Concepts of Genetics 3Rd Edition By Robert – Test Bank
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Sample Test
Concepts of Genetics, 3e (Brooker)
Chapter 3 Mendelian Inheritance
1) The use of crosses between different strains of pea plants
was not the first attempt to explain heredity. The theory of pangenesis
was first proposed by ________.
1. A)
Aristotle
2. B)
Galen
3. C)
Mendel
4. D)
Hippocrates
5. E)
None of these choices are correct.
Answer: D
Section: 03.01
Topic: Mendel’s Study of Pea Plants
Bloom’s: 1. Remember
Learning Outcome: 03.01.02 Outline the steps that Mendel
followed to make crosses between different strains of pea plants
Accessibility: Keyboard Navigation
2) Mendel’s data from single-factor crosses did not support a
blending mechanism of inheritance. Which of the following is correct regarding
the blending theory of inheritance?
1. A) It
theorized that hereditary traits blended from one generation to the next.
2. B) It
was possible for the blending to change the trait from one generation to the
next.
3. C) It
was supported by early research of tobacco plants by Joseph Kölreuter.
4. D) It
was the prevailing theory of inheritance prior to Mendel.
5. E)
All of these choices are correct.
Answer: E
Section: 03.02
Topic: Law of Segregation
Bloom’s: 4. Analyze
Learning Outcome: 03.02.01 Analyze Mendel’s experiments
involving single-factor crosses.
Accessibility: Keyboard Navigation
3) Mendel’s work was rediscovered in 1900 by which of the
following individual(s)?
1. A)
Carl Correns
2. B)
Erich von Tschermak
3. C)
Hugh de Vries
4. D) All
of these choices are correct.
Answer: D
Section: 03.01
Topic: Mendel’s Study of Pea Plants
Bloom’s: 1. Remember
Learning Outcome: 03.01.02 Outline the steps that Mendel
followed to make crosses between different strains of pea plants
Accessibility: Keyboard Navigation
4) Mendel’s work on inheritance had an immediate influence on
the scientific community and theories of inheritance.
Answer: FALSE
Section: 03.01
Topic: Mendel’s Study of Pea Plants
Bloom’s: 1. Remember
Learning Outcome: 03.01.02 Outline the steps that Mendel
followed to make crosses between different strains of pea plants
Accessibility: Keyboard Navigation
5) Which of the following characteristics made the pea
plant Pisum sativum an
ideal organism for Mendel’s studies?
1. A) It
has the ability to self-fertilize.
2. B) It
was possible to cross-fertilize one plant with another.
3. C) It
has easily identifiable traits.
4. D)
All of these choices are correct.
Answer: D
Section: 03.01
Topic: Mendel’s Study of Pea Plants
Bloom’s: 2. Understand
Learning Outcome: 03.01.01 Describe the characteristics of
pea plants that make them a suitable organism to study genetically.
Accessibility: Keyboard Navigation
6) The anthers represent the ________ portion of the plant; the
ovules represent the ________ portion of the plant.
1. A)
female; male
2. B)
male; female
3. C)
female; female
4. D)
male; male
Answer: B
Section: 03.01
Topic: Mendel’s Study of Pea Plants
Bloom’s: 1. Remember
Learning Outcome: 03.01.02 Outline the steps that Mendel
followed to make crosses between different strains of pea plants
Accessibility: Keyboard Navigation
7) Differences in plant characteristics such as flower color or
height are called variants or traits.
Answer: TRUE
Section: 03.01
Topic: Mendel’s Study of Pea Plants
Bloom’s: 2. Understand
Learning Outcome: 03.01.03 List the seven characteristics
of pea plants that Mendel chose to study.
Accessibility: Keyboard Navigation
8) Which of the following traits were studied by Mendel? Check all
that apply.
1. A)
flower color
2. B)
seed color
3. C)
pod color
4. D)
pollen color
5. E)
plant height
Answer: A, B, C, E
Section: 03.01
Topic: Mendel’s Study of Pea Plants
Bloom’s: 1. Remember
Learning Outcome: 03.01.03 List the seven characteristics
of pea plants that Mendel chose to study.
Accessibility: Keyboard Navigation
9) When studying a genetic cross, the second generation
following the initial cross is identified by which of the following?
1. A) P
generation
2. B)
F1generation
3. C)
F2generation
4. D)
F3generation
5. E)
P3generation
Answer: C
Section: 03.02
Topic: Law of Segregation
Bloom’s: 1. Remember
Learning Outcome: 03.02.01 Analyze Mendel’s experiments
involving single-factor crosses.
Accessibility: Keyboard Navigation
10) A true-breeding line of green pod pea plants is crossed with
a true-breeding line of yellow pod plants. All of their offspring have green
pods. From this information, it can be stated that the green color is ________
to the yellow color.
1. A)
recessive
2. B)
dominant
3. C)
subservient
4. D)
blended
5. E)
None of these choices are correct.
Answer: B
Section: 03.02
Topic: Law of Segregation
Bloom’s: 3. Apply
Learning Outcome: 03.02.01 Analyze Mendel’s experiments
involving single-factor crosses.
Accessibility: Keyboard Navigation
11) What theory did Mendel’s work with monohybrid crosses
support?
1. A)
blending theory of inheritance
2. B)
particulate theory of inheritance
3. C)
chromosomal theory of inheritance
4. D)
pangenesis
Answer: B
Section: 03.02
Topic: Law of Segregation
Bloom’s: 2. Understand
Learning Outcome: 03.02.01 Analyze Mendel’s experiments
involving single-factor crosses.
Accessibility: Keyboard Navigation
12) What resulted from Mendel’s work with single-factor crosses?
