...

1 11 Transmission Genetics

by taratuta

on
Category: Documents
4

views

Report

Comments

Transcript

1 11 Transmission Genetics
wea25324_ch01_001-011.indd Page 2 10/21/10 11:03 AM user-f494
2
/Volume/204/MHDQ268/wea25324_disk1of1/0073525324/wea25324_pagefiles
Chapter 1 / A Brief History
In Chapters 2 and 3 we will add more substance to this
brief outline. By definition, the early work on genes cannot be considered molecular biology, or even molecular
genetics, because early geneticists did not know the
molecular nature of genes. Instead, we call it transmission
genetics because it deals with the transmission of traits
from parental organisms to their offspring. In fact, the
chemical composition of genes was not known until 1944.
At that point, it became possible to study genes as molecules, and the discipline of molecular biology began.
1.1
Transmission Genetics
In 1865, Gregor Mendel (Figure 1.1) published his findings
on the inheritance of seven different traits in the garden
pea. Before Mendel’s research, scientists thought inheritance occurred through a blending of each trait of the
parents in the offspring. Mendel concluded instead that
inheritance is particulate. That is, each parent contributes
particles, or genetic units, to the offspring. We now call
these particles genes. Furthermore, by carefully counting
the number of progeny plants having a given phenotype, or
observable characteristic (e.g., yellow seeds, white flowers),
Mendel was able to make some important generalizations.
The word phenotype, by the way, comes from the same
Greek root as phenomenon, meaning appearance. Thus, a
tall pea plant exhibits the tall phenotype, or appearance.
Phenotype can also refer to the whole set of observable
characteristics of an organism.
Mendel’s Laws of Inheritance
Mendel saw that a gene can exist in different forms called
alleles. For example, the pea can have either yellow or
green seeds. One allele of the gene for seed color gives rise
to yellow seeds, the other to green. Moreover, one allele can
be dominant over the other, recessive, allele. Mendel demonstrated that the allele for yellow seeds was dominant
when he mated a green-seeded pea with a yellow-seeded
pea. All of the progeny in the first filial generation (F1) had
yellow seeds. However, when these F1 yellow peas were allowed to self-fertilize, some green-seeded peas reappeared.
The ratio of yellow to green seeds in the second filial generation (F2) was very close to 3:1.
The term filial comes from the Latin: filius, meaning
son; filia, meaning daughter. Therefore, the first filial generation (F1) contains the offspring (sons and daughters) of
the original parents. The second filial generation (F2) is the
offspring of the F1 individuals.
Mendel concluded that the allele for green seeds must
have been preserved in the F1 generation, even though it
did not affect the seed color of those peas. His explanation
Figure 1.1 Gregor Mendel. (Source: © Pixtal/age Fotostock RF.)
was that each parent plant carried two copies of the gene;
that is, the parents were diploid, at least for the characteristics he was studying. According to this concept,
homozygotes have two copies of the same allele, either two
alleles for yellow seeds or two alleles for green seeds.
Heterozygotes have one copy of each allele. The two parents in the first mating were homozygotes; the resulting F1
peas were all heterozygotes. Further, Mendel reasoned that
sex cells contain only one copy of the gene; that is, they
are haploid. Homozygotes can therefore produce sex cells,
or gametes, that have only one allele, but heterozygotes can
produce gametes having either allele.
This is what happened in the matings of yellow with
green peas: The yellow parent contributed a gamete with a
gene for yellow seeds; the green parent, a gamete with
a gene for green seeds. Therefore, all the F1 peas got one
allele for yellow seeds and one allele for green seeds. They
had not lost the allele for green seeds at all, but because
yellow is dominant, all the seeds were yellow. However,
when these heterozygous peas were self-fertilized, they produced gametes containing alleles for yellow and green color
in equal numbers, and this allowed the green phenotype to
reappear.
Here is how that happened. Assume that we have two
sacks, each containing equal numbers of green and yellow
marbles. If we take one marble at a time out of one sack
and pair it with a marble from the other sack, we will
wind up with the following results: one-quarter of the
pairs will be yellow/yellow; one-quarter will be green/green;
and the remaining one-half will be yellow/green. The
alleles for yellow and green peas work the same way.
wea25324_ch01_001-011.indd Page 3
10/19/10
12:03 PM user-f468
