03

Provide Examples of Suitable Organisms

Common organisms used in genetic studies include Drosophila melanogaster (fruit fly), Caenorhabditis elegans (a nematode worm), and Arabidopsis thaliana (a small flowering plant). These organisms meet the criteria of having short generation times, large brood sizes, and clearly observable traits.

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Key Concepts

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

Genetic Traits
Genetic traits are characteristics that are inherited from one generation to the next. These include physical attributes like eye color, hair type, or plant shape, as well as less visible traits such as blood type or disease susceptibility. Traits are determined by genes, which are segments of DNA located on chromosomes.
Understanding genetic traits is crucial for inheritance studies, as these traits must be easily observable and measurable across multiple generations. Scientists often look for traits that distinguish between different variations (such as flower color), which help in tracking the inheritance patterns in model organisms. Such traits, often referred to as polymorphisms, show clear phenotypic differences that are ideal for studying genetic principles. Genetic traits play a vital role in understanding how genes interact, how they are expressed, and how they can be influenced by external factors like environment. This knowledge can contribute to various applications, including breeding programs, genetic counseling, and studies of evolution.
Model Organisms
Model organisms are species that are extensively studied to understand biological processes. They offer a straightforward way to study how living things operate due to their simplicity and shared biological pathways with other organisms, including humans.
Model organisms are chosen for their convenience in a lab setting. Characteristics that make certain species ideal model organisms for genetic studies include:
  • Short generation time: They reproduce quickly, allowing researchers to study many generations in a short period.
  • Large brood sizes: Producing many offspring gives scientists a broad range of data to examine genetic variation.
  • Ease of care: Being easy to maintain and handle reduces time and resource commitments.
  • Genome mapping: Having a mapped genome simplifies studying the genetic basis of traits.
Examples of popular model organisms include the fruit fly (*Drosophila melanogaster*), the nematode worm (*Caenorhabditis elegans*), and the plant *Arabidopsis thaliana*. These organisms have been instrumental in making genetic discoveries that have broader implications for biology.
Genome Mapping
Genome mapping is the process of finding the specific locations of genes on chromosomes. It is comparable to creating a road map that helps scientists navigate the genetic composition of an organism.
The benefits of genome mapping in inheritance studies are substantial:
  • Identifies the location and function of genes, facilitating the tracking of genetic traits across generations.
  • Helps in understanding which genes are responsible for specific traits.
  • Makes it easier to identify genetic mutations that may cause diseases or undesirable traits.
For model organisms, having a mapped genome is a significant advantage. It allows researchers to quickly relate physical traits to their genetic underpinnings and explore how different traits are passed down through generations. Insights gained from genome mapping can lead to advances in medicine, agriculture, and understanding biological diversity.
Generation Time
Generation time refers to the period it takes for one generation of organisms to be born, mature, and reproduce the next generation. This concept is crucial in inheritance studies because faster generation times enable researchers to observe many generations within a short timeframe.
Organisms with short generation times are preferred in genetic studies because:
  • They allow rapid observation of inheritance patterns, making it possible to conduct experiments that cover multiple life cycles swiftly.
  • They provide more data points for statistical analyses, improving the reliability of genetic studies.
  • They help in quick testing of genetic hypotheses, leading to faster scientific discoveries.
In model organisms like *Drosophila melanogaster* (fruit fly) or *Caenorhabditis elegans* (worm), the quick generation turnover is a key reason these species are so valuable in genetics. By observing these organisms, scientists can efficiently trace genetic inheritance and understand the principles governing heredity.

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Most popular questions from this chapter

In guinea pigs, the allele for black fur ( \(B\) ) is dominant over the allele for brown \((b)\) fur. A black guinea pig is crossed with a brown guinea pig, producing five \(\mathrm{F}_{1}\) black guinea pigs and six \(F_{1}\) brown guinea pigs. a. How many copies of the black allele \((B)\) will be present in each cell of an \(F_{1}\) black guinea pig at the following stages: \(G_{1}, G_{2},\) metaphase of mitosis, metaphase I of meiosis, metaphase II of meiosis, and after the second cytokinesis following meiosis? Assume that no crossing over takes place. b. How many copies of the brown allele \((b)\) will be present in each cell of an \(\mathrm{F}_{1}\) brown guinea pig at the same stages as those listed in part \(a\) ? Assume that no crossing over takes place.

In cucumbers, orange fruit color \((R)\) is dominant over cream fruit color \((r) .\) A cucumber plant homozygous for orange fruit is crossed with a plant homozygous for cream fruit. The \(F_{1}\) are intercrossed to produce the \(F_{2}\). a. Give the genotypes and phenotypes of the parents, the \(\mathrm{F}_{1},\) and the \(\mathrm{F}_{2}\) b. Give the genotypes and phenotypes of the offspring of a backcross between the \(\mathrm{F}_{1}\) and the orange-fruited parent. c. Give the genotypes and phenotypes of a backcross between the \(\mathrm{F}_{1}\) and the cream-fruited parent.

Two distinct phenotypes are found in the salamander Plethodon cinereus: a red form and a black form. Some biologists have speculated that the red phenotype is due to an autosomal allele that is dominant over an allele for black. Unfor tunately, these salamanders will not mate in captivity, so the hypothesis that red is dom inant over black has never been tested. One day a genetics student is hiking through the forest and finds 30 female salamanders, some red and some black, laying eggs. The student places each female and her eggs (from about 20 to \(30 \text { eggs per female })\) in separate plastic bags and takes them back to the Iab. There, the student successfully raises the eggs until they hatch. After the eggs have hatched, the student records the phenotypes of the juvenile salamanders, along with the phenotypes of their mothers. Thus, the student has the phenotypes for 30 females and their progeny, but no information is available about the phenotypes of the fathers. (IMAGE CANNOT COPY) Explain how the student can determine whether red is dominant over black with this information on the phenotypes of the females and their offspring.

The inheritance of red hair was discussed in the introduction to this chapter. At times in the past, red hair in humans was thought to be a recessive trait and, at other times, it was thought to be a dominant trait. What features of heritance would red hair be expected to exhibit as a recessive trait? What features would it be expected to exhibit if it were a dominant trait?

In cucumbers, dull fruit \((D)\) is dominant over glossy fruit \((d),\) orange fruit \((R)\) is dominant over cream fruit \((r),\) and bitter cotyledons \((B)\) are dominant over nonbitter cotyledons \((b) .\) The three characters are encoded by genes located on different pairs of chromosomes. A plant homozygous for dull, orange fruit and bitter cotyledons is crossed with a plant that has glossy, cream fruit and nonbitter cotyledons. The \(\mathrm{F}_{1}\) are intercrossed to produce the \(\mathrm{F}_{2}\). a. Give the phenotypes and their expected proportions in the \(\mathrm{F}_{2}\) b. An \(F_{1}\) plant is crossed with a plant that has glossy, cream fruit and nonbitter cotyledons. Give the phenotypes and expected proportions among the progeny of this cross.
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