GENE SEGREGATION & INTEGRATION
A. Law of Segregation
•B. Law of Independent Assortment
•C. Segregation and Assortment in Haploid Organisms
•D. Dominance Relationship
•E. Multiple Alleles
•F. Lethal Genes
Basics of Undergraduate/university fellows
Complementation between two non-allelic genes (C and P) are essential for production
of a particular or special phenotype i.e., complementary factor.
Two genes involved in a specific pathway and their functional products are required
for gene expression, then one recessive allelic pair at either allelic pair would result in
the mutant phenotype.
When Dominant alleles are present together, they complement each other to yield
complementary factor resulting in a special phenotype.
They are called complementary genes.
When either of gene loci have homozygous recessive alleles (i.e., genotypes of ccPP,
ccPp, CCpp, Ccpp and ccpp), they produce identical phenotypes and change F2 ratio
to 9:7.
GENE SEGREGATION & INTEGRATION
A. Law of Segregation
•B. Law of Independent Assortment
•C. Segregation and Assortment in Haploid Organisms
•D. Dominance Relationship
•E. Multiple Alleles
•F. Lethal Genes
Basics of Undergraduate/university fellows
Complementation between two non-allelic genes (C and P) are essential for production
of a particular or special phenotype i.e., complementary factor.
Two genes involved in a specific pathway and their functional products are required
for gene expression, then one recessive allelic pair at either allelic pair would result in
the mutant phenotype.
When Dominant alleles are present together, they complement each other to yield
complementary factor resulting in a special phenotype.
They are called complementary genes.
When either of gene loci have homozygous recessive alleles (i.e., genotypes of ccPP,
ccPp, CCpp, Ccpp and ccpp), they produce identical phenotypes and change F2 ratio
to 9:7.
This power point presentation is designed to explain deviation of Mendelian dihybrid ratio due to interaction of genes which may be of following types
1.Two gene pairs affecting same character – 9:3:3:1
2.Epistasis, one gene hides effect of other
a) Recessive Epistasis - 9:3:4
b) Dominant epistasis - 12:3:1
3.Complementary genes - 9:7 ( 2 genes responsible for production of a particular phenotype )
4. Duplicate genes – 15:1 ( same effect given by either of two genes )
5. Polymeric gene action - 9:6:1
6. Inhibitory gene action - 13 : 3
Each interaction is typical in itself and ratios obtained are different
This Power Point Presentation is designed to explain Mendel's experiment on hybridization and dihybrid cross which considers inheritance of two traits at a time and to know whether they are inherited independently or are influenced by each other and also about Law of Independent assortment
Allelic and Non-allelic interactions : Complete dominance; Incomplete dominance-in Four O'clock plant, Mirabilis jalapa and Snapdragon, Antirrhinum majus ; Co-dominance- MN blood group, AB blood group, Roan coat colour in shorthorn breed of cattle; Inheritance of Comb pattern in Poultry; Epistasis -Dominant - Fruit colour in Summer squash, Recessive - Coat colour in mice; Complementary gene interaction -Purple flower colour in Sweet pea (Lathyrus odoratus)
it is possible to have more than two allelic forms, i.e., multiple alleles, of one kind of gene.
The best examples of multiple allelic system have been observed in coat colour of rabbits, wings of Drosophila and blood groups in man
allelomorphs, monohybrid cross dihybrid cross mutant alleles
wild type
This PPT consists of 15 slides only explaining Pleiotropy. This is a phenomenon when one gene controls more than one trait , the traits may be related .Generally one gene's product acts for many reactions and so can affect more than one trait. Examples can be seen in pea Coloured flower and pigmentation in leaf axil, frizzle trait in chicken, fur colour and deafness in cats,Human pleiotropic traits are PKU,Sickle cell Anaemia. HOsyndrome , p53 gene etc
For the IB Biology course. To get the editable pptx file, please make a donation to one of my chosen charities. More information: http://sciencevideos.wordpress.com/about/biology4good/
There are two types of chromosomes, Autosomes and Sex chromosomes
Autosomes are those chromosomes that are not involved in sex determination.