1. A)
law of segregation
2. B)
law of independent assortment
3. C)
theory of natural selection
4. D)
law of biological evolution
Answer: A
Section: 03.02
Topic: Law of Segregation
Bloom’s: 2. Understand
Learning Outcome: 03.02.01 Analyze Mendel’s experiments
involving single-factor crosses.
Accessibility: Keyboard Navigation
13) When Mendel crossed two plants that were heterozygous for a
single trait, what was the phenotypic ratio of their offspring?
1. A)
1:2:1
2. B)
9:3:3:1
3. C)
3:1
4. D)
7:4
5. E)
Varied depending on the trait
Answer: C
Section: 03.02
Topic: Law of Segregation
Bloom’s: 2. Understand
Learning Outcome: 03.02.01 Analyze Mendel’s experiments
involving single-factor crosses.
Accessibility: Keyboard Navigation
14) When Mendel crossed two plants that were heterozygous for a
single trait, what was the genotypic ratio of their offspring?
1. A)
1:2:1
2. B)
9:3:3:1
3. C)
3:1
4. D)
1:1
5. E)
Varied depending on the trait
Answer: A
Section: 03.02
Topic: Law of Segregation
Bloom’s: 2. Understand
Learning Outcome: 03.02.01 Analyze Mendel’s experiments
involving single-factor crosses.
Accessibility: Keyboard Navigation
15) An individual who has two identical alleles for a trait is
said to be ________.
1. A)
homozygous
2. B)
heterozygous
3. C)
isozygous
4. D) a
variant
Answer: A
Section: 03.02
Topic: Law of Segregation
Bloom’s: 2. Understand
Learning Outcome: 03.02.02 State Mendel’s law of
segregation, and explain how it is related to gamete formation and
fertilization.
Accessibility: Keyboard Navigation
16) The genetic composition of an individual is called its
________.
1. A)
phenotype
2. B)
genotype
3. C)
hybrid
4. D)
dominance
5. E)
None of these choices are correct.
Answer: B
Section: 03.02
Topic: Law of Segregation
Bloom’s: 1. Remember
Learning Outcome: 03.02.02 State Mendel’s law of
segregation, and explain how it is related to gamete formation and
fertilization.
Accessibility: Keyboard Navigation
17) The observable characteristics of an organism are called its
________.
1. A)
phenotype
2. B)
genotype
3. C)
dominance
4. D)
genes
5. E)
None of these choices are correct.
Answer: A
Section: 03.02
Topic: Law of Segregation
Bloom’s: 1. Remember
Learning Outcome: 03.02.02 State Mendel’s law of
segregation, and explain how it is related to gamete formation and
fertilization.
Accessibility: Keyboard Navigation
18) An individual who has two different alleles for a trait is
called ________.
1. A)
haploid
2. B)
homozygous
3. C)
heterozygous
4. D)
isozygous
5. E)
true-breeding
Answer: C
Section: 03.02
Topic: Law of Segregation
Bloom’s: 1. Remember
Learning Outcome: 03.02.02 State Mendel’s law of
segregation, and explain how it is related to gamete formation and
fertilization.
Accessibility: Keyboard Navigation
19) In a Punnett square diagram, the outside of the box
represents the ________.
1. A)
diploid offspring
2. B)
haploid offspring
3. C)
diploid gametes
4. D)
haploid gametes
Answer: D
Section: 03.02
Topic: Law of Segregation
Bloom’s: 2. Understand
Learning Outcome: 03.02.03 Predict the outcome of a
single-factor cross or self-fertilization experiment using a Punnett square.
Accessibility: Keyboard Navigation
20) Mendel’s work with two-factor crosses led directly to which
of the following?
1. A)
chromosomal theory of inheritance
2. B)
particulate theory of inheritance
3. C)
law of segregation
4. D)
law of independent assortment
5. E)
theory of biological evolution
Answer: D
Section: 03.03
Topic: Law of Independent Assortment
Bloom’s: 2. Understand
Learning Outcome: 03.03.01 Analyze Mendel’s experiments
involving two-factor crosses.
Accessibility: Keyboard Navigation
21) In a two-factor cross using Mendelian inheritance, if both
parents are heterozygous for both traits, what will be the phenotypic ratio of
their offspring?
1. A)
3:1
2. B)
1:2:1
3. C)
1:1
4. D)
9:3:3:1
Answer: D
Section: 03.03
Topic: Law of Independent Assortment
Bloom’s: 2. Understand
Learning Outcome: 03.03.01 Analyze Mendel’s experiments
involving two-factor crosses.
Accessibility: Keyboard Navigation
22) If a Punnett square is used to visualize a three-factor
cross, how many boxes would be inside of the square?
1. A) 3
2. B) 8
3. C) 48
4. D) 64
5. E)
can’t be determined
Answer: D
Explanation: The number of boxes inside the Punnett square
is the number of unique female gametes multiplied by the number of unique male
gametes (columns times rows). With a two-factor cross, the number of unique
gametes is 2 x 2 = 4. (AB, Ab, aB, and ab.) Thus, there are 4 x
4 = 16 boxes inside the square. For a three-factor cross, the number of unique
gametes is 2 x 2 x 2 = 8. (ABC, ABc, AbC, Abc, aBC, aBc, aBC, and abc.) Thus, there are 8
x 8 = 64 boxes inside the square.
Section: 03.03
Topic: Law of Independent Assortment
Bloom’s: 3. Apply
Learning Outcome: 03.03.03 Predict the outcome of
two-factor crosses using a Punnett square.
Accessibility: Keyboard Navigation
23) In humans, patterns of inheritance are often studied using
which of the following?