/Volume/204/MHDQ268/wea25324_disk1of1/0073525324/wea25324_pagefile
1.1 Transmission Genetics
3
Recalling that yellow is dominant, you can see that only
one-quarter of the progeny (the green/green ones) will
be green. The other three-quarters will be yellow because
they have at least one allele for yellow seeds. Hence, the
ratio of yellow to green peas in the second (F2) generation is 3:1.
Mendel also found that the genes for the seven different
characteristics he chose to study operate independently of
one another. Therefore, combinations of alleles of two different genes (e.g., yellow or green peas with round or
wrinkled seeds, where yellow and round are dominant
and green and wrinkled are recessive) gave ratios of
9:3:3:1 for yellow/round, yellow/wrinkled, green/round,
and green/wrinkled, respectively. Inheritance that follows
the simple laws that Mendel discovered can be called
Mendelian inheritance.
SUMMARY Genes can exist in several different
forms, or alleles. One allele can be dominant over
another, so heterozygotes having two different
alleles of one gene will generally exhibit the characteristic dictated by the dominant allele. The recessive allele is not lost; it can still exert its influence
when paired with another recessive allele in a
homozygote.
The Chromosome Theory of Inheritance
Other scientists either did not know about or uniformly
ignored the implications of Mendel’s work until 1900
when three botanists, who had arrived at similar conclusions independently, rediscovered it. After 1900, most geneticists accepted the particulate nature of genes, and the
field of genetics began to blossom. One factor that made
it easier for geneticists to accept Mendel’s ideas was a
growing understanding of the nature of chromosomes,
which had begun in the latter half of the nineteenth century. Mendel had predicted that gametes would contain
only one allele of each gene instead of two. If chromosomes carry the genes, their numbers should also be reduced by half in the gametes—and they are. Chromosomes
therefore appeared to be the discrete physical entities that
carry the genes.
This notion that chromosomes carry genes is the
chromosome theory of inheritance. It was a crucial new
step in genetic thinking. No longer were genes disembodied factors; now they were observable objects in the
cell nucleus. Some geneticists, particularly Thomas Hunt
Morgan (Figure 1.2), remained skeptical of this idea.
Ironically, in 1910 Morgan himself provided the first
definitive evidence for the chromosome theory.
Morgan worked with the fruit fly (Drosophila
melanogaster), which was in many respects a much more
Figure 1.2 Thomas Hunt Morgan. (Source: National Library of Medicine.)
convenient organism than the garden pea for genetic studies because of its small size, short generation time, and
large number of offspring. When he mated red-eyed flies
(dominant) with white-eyed flies (recessive), most, but not
all, of the F1 progeny were red-eyed. Furthermore, when
Morgan mated the red-eyed males of the F1 generation
with their red-eyed sisters, they produced about onequarter white-eyed males, but no white-eyed females. In
other words, the eye color phenotype was sex-linked. It
was transmitted along with sex in these experiments.
How could this be?
We now realize that sex and eye color are transmitted
together because the genes governing these characteristics
are located on the same chromosome—the X chromosome. (Most chromosomes, called autosomes, occur in
pairs in a given individual, but the X chromosome is an
example of a sex chromosome, of which the female fly
has two copies and the male has one.) However, Morgan
was reluctant to draw this conclusion until he observed
the same sex linkage with two more phenotypes, miniature wing and yellow body, also in 1910. That was
enough to convince him of the validity of the chromosome theory of inheritance.
Before we leave this topic, let us make two crucial
points. First, every gene has its place, or locus, on a chromosome. Figure 1.3 depicts a hypothetical chromosome
and the positions of three of its genes, called A, B, and C.
Second, diploid organisms such as human beings normally have two copies of all chromosomes (except sex
chromosomes). That means that they have two copies of
most genes, and that these copies can be the same alleles,
in which case the organism is homozygous, or different
wea25324_ch01_001-011.indd Page 4
4
10/19/10
12:03 PM user-f468
/Volume/204/MHDQ268/wea25324_disk1of1/0073525324/wea25324_pagefile
Chapter 1 / A Brief History
A
A
a
B
B
B
c
C
(a)
c
(b)
Figure 1.3 Location of genes on chromosomes. (a) A schematic
diagram of a chromosome, indicating the positions of three genes:
A, B, and C. (b) A schematic diagram of a diploid pair of chromosomes, indicating the positions of the three genes—A, B, and