Sex chromosomes are those chromosomes that determine the sex of an organism.
A human somatic cell has two sex chromosomes: XY in male (hetero-gametic) and XX in female (homo-gametic).
This power point presentation is designed to explain deviation of Mendelian dihybrid ratio due to interaction of genes which may be of following types
1.Two gene pairs affecting same character – 9:3:3:1
2.Epistasis, one gene hides effect of other
a) Recessive Epistasis - 9:3:4
b) Dominant epistasis - 12:3:1
3.Complementary genes - 9:7 ( 2 genes responsible for production of a particular phenotype )
4. Duplicate genes – 15:1 ( same effect given by either of two genes )
5. Polymeric gene action - 9:6:1
6. Inhibitory gene action - 13 : 3
Each interaction is typical in itself and ratios obtained are different
This Power Point Presentation is designed to explain Mendel's experiment on hybridization and dihybrid cross which considers inheritance of two traits at a time and to know whether they are inherited independently or are influenced by each other and also about Law of Independent assortment
Allelic and Non-allelic interactions : Complete dominance; Incomplete dominance-in Four O'clock plant, Mirabilis jalapa and Snapdragon, Antirrhinum majus ; Co-dominance- MN blood group, AB blood group, Roan coat colour in shorthorn breed of cattle; Inheritance of Comb pattern in Poultry; Epistasis -Dominant - Fruit colour in Summer squash, Recessive - Coat colour in mice; Complementary gene interaction -Purple flower colour in Sweet pea (Lathyrus odoratus)
it is possible to have more than two allelic forms, i.e., multiple alleles, of one kind of gene.
The best examples of multiple allelic system have been observed in coat colour of rabbits, wings of Drosophila and blood groups in man
allelomorphs, monohybrid cross dihybrid cross mutant alleles
wild type
This PPT consists of 15 slides only explaining Pleiotropy. This is a phenomenon when one gene controls more than one trait , the traits may be related .Generally one gene's product acts for many reactions and so can affect more than one trait. Examples can be seen in pea Coloured flower and pigmentation in leaf axil, frizzle trait in chicken, fur colour and deafness in cats,Human pleiotropic traits are PKU,Sickle cell Anaemia. HOsyndrome , p53 gene etc
For the IB Biology course. To get the editable pptx file, please make a donation to one of my chosen charities. More information: http://sciencevideos.wordpress.com/about/biology4good/
There are two types of chromosomes, Autosomes and Sex chromosomes
Autosomes are those chromosomes that are not involved in sex determination.
Sex chromosomes are those chromosomes that determine the sex of an organism.
A human somatic cell has two sex chromosomes: XY in male (hetero-gametic) and XX in female (homo-gametic).
John 11;25-57, Dead Raised; Rapture; Christ Son of God; no “repent”; Weeping;...Valley Bible Fellowship
John 11;25-57, Have You Been Raised Like Lazarus?; The Rapture in John 11?; “the Christ, the Son of God”; no use of “repent” in John; Weeping Jews; God’s Compassion; "hypostatic union”; not to embalmed; “believe”; Public Prayers; Regathering
Lesson 1 of an A Level teaching resource, produced in conjunction with the Charles Darwin Trust, that uses Darwin's work on pigeon breeding and the work of contemporary scientists to explore genetics and evolution.
This first lesson covers the topics of artificial selection and genetics.
The accompanying teacher's notes can be found on our website at www.linnean.org/funkypigeons
Basics of Undergraduate/university fellows
Epistasis is a Greek word that means standing over.
BATESON used term epistasis to describe the masking effect in 1909
The term epistasis describes a certain relationship between genes, where an allele of
one gene hides or masks the visible output or phenotype of another gene.