1. A)
two-factor crosses
2. B)
production of true-breeding lines
3. C)
pedigree analysis
4. D)
self-fertilization
Answer: C
Section: 03.05
Topic: Studying Inheritance Patterns in Humans
Bloom’s: 2. Understand
Learning Outcome: 03.05.01 Describe the features of a
pedigree.
Accessibility: Keyboard Navigation
24) The chance that a future event will occur is called
________.
1. A)
probability
2. B)
goodness of fit
3. C)
degrees of freedom
4. D)
random selection
5. E)
All of these choices are correct.
Answer: A
Section: 03.06
Topic: Probability and Statistics
Bloom’s: 2. Understand
Learning Outcome: 03.06.01 Define probability.
Accessibility: Keyboard Navigation
25) A coin is flipped 100 times, with a result of 53 heads and
47 tails. The deviation between the observed numbers and the expected 50-50
results is called ________.
1. A)
probability
2. B)
degrees of freedom
3. C)
goodness of fit
4. D)
random sampling error
5. E)
standard error
Answer: D
Section: 03.06
Topic: Probability and Statistics
Bloom’s: 2. Understand
Learning Outcome: 03.06.01 Define probability.
Accessibility: Keyboard Navigation
26) Which of the following would be used to determine the
probability of three independent events in order?
1. A)
sum rule
2. B)
product rule
3. C)
chi square test
4. D)
binomial expansion
5. E)
random sampling error
Answer: B
Section: 03.06
Topic: Probability and Statistics
Bloom’s: 3. Apply
Learning Outcome: 03.06.02 Predict the outcome of crosses
using the product rule and binomial expansion equation.
Accessibility: Keyboard Navigation
27) A couple would like to know what the probability is that out
of five children, three will be girls. This is solved using which of the
following?
1. A)
sum rule
2. B)
product rule
3. C)
chi square test
4. D)
binomial expansion
5. E)
random sampling error
Answer: D
Section: 03.06
Topic: Probability and Statistics
Bloom’s: 3. Apply
Learning Outcome: 03.06.02 Predict the outcome of crosses
using the product rule and binomial expansion equation.
Accessibility: Keyboard Navigation
28) Recall that in pea plants, purple flower color is dominant
and white is recessive. If two heterozygous plants are crossed, what is the
probability that the first two offspring will have purple flowers?
1. A)
1/2
2. B)
1/4
3. C)
6/4
4. D)
9/16
5. E)
1/16
Answer: D
Section: 03.06
Topic: Probability and Statistics
Bloom’s: 3. Apply
Learning Outcome: 03.06.02 Predict the outcome of crosses
using the product rule and binomial expansion equation.
Accessibility: Keyboard Navigation
29) The chi square test is used to prove that a hypothesis is correct.
Answer: FALSE
Explanation: The chi square test is used to determine
goodness of fit between the observed data and the data that are predicted from
a hypothesis. If the observed and predicted data are very similar, we can
conclude that the hypothesis is consistent with the observed outcome. In this
case, it is reasonable to accept the hypothesis. However, it should be
emphasized that this does not prove a hypothesis is correct. Statistical
methods can never prove that a hypothesis is correct. They can provide insight
about whether or not the observed data seem reasonably consistent with the
hypothesis. Alternative hypotheses, perhaps even ones that the experimenter has
failed to realize, may also be consistent with the data.
Section: 03.06
Topic: Probability and Statistics
Bloom’s: 2. Understand
Learning Outcome: 03.06.03 Evaluate the validity of a
hypothesis using a chi square test.
Accessibility: Keyboard Navigation
30) In a genetic cross, there are n classes of data.
What would the degrees of freedom be for a chi square test on this data?
1. A) n
2. B) n + 1
3. C) n – 1
4. D) 2n + 1
5. E) x(n) where x equals the number
of individuals in the cross
Answer: C
Section: 03.06
Topic: Probability and Statistics
Bloom’s: 1. Remember
Learning Outcome: 03.06.03 Evaluate the validity of a
hypothesis using a chi square test.
Accessibility: Keyboard Navigation
31) The likelihood that the variation of observed data from
expectations is due to random chance is called the ________.
1. A) P value
2. B)
goodness of fit
3. C)
degrees of freedom
4. D)
empirical approach
Answer: A
Section: 03.06
Topic: Probability and Statistics
Bloom’s: 2. Understand
Learning Outcome: 03.06.03 Evaluate the validity of a
hypothesis using a chi square test.
Accessibility: Keyboard Navigation
32) In the biological sciences, the hypothesis is usually
rejected if the P value
is ________.
1. A)
greater than 1
2. B)
less than 0.30
3. C)
less than 0.95
4. D)
less than 0.05
5. E)
less than 1
Answer: D
Section: 03.06
Topic: Probability and Statistics
Bloom’s: 2. Understand
Learning Outcome: 03.06.03 Evaluate the validity of a
hypothesis using a chi square test.
Accessibility: Keyboard Navigation
33) Mendel’s data and the study of chromosomes and meiosis
did not support the idea of ________, which is the belief that seeds are
produced by all parts of the body and transmitted to the next generation.
1. A)
the chromosome theory of inheritance
2. B)
pangenesis
3. C)
the blending theory of inheritance
4. D)
the law of segregation
5. E)
the law of independent assortment
Answer: B
Section: 03.04
Topic: Chromosome Theory of Inheritance
Bloom’s: 2. Understand
Learning Outcome: 03.04.01 List the key tenets of the
chromosome theory of inheritance.
Accessibility: Keyboard Navigation
34) If two individuals with different distinct characteristics
are mated, their offspring is called a ________.
