Textbook Question
DNA sequences for 10 individuals are
Identify the haplotype carried by each person.
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Ch. 5 - Genetic Linkage and Mapping in Eukaryotes
Sanders3rd EditionGenetic Analysis: An Integrated ApproachISBN: 9780135564172
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Table of contents
- Ch. 1 - The Molecular Basis of Heredity, Variation, and Evolution64
- Ch. 2 - Transmission Genetics144
- Ch. 3 - Cell Division and Chromosome Heredity81
- Ch. 4 - Gene Interaction87
- Ch. 5 - Genetic Linkage and Mapping in Eukaryotes103
- Ch. 6 - Genetic Analysis and Mapping in Bacteria and Bacteriophages73
- Ch. 7 - DNA Structure and Replication71
- Ch. 8 - Molecular Biology of Transcription and RNA Processing79
- Ch. 9 - The Molecular Biology of Translation110
- Ch. 10 - Eukaryotic Chromosome Abnormalities and Molecular Organization100
- Ch. 11 - Gene Mutation, DNA Repair, and Homologous Recombination86
- Ch. 12 - Regulation of Gene Expression in Bacteria and Bacteriophage90
- Ch. 13 - Regulation of Gene Expression in Eukaryotes38
- Ch. 14 - Analysis of Gene Function via Forward Genetics and Reverse Genetics72
- Ch. 15 - Recombinant DNA Technology and Its Applications69
- Ch. 16 - Genomics: Genetics from a Whole-Genome Perspective49
- Ch. 17 - Organelle Inheritance and the Evolution of Organelle Genomes27
- Ch. 18 - Developmental Genetics43
- Ch. 19 - Genetic Analysis of Quantitative Traits66
- Ch. 20 - Population Genetics and Evolution at the Population, Species, and Molecular Levels105
Sanders3rd EditionGenetic Analysis: An Integrated ApproachISBN: 9780135564172Not the one you use?Change textbook
Chapter 5, Problem 33b
DNA sequences for 10 individuals are
How many different SNP haplotypes are represented in the data?
Verified step by step guidance1
Identify the nucleotide positions that vary among the individuals. These positions are called Single Nucleotide Polymorphisms (SNPs). In this case, compare the sequences at each nucleotide position (1, 5, and 10) across all individuals to find the variable positions.
Record the nucleotide at each variable position for all individuals. For example, if position 1 varies, note the nucleotide (e.g., G, C, etc.) for each person at that position.
Group individuals based on their unique combinations of nucleotides at the variable positions. Each unique combination represents a distinct SNP haplotype.
Count the number of unique SNP haplotypes identified in the previous step. This will give you the total number of different haplotypes represented in the data.
Verify your results by cross-checking the sequences and ensuring that all individuals with the same haplotype are grouped together and no haplotypes are missed.
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Key Concepts
Here are the essential concepts you must grasp in order to answer the question correctly.
SNP (Single Nucleotide Polymorphism)
A Single Nucleotide Polymorphism (SNP) is a variation at a single position in a DNA sequence among individuals. SNPs can lead to different alleles, which may affect traits or disease susceptibility. In the context of the question, identifying SNPs involves comparing nucleotide sequences across individuals to determine variations.
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Recombination after Single Strand Breaks
Haplotype
A haplotype is a group of genes or DNA sequences that are inherited together from a single parent. It represents a combination of alleles at multiple loci on a chromosome. In this question, haplotypes are formed by the specific combinations of SNPs present in the individuals' DNA sequences, which can be used to assess genetic diversity.
Genetic Variation
Genetic variation refers to the differences in DNA sequences among individuals within a population. This variation is crucial for evolution and can influence traits and disease risk. The question requires analyzing the genetic variation represented by different haplotypes derived from the SNPs in the provided sequences.
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Related Practice
Textbook Question
In experiments published in 1918 that sought to verify and expand the genetic linkage and recombination theory proposed by Morgan, Thomas Bregger studied potential genetic linkage in corn (Zea mays) for genes controlling kernel color (colored is dominant to colorless) and starch content (starchy is dominant to waxy). Bregger performed two crosses. In Cross 1, pure-breeding colored, starchy-kernel plants (C1 Wx/C1 Wx) were crossed to plants pure-breeding for colorless, waxy kernels (c1 wx/c1 wx). The F₁ of this cross were test-crossed to colorless, waxy plants. The test-cross progeny were as follows:
In Cross 2, plants pure-breeding for colored, waxy kernels (C1 wx/C1 wx) and colorless, starchy kernels (c1 Wx/c1 Wx) were mated, and their F₁ were test-crossed to colorless, waxy plants. The test-cross progeny were as follows:
Merge the two sets of progeny data and determine the combined recombination frequency.
Textbook Question
The accompanying pedigree below shows a family in which an autosomal recessive disorder is present. Family members I-2 and II-2 are affected by the disorder and have the genotype dd. A pregnancy involving II-4 has just undergone genetic testing for a VNTR that is linked to the disease gene. The VNTR has a recombination frequency of r = 20 with the disease gene. The VNTR has two alleles, V1 and V2. The gel electrophoresis patterns for each family member are shown, including the VNTR genotype for II-4. Based on the information given, answer the following questions about the family.
Excluding II-4, what is the genotype of each family member for the disease gene?
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Textbook Question
DNA sequences for 10 individuals are
What is the sequence of each haplotype?
4
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Textbook Question
In experiments published in 1918 that sought to verify and expand the genetic linkage and recombination theory proposed by Morgan, Thomas Bregger studied potential genetic linkage in corn (Zea mays) for genes controlling kernel color (colored is dominant to colorless) and starch content (starchy is dominant to waxy). Bregger performed two crosses. In Cross 1, pure-breeding colored, starchy-kernel plants (C1 Wx/C1 Wx) were crossed to plants pure-breeding for colorless, waxy kernels (c1 wx/c1 wx). The F₁ of this cross were test-crossed to colorless, waxy plants. The test-cross progeny were as follows:
In Cross 2, plants pure-breeding for colored, waxy kernels (C1 wx/C1 wx) and colorless, starchy kernels (c1 Wx/c1 Wx) were mated, and their F₁ were test-crossed to colorless, waxy plants. The test-cross progeny were as follows:
Taken together, are the results of these two experiments compatible with the hypothesis of genetic linkage? Explain why or why not.
Textbook Question
DNA sequences for 10 individuals are
Identify the nucleotide positions of all SNPs (single nucleotide polymorphisms).
4
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