When two different genes which are not alleles, both affect the same character in such
a way that the expression of one masks (inhibits or suppresses) the expression of the
other gene, the phenomenon is said to be epistasis.
The gene that suppresses other gene expression is known as Epistatic gene.
The gene that is suppressed or remain obscure is called Hypostatic gene
The classical phenotypic ratio of 9:3:3:1 F2 ratio becomes modified by epistasis.
Gene interaction -Complementary, Supplementary,Dominant Epistasis, Recessive...Nethravathi Siri
Most of the characters of living organisms are controlled/ influenced/ governed by a collaboration of several different genes. • Numerous deviations have been recorded in which different kinds of interactions are possible between the genes.
Epistasis is a Greek word that means standing over .Bateson used it to describe the masking effect in 1909.
An interaction between a pair of loci in which the phenotype effect of one locus depends on the genotype at the second locus.
Genes whose phenotypes are ;
Expressed,epistatic.
Altered or suppressed hypostatic.
It's about for some interactions occurs between two genes and within a gene and how these interactions changed the phenotypic ratios of Mendelian phenotypic ratios.
1.The expected F2 genotype and phenotype ratios are identical for in.pdffashiionbeutycare
1.The expected F2 genotype and phenotype ratios are identical for incomplete dominance
inheritance. True or False?
2. An intermediate phenotype is observable in codominance. True or Flase
3. What is the relationship between absorbance and concentration? A) Linear B) Exponential
C) Quadratic D) No relationship
4. If you place 2 ml of a 6 mg/mL solution of DNA into a test tube and dilute it with 2 mL of
distilled water, what is the concentration of the resulting DNA solution? Give anwer in mg/mL
Solution
1. TRUE. The expected F2 genotype and phenotype ratios are both 1:2:1 for incomplete
dominance inheritance.
2. FALSE. Intermediate phenotype (blending inheritance) is obtained in incomplete dominance,
not in codominance. In codominance, both (or all) the dominant alleles are equally expressed;
e.g. AB blood group in the ABO blood group system.
3. A) Linear. Absorbance (A) is related to concentration (c) as: A = cl; i.e. A c
4. We shall use the formula of equivalence i.e. C1V1 = C2V2
Given that, C1= 6 mg/mL, V1= 2 mL, C2= to be determined, V2= 2+2 = 4 mL
C2 = C1V1/V2 = (6×2)/4 = 3 mg/mL.
Problems2. This is a map for a diploid plantR--------35-------.pdfFootageetoffe16
Problems:
2. This is a map for a diploid plant:
R--------35--------E--------17---------F
One parental plant is R e f/r E F. It is mated with a homozygous recessive plant: r e f/r e f. Give
the proportion of the offspring assuming there is both no interference, and complete interference.
3. In a newly discovered insect, the three genes R, A, and P located on the same chromosome
(R= red body, A= spotted coloring, P=purple eyes, r=white body, a=solid coloring, p=white
eyes). A heterozygous parent(R A P/r a p) is mated with a homozygous recessive parent (r a p/ r
a p).
The following offspring are shown below:
(210) dominant for all traits
(16) red body, solid coloring, purple eyes
(70) red body, spotted coloring, white eyes
(50) red body, solid coloring, white eyes
(200) recessive for all traits
(55) white body, spotted coloring, purple eyes
(13) white body, spotted coloring, white eyes
(72) white body, solid coloring, purple eyes
Perform a three-point linkage to determine the gene order and relative distance between the
genes. How did the distance between the 2 genes affect the frequency of crossing-over events?
4. Here are four recombinant sequences that came from four Hfr matings during an interrupted
mating experiment. Determine the order and relative distance by setting A to 0/100 minutes.