1. A)
strain
2. B)
true-breeding line
3. C)
gamete
4. D)
cross
5. E)
hybrid
Answer: E
Section: 03.01
Topic: Mendel’s Study of Pea Plants
Bloom’s: 1. Remember
Learning Outcome: 03.01.03 List the seven characteristics
of pea plants that Mendel chose to study.
Accessibility: Keyboard Navigation
35) If over several generations a character does not vary in a
group of organisms, that group can be called a ________.
1. A)
heterozygote
2. B)
hybrid
3. C)
true-breeding line
4. D)
variant
5. E)
cross-fertilized line
Answer: C
Section: 03.01
Topic: Mendel’s Study of Pea Plants
Bloom’s: 1. Remember
Learning Outcome: 03.01.02 Outline the steps that Mendel
followed to make crosses between different strains of pea plants
Accessibility: Keyboard Navigation
36) A cross in which a researcher investigates the patterns of
inheritance of a single trait is called a ________.
1. A)
monohybrid cross
2. B)
multi-factor cross
3. C)
two-factor cross
4. D)
cross-fertilization
5. E)
self-fertilization
Answer: A
Section: 03.02
Topic: Law of Segregation
Bloom’s: 2. Understand
Learning Outcome: 03.02.01 Analyze Mendel’s experiments
involving single-factor crosses.
Accessibility: Keyboard Navigation
37) A specific version of a gene is called a(n) ________.
1. A)
trait
2. B)
character
3. C)
gamete
4. D)
allele
5. E)
variant
Answer: D
Section: 03.02
Topic: Law of Segregation
Bloom’s: 1. Remember
Learning Outcome: 03.02.02 State Mendel’s law of
segregation, and explain how it is related to gamete formation and
fertilization.
Accessibility: Keyboard Navigation
38) The ________ refers to the genetic composition of an
individual.
1. A)
character
2. B)
genotype
3. C)
phenotype
4. D)
dominant trait
5. E)
recessive trait
Answer: B
Section: 03.02
Topic: Law of Segregation
Bloom’s: 1. Remember
Learning Outcome: 03.02.02 State Mendel’s law of
segregation, and explain how it is related to gamete formation and
fertilization.
Accessibility: Keyboard Navigation
39) The ________ refers to the observable characteristics of an
individual.
1. A)
character
2. B)
genotype
3. C)
phenotype
4. D)
dominant trait
5. E)
recessive trait
Answer: C
Section: 03.02
Topic: Law of Segregation
Bloom’s: 1. Remember
Learning Outcome: 03.02.02 State Mendel’s law of
segregation, and explain how it is related to gamete formation and
fertilization.
Accessibility: Keyboard Navigation
40) In a genetic cross, the ________ represent offspring with
genetic combinations that were not found in the parental lines.
1. A) P generation
2. B)
nonrecombinants
3. C)
parentals
4. D)
nonparentals
Answer: D
Section: 03.03
Topic: Law of Independent Assortment
Bloom’s: 2. Understand
Learning Outcome: 03.03.01 Analyze Mendel’s experiments
involving two-factor crosses.
Accessibility: Keyboard Navigation
41) The study of family trees in humans is called a ________
analysis.
1. A)
pedigree
2. B)
monohybrid
3. C)
factorial
4. D)
statistical
5. E)
probability
Answer: A
Section: 03.05
Topic: Studying Inheritance Patterns in Humans
Bloom’s: 1. Remember
Learning Outcome: 03.05.01 Describe the features of a
pedigree.
Accessibility: Keyboard Navigation
42) Statistical analysis determines the ________ between
observed data and what was expected from the original hypothesis.
1. A)
testcross
2. B)
degrees of freedom
3. C) P values
4. D)
complete hypothesis
5. E)
goodness of fit
Answer: E
Section: 03.06
Topic: Probability and Statistics
Bloom’s: 2. Understand
Learning Outcome: 03.06.03 Evaluate the validity of a
hypothesis using a chi square test.
Accessibility: Keyboard Navigation
43) Mendel’s law of independent assortment states that ________
randomly assort their ________ during the formation of haploid cells.
1. A)
genes; alleles
2. B)
alleles; versions
3. C)
cells; mitochondria
4. D)
genes; nucleotides
Answer: A
Explanation: The law of independent assortment states that
genes randomly assort their alleles during the formation of haploid cells. In
other words, the allele of one gene does not affect the distribution of alleles
of a separate gene.
Section: 03.03
Topic: Law of Independent Assortment
Bloom’s: 1. Remember
Learning Outcome: 03.03.02 State Mendel’s law of
independent assortment.
Accessibility: Keyboard Navigation
44) Which situation below would violate the law of independent
assortment, as understood by Mendel?
1. A) A
plant breeder is able to create a true-breeding line that combines the alleles
for white flowers and wrinkled peas.
2. B) A
mutant gene can prevent pod formation altogether, thus preventing expression of
the round or wrinkled pea alleles.
3. C) A
gene for petal color does not affect the expression of a gene for petal number.
4. D) A
gene for leaf shape is linked to a gene for petal number nearby on the same
chromosome, so their alleles usually segregate together.
5. E)
Combining certain alleles of different genes results in a plant that grows
poorly.
Answer: D
Explanation: The law of independent assortment states that
two different genes randomly assort their alleles during the formation of
haploid cells. Two genes that lie near each other on a chromosome are said to
be linked, since their alleles will tend to segregate together. Mendel did not
know about this phenomenon, as genetic linkage was not discovered until after
the rediscovery of Mendel’s laws.
Section: 03.03
Topic: Law of Independent Assortment
Bloom’s: 5. Evaluate
Learning Outcome: 03.03.02 State Mendel’s law of
independent assortment.