C—on each, and the genotype (A or a; B or b; and C or c) at
each locus.
alleles, in which case it is heterozygous. For example,
Figure 1.3b shows a diploid pair of chromosomes with
different alleles at one locus (Aa) and the same alleles at
the other two loci (BB and cc). The genotype, or allelic
constitution, of this organism with respect to these three
genes, is AaBBcc. Because this organism has two different alleles (A and a) in its two chromosomes at the A
locus, it is heterozygous at that locus (Greek: hetero,
meaning different). Since it has the same, dominant B
allele in both chromosomes at the B locus, it is homozygous dominant at that locus (Greek: homo, meaning
same). And because it has the same, recessive c allele in
both chromosomes at the C locus, it is homozygous recessive there. Finally, because the A allele is dominant over
the a allele, the phenotype of this organism would be the
dominant phenotype at the A and B loci and the recessive
phenotype at the C locus.
This discussion of varying phenotypes in Drosophila
gives us an opportunity to introduce another important
genetic concept: wild-type versus mutant. The wild-type
phenotype is the most common, or at least the generally
accepted standard, phenotype of an organism. To avoid
the mistaken impression that a wild organism is automatically a wild-type, some geneticists prefer the term
standard type. In Drosophila, red eyes and full-size wings
are wild-type. Mutations in the white and miniature genes
result in mutant flies with white eyes and miniature wings,
respectively. Mutant alleles are usually recessive, as in
these two examples, but not always.
Genetic Recombination and Mapping
It is easy to understand that genes on separate chromosomes behave independently in genetic experiments, and
that genes on the same chromosome—like the genes for
miniature wing (miniature) and white eye (white)—behave
m+
w+
m+
w
m
w
m
w+
Figure 1.4 Recombination in Drosophila. The two X chromosomes of the female are shown schematically. One of them (red)
carries two wild-type genes: (m1), which results in normal wings,
and (w1), which gives red eyes. The other (blue) carries two mutant
genes: miniature (m) and white (w). During egg formation, a recombination, or crossing over, indicated by the crossed lines, occurs
between these two genes on the two chromosomes. The result is
two recombinant chromosomes with mixtures of the two parental
alleles. One is m1 w, the other is m w1.
as if they are linked. However, genes on the same chromosome usually do not show perfect genetic linkage. In fact,
Morgan discovered this phenomenon when he examined
the behavior of the sex-linked genes he had found. For
example, although white and miniature are both on the X
chromosome, they remain linked in offspring only 65.5%
of the time. The other offspring have a new combination
of alleles not seen in the parents and are therefore called
recombinants.
How are these recombinants produced? The answer
was already apparent by 1910, because microscopic examination of chromosomes during meiosis (gamete formation) had shown crossing over between homologous
chromosomes (chromosomes carrying the same genes, or
alleles of the same genes). This resulted in the exchange of
genes between the two homologous chromosomes. In the
previous example, during formation of eggs in the female,
an X chromosome bearing the white and miniature alleles
experienced crossing over with a chromosome bearing the
red eye and normal wing alleles (Figure 1.4). Because the
crossing-over event occurred between these two genes, it
brought together the white and normal wing alleles on one
chromosome and the red (normal eye) and miniature alleles on the other. Because it produced a new combination
of alleles, we call this process recombination.
Morgan assumed that genes are arranged in a linear
fashion on chromosomes, like beads on a string. This, together with his awareness of recombination, led him to
propose that the farther apart two genes are on a chromosome, the more likely they are to recombine. This makes
sense because there is simply more room between widely
spaced genes for crossing over to occur. A. H. Sturtevant
extended this hypothesis to predict that a mathematical
relationship exists between the distance separating two
genes on a chromosome and the frequency of recombination between these two genes. Sturtevant collected data on
recombination in the fruit fly that supported his hypothesis. This established the rationale for genetic mapping techniques still in use today. Simply stated, if two loci recombine
with a frequency of 1%, we say that they are separated by
a map distance of one centimorgan (named for Morgan
Fly UP