Hfr1) A T1 H T2
8 26 33 53
Hfr2) E1 T1 E2 E3
4 12 24 54
Hfr3) T2 S T3 A
7 37 52 62
Hfr4) T3 C E1 E3
2 17 22 72
5. In a u-tube experiment, a researcher placed a kanamycin resistant strain of E. coli on one side
of a membrane impervious to the cells, and a wild-type strain on the other side. After a day, he
then plated a sample from both sides of the tube on plates containing kanamycin and observed
growth on both plates. He then repeated this experiment, but this time he added DNase to the
tube and observed the same results when he plated both cell types. What happened inside the
tube?
6. Pretend the following is a chromosome that underwent some changes. What were they? (the
dot is the centromere).
A B C D E F . G H I J A B C G . F E H I J
a. pericentric inversion, deletion
b. paracentric inversion, deletion
c. deletion, translocation
d. Robertsonian translocation,
pericntric inversion
7. Given:
Type of mutation Cistron A or B
1. point A
2. point A
3. point B
4. point B
5. deletion A
Results from 5 crosses:
1x2 (plaque) 2x3 (plaque) 3x4 (plaque) 4x5 (plaque)
1x3 (plaque) 2x4 (plaque) 3x5 (plaque)
1x4 (plaque) 2x5 (no plaque)
1x5 (plaque)
8. The following nucleotide sequence is found in a piece of DNA
5’-TTAACA-3’
3’-AATTGT-5’
if the cytosince undergoes a tautameric shift for one replication cycle draw two round of
replication and explain what type of mutation occurred (Transition or Transversion)?
Bonus:
Explain the relationship between mosaicism and x-inactivation using an example.
9. In a diploid fly, the three loci R E and D are linked as follows
R--------------22cm------------E----------16cm-------------D
One fly is available to you and its genotype is R.
regeneration
Proliferative Capacities of Tissues
Stem Cells
REPAIR BY CONNECTIVE TISSUE
Angiogenesis
Migration of Fibroblasts and ECM Deposition (Scar Formation)
PATHOLOGIC ASPECTS OF REPAIR
What is wound healing?
Classification of Wounds
Classification of Wounds Closure
Risk Factors for Surgical Wound Infections
Antibiotic Use
Hypertrophic Scars and Keloids
25.1Digestion and Absorption of Lipids
25.2Triacylglycerol Storage and Mobilization
25.3 Glycerol Metabolism
25.4 Oxidation of Fatty Acids
25.5 ATP Production from Fatty Acid Oxidation
25.6 Ketone Bodies
25.7 Biosynthesis of Fatty Acids: Lipogenesis
25.8 Relationship Between Lipogenesis and Citric Acid Cycle Intermediates
25.9 Fate of Fatty-Acid Generated Acetyl CoA
25.10 Relationships Between Lipid and Carbohydrate Metabolism
25.11B Vitamins and Lipid Metabolism
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
4. Modifier genes
BbDd BbDd
X
9 B_D_ 3 B_dd 3 bbD_ 1 bbdd
The D gene
modifies the
effect of the
B gene.
B: coat color
D: color intensity
cces2014
5. • Modifier genes have a subtle, secondary
effect which alters the phenotypes produced
by the primary genes.
Ex:
Tail length in mice. The mutant allele t
causes a shortening of the tail. Not all
short tails are of the same length:
another gene affects the actual length.
(Variable expressivity).
Modifier effects
cces2014
6. Same genotype may produce
different phenotypes
Penetrance: the extent to which a particular gene or
set of genes is expressed in the phenotypes of
individuals carrying it, measured by the proportion
of carriers showing the characteristic phenotype.
ex: retinoblastoma = 75% individuals affected
Expressivity: the degree or intensity with which a
particular genotype is expressed in a phenotype in
a given individual
ex: retinoblastoma: some both eyes are affected
some only one eye
cces2014
11. Gene Interactions
Two types of interactions:
a. Non-allelic genes control the same
general trait, collectively producing a
new phenotype.
b. One gene masks the expression of
others (epistasis) and alters the
phenotype.
cces2014
23. Biochemical
explanation:
cces2014
In the conversion of substance a to c (drosopterin), the
dominant allele of gene A is needed while dominant allele
for gene B is needed for the conversion of substance
d to f (xanthommatin)
24. one gene influences the
expression of another gene
The gene that masks another is called the
EPISTATIC GENE.