Accessibility: Keyboard Navigation
45) Choose all statements that constitute key tenets of the
chromosome theory of inheritance.
1. A)
Chromosomes are copies of the genetic material that are used to make proteins
and are then destroyed.
2. B)
Chromosomes contain the genetic material.
3. C)
Chromosomes are contributed by the maternal parent only.
4. D)
Chromosomes are replicated and transmitted during inheritance and during
development.
5. E)
Most cells are diploid, with two copies of each chromosome.
6. F)
Gametes contain two copies of each chromosome so there is a backup copy if one
is damaged.
7. G)
During gamete formation, chromosomes segregate independently.
8. H)
Each parent contributes one complete set of chromosomes.
9. J)
Certain chromosomes are linked together, so that genes that work together are
transmitted together.
Answer: B, D, E, G, H
Explanation: The chromosomes theory of inheritance states:
1. Chromosomes
contain the genetic material that is transmitted from parent to offspring and
from cell to cell.
2. Chromosomes
are replicated and passed along, generation after generation, from parent to
offspring. They are also passed from cell to cell during the development of a
multicellular organism. Each type of chromosome retains its individuality
during cell division and gamete formation.
3. The
nuclei of most eukaryotic cells contain chromosomes that are found in
homologous pairs—they are diploid. One member of each pair is inherited from
the mother, the other from the father. At meiosis, one of the two members of
each pair segregates into one daughter nucleus, and the homolog segregates into
the other daughter nucleus. Gametes contain one set of chromosomes—they are
haploid.
4. During
the formation of haploid cells, different types of (nonhomologous) chromosomes
segregate independently of each other.
5. Each
parent contributes one set of chromosomes to its offspring. The maternal and
paternal sets of homologous chromosomes are functionally equivalent; each set
carries a full complement of genes.
The chromosomes theory of inheritance states:
1. Chromosomes
contain the genetic material that is transmitted from parent to offspring and
from cell to cell.
2. Chromosomes
are replicated and passed along, generation after generation, from parent to
offspring. They are also passed from cell to cell during the development of a
multicellular organism. Each type of chromosome retains its individuality
during cell division and gamete formation.
3. The
nuclei of most eukaryotic cells contain chromosomes that are found in
homologous pairs—they are diploid. One member of each pair is inherited from
the mother, the other from the father. At meiosis, one of the two members of
each pair segregates into one daughter nucleus, and the homolog segregates into
the other daughter nucleus. Gametes contain one set of chromosomes—they are
haploid.
4. During
the formation of haploid cells, different types of (nonhomologous) chromosomes
segregate independently of each other.
5. Each
parent contributes one set of chromosomes to its offspring. The maternal and
paternal sets of homologous chromosomes are functionally equivalent; each set
carries a full complement of genes.
The chromosomes theory of inheritance states:
1. Chromosomes
contain the genetic material that is transmitted from parent to offspring and
from cell to cell.
2. Chromosomes
are replicated and passed along, generation after generation, from parent to
offspring. They are also passed from cell to cell during the development of a
multicellular organism. Each type of chromosome retains its individuality
during cell division and gamete formation.
3. The
nuclei of most eukaryotic cells contain chromosomes that are found in
homologous pairs—they are diploid. One member of each pair is inherited from
the mother, the other from the father. At meiosis, one of the two members of
each pair segregates into one daughter nucleus, and the homolog segregates into
the other daughter nucleus. Gametes contain one set of chromosomes—they are
haploid.
4. During
the formation of haploid cells, different types of (nonhomologous) chromosomes
segregate independently of each other.
5. Each
parent contributes one set of chromosomes to its offspring. The maternal and
paternal sets of homologous chromosomes are functionally equivalent; each set
carries a full complement of genes.
The chromosomes theory of inheritance states:
1. Chromosomes
contain the genetic material that is transmitted from parent to offspring and
from cell to cell.
2. Chromosomes
are replicated and passed along, generation after generation, from parent to
offspring. They are also passed from cell to cell during the development of a
multicellular organism. Each type of chromosome retains its individuality
during cell division and gamete formation.
3. The
nuclei of most eukaryotic cells contain chromosomes that are found in
homologous pairs—they are diploid. One member of each pair is inherited from
the mother, the other from the father. At meiosis, one of the two members of
each pair segregates into one daughter nucleus, and the homolog segregates into
the other daughter nucleus. Gametes contain one set of chromosomes—they are
haploid.
4. During
the formation of haploid cells, different types of (nonhomologous) chromosomes
segregate independently of each other.
5. Each
parent contributes one set of chromosomes to its offspring. The maternal and
paternal sets of homologous chromosomes are functionally equivalent; each set
carries a full complement of genes.
The chromosomes theory of inheritance states:
1. Chromosomes
contain the genetic material that is transmitted from parent to offspring and
from cell to cell.
2. Chromosomes
are replicated and passed along, generation after generation, from parent to
offspring. They are also passed from cell to cell during the development of a
multicellular organism. Each type of chromosome retains its individuality
during cell division and gamete formation.
3. The
nuclei of most eukaryotic cells contain chromosomes that are found in
homologous pairs—they are diploid. One member of each pair is inherited from
the mother, the other from the father. At meiosis, one of the two members of
each pair segregates into one daughter nucleus, and the homolog segregates into
the other daughter nucleus. Gametes contain one set of chromosomes—they are
haploid.
4. During
the formation of haploid cells, different types of (nonhomologous) chromosomes
segregate independently of each other.
5. Each
parent contributes one set of chromosomes to its offspring. The maternal and
paternal sets of homologous chromosomes are functionally equivalent; each set
carries a full complement of genes.
