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Define the following: (a) polygenic, (b) additive alleles, (c) correlation, (d) monozygotic and dizygotic twins, (e) heritability, (f) \(\mathrm{QTL},\) and \((\mathrm{g})\) continuous variation.

Short Answer

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Question: Define heritability and explain why it is important in the study of genetics. Answer: Heritability is a measure of how much of the variability in a particular trait can be attributed to genetic factors as opposed to environmental factors. It is represented as a ratio ranging from 0 to 1, with 0 indicating that genetic factors do not contribute to the trait and 1 indicating that the trait is entirely determined by genetic factors. It is important in the study of genetics as it helps researchers determine the extent to which genetic factors influence a trait and identify the specific genes responsible for the variation in the trait.

Step by step solution

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(a) Polygenic

A polygenic trait is a characteristic that is influenced by multiple genes. These genes, known as polygenes, each contribute to the overall trait in a small and often additive manner. Examples of polygenic traits include height, skin color, and intelligence.
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(b) Additive alleles

Additive alleles are pairs of genes that contribute to a particular trait in an additive fashion. This means that the effects of each allele can be combined to determine the overall expression of a particular trait, such as height or intelligence. The presence of multiple additive alleles within the population can contribute to a continuous range of variation in a trait.
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(c) Correlation

Correlation is a statistical measure that describes the strength and direction of a relationship between two continuous variables. Correlation ranges from -1 (strong negative relationship) to 1 (strong positive relationship), with 0 indicating no relationship. In the context of genetics, correlation can be used to assess the degree to which genetic factors influence a trait.
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(d) Monozygotic and dizygotic twins

Monozygotic twins, also known as identical twins, are formed when a single fertilized egg splits into two embryos. These twins share virtually 100% of their genetic material, making them valuable for studying genetic influences on traits. Dizygotic twins, also known as fraternal twins, are formed when two separate eggs are fertilized by two different sperm cells. These twins share approximately 50% of their genetic material, like any siblings.
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(e) Heritability

Heritability is a measure of how much of the variability in a particular trait can be attributed to genetic factors as opposed to environmental factors. It is represented as a ratio ranging from 0 to 1, with 0 indicating that genetic factors do not contribute to the trait and 1 indicating that the trait is entirely determined by genetic factors.
06

(f) QTL

QTL, or Quantitative Trait Locus, is a region on a chromosome that contains one or more genes associated with a quantitative trait. These traits exhibit continuous variation, and the genes within a QTL often have a cumulative effect on the trait. QTL mapping studies use statistical methods to identify the specific locations on chromosomes where these genes are located.
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(g) Continuous variation

Continuous variation describes traits that exhibit a continuous range of values rather than discrete, distinct categories. Continuous traits often result from the combined influence of multiple genes. Examples of traits with continuous variation include height, blood pressure, and intelligence.

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Most popular questions from this chapter

Describe the value of using twins in the study of questions relating to the relative impact of heredity versus environment.

In this chapter, we focused on a mode of inheritance referred to as quantitative genetics, as well as many of the statistical parameters utilized to study quantitative traits. Along the way, we found opportunities to consider the methods and reasoning by which geneticists acquired much of their understanding of quantitative genetics. From the explanations given in the chapter, what answers would you propose to the following fundamental questions: (a) How do we know that threshold traits are actually polygenic even though they may have as few as two discrete phenotypic classes? (b) How can we ascertain the number of polygenes involved in the inheritance of a quantitative trait?

Corn plants from a test plot are measured, and the distribution of heights at \(10-\mathrm{cm}\) intervals is recorded in the following table: $$\begin{array}{cc}\text { Height }(\mathrm{cm}) & \text { Plants (no.) } \\\100 & 20 \\\110 & 60 \\\120 & 90 \\\130 & 130 \\\140 & 180 \\\150 & 120 \\\160 & 70 \\\170 & 50 \\\180 & 40\end{array}$$ Calculate (a) the mean height, (b) the variance, (c) the standard deviation, and (d) the standard error of the mean. Plot a rough graph of plant height against frequency. Do the values represent a normal distribution? Based on your calculations, how would you assess the variation within this population?

Type A1B brachydactyly (short middle phalanges) is a genetically determined trait that maps to the short arm of chromosome 5 in humans. If you classify individuals as either having or not having brachydactyly, the trait appears to follow a single-locus, incompletely dominant pattern of inheritance. However, if one examines the fingers and toes of affected individuals, one sees a range of expression from extremely short to only slightly short. What might cause such variation in the expression of brachydactyly?

An inbred strain of plants has a mean height of \(24 \mathrm{cm} .\) A second strain of the same species from a different geographical region also has a mean height of \(24 \mathrm{cm} .\) When plants from the two strains are crossed together, the \(\mathrm{F}_{1}\) plants are the same height as the parent plants. However, the \(\mathrm{F}_{2}\) generation shows a wide range of heights; the majority are like the \(P_{1}\) and \(F_{1}\) plants, but approximately 4 of 1000 are only \(12 \mathrm{cm}\) high and about 4 of 1000 are \(36 \mathrm{cm}\) high. (a) What mode of inheritance is occurring here? (b) How many gene pairs are involved? (c) How much does each gene contribute to plant height? (d) Indicate one possible set of genotypes for the original \(P_{1}\) parents and the \(\mathrm{F}_{1}\) plants that could account for these results. (e) Indicate three possible genotypes that could account for \(\mathrm{F}_{2}\) plants that are \(18 \mathrm{cm}\) high and three that account for \(\mathrm{F}_{2}\) plants that are \(33 \mathrm{cm}\) high.

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