Section: 03.04
Topic: Chromosome Theory of Inheritance
Bloom’s: 2. Understand
Learning Outcome: 03.04.01 List the key tenets of the
chromosome theory of inheritance.
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46) What aspect of meiosis best explains Mendel’s law of
segregation?
1. A)
selective removal of genetic information to create haploid gametes
2. B)
separation of homologous chromosomes during Meiosis I
3. C)
random alignment of different bivalents during Meiosis I
4. D)
transmission of genes together when they lie nearby on the same chromosome
5. E)
separation of identical alleles during Meiosis II
Answer: B
Explanation: The separation of homologs during Meiosis I
accounts for Mendel’s observation that two copies of a gene segregate (or
separate) from each other during transmission from parent to offspring.
Section: 03.04
Topic: Chromosome Theory of Inheritance
Bloom’s: 2. Understand
Learning Outcome: 03.04.02 Explain the relationship
between meiosis and Mendel’s laws of inheritance.
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47) What aspect of meiosis best explains Mendel’s law of
independent assortment?
1. A)
selective removal of genetic information to create haploid gametes
2. B)
separation of homologous chromosomes during Meiosis I
3. C)
random alignment of different bivalents during Meiosis I
4. D)
transmission of genes together when they lie nearby on the same chromosome
5. E)
separation of identical alleles during Meiosis II
Answer: C
Explanation: The random alignment of bivalents (pairs of
duplicated chromosomes) with respect to each other during Meiosis I accounts
for Mendel’s observation that two different genes randomly assort their alleles
during the formation of haploid cells. The movement of the allele for seed
color will not affect the movement of the allele for seed shape on another
chromosome, because the pairs of homologs line up independently from each
other.
Section: 03.04
Topic: Chromosome Theory of Inheritance
Bloom’s: 2. Understand
Learning Outcome: 03.04.02 Explain the relationship
between meiosis and Mendel’s laws of inheritance.
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48) Small, closed communities of people that intermarry within
the group are likely to see a higher occurrence of disease from
1. A)
recessive alleles.
2. B)
dominant alleles.
3. C)
malnutrition.
4. D)
environmental factors.
Answer: A
Explanation: In small closed communities, marriage is
likely to occur between people who share genetic background. This increases the
likelihood of bringing together two copies of a recessive disease allele,
allowing expression of the disease trait.
Section: 03.05
Topic: Studying Inheritance Patterns in Humans
Bloom’s: 4. Analyze
Learning Outcome: 03.05.02 Analyze a pedigree to determine
if a trait or disease is dominant or recessive.
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49) In a certain family pedigree, you observe that 7 of a
couple’s 12 children display a disease trait. In the subsequent generation,
some of the children of affected individuals have the disease, but none of the
children of two unaffected parents do. You conclude that the disease is caused
by a ________ allele.
1. A)
recessive
2. B)
dominant
3. C)
redundant
4. D)
wild-type
Answer: B
Explanation: Dominant alleles are expressed even when
paired with another wild-type allele. Therefore they are expressed in every
generation in individuals that received the disease allele. Only children of
affected individuals can receive the disease allele, because unaffected
individuals must lack the disease allele completely.
Section: 03.05
Topic: Studying Inheritance Patterns in Humans
Bloom’s: 4. Analyze
Learning Outcome: 03.05.02 Analyze a pedigree to determine
if a trait or disease is dominant or recessive.
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Concepts of Genetics, 3e (Brooker)
Chapter 5 Extensions of Mendelian Inheritance
1) Genes that are not required for survival, but are likely to
be beneficial to the organism, are called ________.
1. A)
essential genes
2. B)
lethal alleles
3. C)
semilethal alleles
4. D)
nonessential genes
5. E)
conditional lethal alleles
Answer: D
Explanation: Are these genes harmful or essential?
Section: 05.06
Topic: Lethal Alleles
Bloom’s: 1. Remember
Learning Outcome: 05.06.01 Describe the different types of
lethal alleles.
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2) Alleles that cause death in a certain temperature range are
examples of ________.
1. A)
essential genes
2. B)
lethal alleles
3. C)
semilethal alleles
4. D)
nonessential genes
5. E)
conditional lethal alleles
Answer: E
Explanation: A phenotype that manifests its effects under certain
conditions.
Section: 05.06
Topic: Lethal Alleles
Bloom’s: 1. Remember
Learning Outcome: 05.06.01 Describe the different types of
lethal alleles.
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3) Huntington disease in humans is an example of ________.
1. A)
essential genes
2. B)
lethal alleles
3. C)
semilethal alleles
4. D)
nonessential genes
5. E)
sex linked allele
Answer: B
Explanation:
Section: 05.06
Topic: Lethal Alleles
Bloom’s: 1. Remember
Learning Outcome: 05.06.01 Describe the different types of
lethal alleles.
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4) A heterozygote possesses a phenotype that is intermediate
between the homozygous dominant and homozygous recessive phenotypes. This is
most likely an example of ________.
1. A)
lethal alleles
2. B)
incomplete dominance
3. C)
gene dosage
4. D)
sex-influenced inheritance
Answer: B
Explanation: See table 5.1.
Section: 05.04
Topic: Incomplete Dominance, Overdominance, and
Codominance
Bloom’s: 1. Remember
Learning Outcome: 05.04.02 Explain the underlying molecular
mechanisms of incomplete dominance, overdominance, and codominance.
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5) In four-o’clock plants, red flower color is dominant to white
flower color. However, heterozygous plants have a pink color. If a pink-flowered
plant is crossed with a white-flowered plant, what will be the phenotypic
ratios of their offspring?
1. A) ¼
red, ½ pink, ¼ white
2. B)
all pink
3. C)
all white
4. D) ½
pink, ½ white
5. E) ½
red, ½ pink
Answer: D
Explanation: Half the offspring will inherit the recessive
allele from both parents and the other half will be heterozygous.
Section: 05.04
Topic: Incomplete Dominance, Overdominance, and
Codominance
Bloom’s: 3. Apply
Learning Outcome: 05.04.01 Predict the outcome of crosses
involving incomplete dominance, overdominance, and codominance.
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6) The coat characteristics of Siamese cats and Himalayan
rabbits, where proteins in the extremities function differently than in other
parts of the body, is an example of ________.
1. A)
incomplete dominance
2. B)
multiple allele systems
3. C)
semilethal alleles
4. D)
temperature-sensitive allele
Answer: D
Explanation: Different parts of the body might be at
different temperatures.
Section: 05.03
Topic: Environmental Effects on Gene Expression
Bloom’s: 2. Understand
Learning Outcome: 05.03.01 Discuss the role of the
environment with regard to an individual’s traits.
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7) In rabbits, full coat color (C) is the dominant trait. A
second allele, chinchilla (cch), is recessive to full coat color. Himalayan
coat color (ch) is recessive to chinchilla and full coat colors, and albino (c)
is recessive to all coat colors. If two chinchilla rabbits mate, what coat
color is not possible in their offspring?
1. A)
full coat color
2. B)
chinchilla coat color
3. C)
himalayan coat color
4. D)
albino coat color
5. E)
All coat colors are possible.
Answer: A
Explanation: Two recessive phenotype parents cannot have
dominant allele progeny.
Section: 05.01
Topic: Overview of Simple Inheritance Patterns
Bloom’s: 4. Analyze
Learning Outcome: 05.01.01 Compare and contrast the
different types of Mendelian inheritance patterns involving single genes.
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8) In human blood groups, the fact that an individual can have
an AB blood type is an example of ________.
1. A)
incomplete dominance
2. B)
incomplete penetrance
3. C)
sex-influenced trait
4. D)
temperature-sensitive conditional allele
5. E)
codominance
Answer: E
Explanation: Alleles that make functional gene products
can be codominant. Recessive alleles often fail to make a product; hence,
loss-of-function.
Section: 05.04
Topic: Incomplete Dominance, Overdominance, and
Codominance
Bloom’s: 2. Understand
Learning Outcome: 05.04.02 Explain the underlying
molecular mechanisms of incomplete dominance, overdominance, and codominance.
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9) An individual with type A blood and an individual with type B
blood mate and have offspring. What blood type is not possible in their
offspring?
1. A)
type O blood
2. B)
type A blood
3. C)
type B blood
4. D)
type AB blood
5. E)
All blood types are possible.
Answer: E
Explanation: A dominant phenotype can be homozygous or
heterozygous.
Section: 05.04
Topic: Incomplete Dominance, Overdominance, and
Codominance
Bloom’s: 4. Analyze
Learning Outcome: 05.04.01 Predict the outcome of crosses
involving incomplete dominance, overdominance, and codominance.
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10) At the molecular level, type A and type B blood differ in
which of the following characteristics?
1. A)
the antigens present on the surface of the red blood cells
2. B)
the type of sugar found in each type
3. C)
the antibodies that are generated against the other type of blood
4. D)
All of these choices are correct.
Answer: D
Explanation: Think about the phenotype and the
consequences when used in blood transfusions.
Section: 05.04
Topic: Incomplete Dominance, Overdominance, and
Codominance
Bloom’s: 2. Understand
Learning Outcome: 05.04.02 Explain the underlying
molecular mechanisms of incomplete dominance, overdominance, and codominance.
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11) For a certain trait, a heterozygous individual has a
selective advantage over a homozygous dominant or homozygous recessive
individual. This is called ________.
1. A)
codiminance
2. B)
incomplete dominance
3. C)
overdominance
4. D)
incomplete penetrance
5. E)
multiple allele systems
Answer: C
Explanation: Sometimes the heterozygote is more fit
depending on conditions.
Section: 05.04
Topic: Incomplete Dominance, Overdominance, and
Codominance
Bloom’s: 2. Understand
Learning Outcome: 05.04.02 Explain the underlying
molecular mechanisms of incomplete dominance, overdominance, and codominance.
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12) Sickle-cell anemia in humans is an example of ________.
1. A)
codominance
2. B)
incomplete penetrance
3. C)
heterozygote advantage
4. D)
multiple allele systems
Answer: C
Explanation: Homozygous dominant individuals are more
susceptible to malaria and homozygous sickle cell can be lethal,
therefore the heterozygous genotype is advantageous.
Section: 05.04
Topic: Incomplete Dominance, Overdominance, and
Codominance
Bloom’s: 2. Understand
Learning Outcome: 05.04.02 Explain the underlying
molecular mechanisms of incomplete dominance, overdominance, and codominance.
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13) At the molecular level, which of the following best explains
heterozygous advantage and overdominance?
1. A) A
heterozygous individual can produce more varieties of homodimer proteins.
2. B)
The alleles produce two different proteins with slightly different functions.
3. C)
The proteins produced by the alleles may provide a broader range of
environmental tolerance, such as temperature ranges.
4. D)
Infectious organisms may recognize only a specific functional protein.
5. E)
All of the answers are possibilities.
Answer: E
Explanation: Heterozygote advantage can be caused by a
number of factors.
Section: 05.04
Topic: Incomplete Dominance, Overdominance, and
Codominance
Bloom’s: 2. Understand
Learning Outcome: 05.04.02 Explain the underlying
molecular mechanisms of incomplete dominance, overdominance, and codominance.
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14) Polydactyly in humans is an example of ________.
1. A)
simple Mendelian inheritance
2. B)
incomplete dominance
3. C)
incomplete penetrance
4. D)
codominance
5. E)
gene dosage
Answer: C
Explanation: Think range of phenotype; having an allele
does not always mean manifestation.
Section: 05.02
Topic: Dominant and Recessive Alleles
Bloom’s: 2. Understand
Learning Outcome: 05.02.03 Describe how traits can exhibit
incomplete penetrance and vary in their expressivity.
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15) If a geneticist describes a trait as being 70% penetrant,
what would that mean?
1. A)
The expression of the trait varies by individual.
2. B) It
is lethal in 30% of the individuals who have the trait.
3. C)
Only 70% of the individuals who have a particular genotype express the
trait.
4. D)
The trait is present in 70% of the population.
Answer: C
Explanation: Remember penetrance is based on a percentage
of phenotype/allele.
Section: 05.02
Topic: Dominant and Recessive Alleles
Bloom’s: 2. Understand
Learning Outcome: 05.02.03 Describe how traits can exhibit
incomplete penetrance and vary in their expressivity.
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16) The phenylketonuria phenotype in humans is an example of
________.
1. A)
incomplete penetrance
2. B)
codominance
3. C) an
environmental-influenced trait
4. D)
incomplete dominance
5. E)
All of these choices are correct.
Answer: C
Explanation: Remember expression of a phenotype could be
environment dependent.
Section: 05.03
Topic: Environmental Effects on Gene Expression
Bloom’s: 2. Understand
Learning Outcome: 05.03.01 Discuss the role of the
environment with regard to an individual’s traits.
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17) If an allele is dominant in one sex and recessive in
another, it is an example of ________.
1. A)
sex-limited inheritance
2. B)
sex-influenced inheritance
3. C)
incomplete dominance
4. D)
simple Mendelian inheritance
Answer: B
Explanation: Remember genes can interact, and sometimes
allelic relationships change.
Section: 05.05
Topic: Sex-Influenced and Sex-Limited Inheritance
Bloom’s: 2. Understand
Learning Outcome: 05.05.01 Compare and contrast
sex-influenced inheritance and sex-limited inheritance.
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18) New research indicates that male-pattern baldness is a
sex-linked trait in humans because of mutations of an androgen receptor gene on
the X chromosome.
Answer: TRUE
Explanation: Recent research shows a mutated androgen
receptor gene present on the X chromosome contributes to male-pattern baldness.
Section: 05.05
Topic: Sex-Influenced and Sex-Limited Inheritance
Bloom’s: 2. Understand
Learning Outcome: 05.05.01 Compare and contrast
sex-influenced inheritance and sex-limited inheritance.
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19) A paralog ________.
1. A) is
found for every gene in mammals
2. B) is
only found on the X but not the Y chromosome
3. C)
can explain the lack of phenotype for a gene knockout
4. D)
cannot be mutated
5. E)
has the same DNA sequence as the original duplicated gene
Answer: C
Explanation: Remember gene redundancy can be caused by
previous gene duplication.
Section: 05.08
Topic: Gene Interaction
Bloom’s: 2. Understand
Learning Outcome: 05.08.02 Compare and contrast epistasis,
complementation, modifying genes, and gene redundancy.
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20) The interaction of two genes to produce a phenotype was
first described by ________.
1. A)
Morgan and Bridges
2. B)
Mendel
3. C)
Darwin
4. D)
Bateson and Punnett
5. E)
None of these choices are correct.
Answer: D
Explanation: Review section 5.8, “Gene Interaction.”
Section: 05.08
Topic: Gene Interaction
Bloom’s: 1. Remember
Learning Outcome: 05.08.01 Define gene interaction.
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21) Epistasis is ________.
1. A) another
term for overdominance
2. B)
when one gene can mask the expression of a second gene
3. C) a
trait that is only expressed in one sex of the species
4. D)
when two dominant alleles can be expressed in the same individual
5. E)
None of these choices are correct.
Answer: B
Explanation: Remember the phenotype of one gene can effect
the products of a different gene.
Section: 05.08
Topic: Gene Interaction
Bloom’s: 1. Remember
Learning Outcome: 05.08.02 Compare and contrast epistasis,
complementation, modifying genes, and gene redundancy.
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22) In a dihybrid cross of two heterozygous individuals, you
expect a 9:3:3:1 phenotypic ratio in the offspring, but observe a ratio of 9:7.
What is the most likely explanation?
1. A)
codominace
2. B) a
sex-limited trait
3. C)
simple Mendelian inheritance
4. D)
incomplete penetrance
5. E)
epistatic interactions of the two genes
Answer: E
Explanation: Remember that phenotype can be the result of
biochemical pathways requiring 2 or more functional gene products.
Section: 05.08
Topic: Gene Interaction
Bloom’s: 3. Apply
Learning Outcome: 05.08.03 Predict the outcome of crosses
that exhibit epistasis, complementation, and gene redundancy.
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23) Which of the following is not correct concerning epistatic
interactions?
1. A)
They are often associated with enzymatic pathways.
2. B)
They produce variations in the expected 9:3:3:1 ratio of a dihybrid cross.
3. C)
They can result when a gene at one locus masks the expression of a gene at a
different locus.
4. D)
They always result in a 9:7 ratio of a dihybrid cross.
5. E)
They are due to gene interactions.
Answer: D
Explanation: Numerous ratios are possible depending on the
pathways.
Section: 05.08
Topic: Gene Interaction
Bloom’s: 4. Analyze
Learning Outcome: 05.08.02 Compare and contrast epistasis,
complementation, modifying genes, and gene redundancy.
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