A gene that gets masked is
HYPOSTATIC.
cces2014
25. - when the recessive
allele of 1 gene
masks the effects of
either allele of the
second gene.
cces2014
26. Melanin production:
B = more melanin
b = less melanin
Melanin deposition::
E = deposit melanin in
fur
e = don't deposit in fur
EeBb X EeBb
9 E-B- : 3 E-bb : 3 eeB- : 1 eebb
9 BLACK: 3 CHOCOLATE : 4 YELLOW cces2014
27. eeB- and eebb have the same phenotype.
cces2014
Take note that in this figure, E gene codes for enzyme needed in synthesis of
eumelanin while B gene allows eumelanin deposition in fur. (in contrast with the E
and B as used in the previous slide)
28. 5 genes controlling mice coat color:
1. A gene – pigment distribution
(A = agouti; a = solid dark)
2. B gene – pigment color (B = black;
b=brown)
3. C gene – C (permits color expression)
and c (prevents)
4. D gene – intensity of pigment
(D = full; d = dilute)
5. S gene – S = absence; s = presence of
spots cces2014
29. Recessive
Epistasis
The wild-type coat
color, agouti (AA) is
dominant to black
fur (aa).
A separate gene C, when
present as the recessive
homozygote (cc),
negates any expression
of pigment from the A
gene and results in an
albino mouse.
C gene is epistatic to
the A gene.cces2014
30. What are the coat colors in this cross?
P aacc X AaCc
F1 aaCc
P AACC x aacc
F1 AaCc
cces2014
31. BbDd BbDd
X
9 B_D_ 3 B_dd 3 bbD_ 1 bbdd
The D gene modifies the effect of the B gene.
B: coat color
D: color intensity
Albino is epistatic to
brown and dilute (the
recessive albino allele
masks the phenotype of
mice with respect to
brown and dilute).
Brown and dilute are
hypostatic to albino.
Assumption: both
parents are aaCC.
F1
P BBdd X bbDD or BBDD X bbdd
F2
cces2014
32. • caused by the
dominant allele of
one gene, masking
the action of
either allele of
the other gene.
• B is epistatic to A
and a
Ex: solid fruit color in summer squash
cces2014
40. Each genotypic class may not always
dictate a unique phenotype.
A pair of genes can often work
together to create a specific
phenotype.
2 different phenotypes are produced
instead of the 4 seen in 2 genes 1
phenotype
Two or more genotypic classes may
display an identical phenotype.
cces2014
47. Tips for recognizing gene interactions
Look at the F2 phenotypic ratios!!!
• If one gene is involved in the trait,
then the monohybrid phenotypic
ratio is: 3:1 or 1:2:1 or 2:1.
• If two genes are involved in the
trait, then the dihybrid phenotypic
ratio is: 9:3:3:1 or some
permutation (9:4:3 or 9:7 or 12:3:1).
cces2014
48. The 1/16 class is always the double
homozygous recessive.
Look for internal 3:1 ratios, which
will indicate dominance/recessive
relationships for alleles within a
gene.
Tips for recognizing gene interactions
cces2014
49. • Epistasis: one gene can mask the
effect of another gene
• – 9:3:4 ratio for recessive epistasis
• – 12:3:1 ratio for dominant epistasis
• Complementary Gene Action: one
good copy of each gene is needed for
expression of the final phenotype
(9:7 ratio)
Tips for recognizing gene interactions
cces2014
50. • Duplicate genes: only double mutant has
mutant phenotype (15:1 ratio)
2 Genes 1 Phenotype (Additive Gene
Action): You can tell this genotype is
caused by more than one gene because
there are 4 phenotypes (not 3) in F2
(9:3:3:1)
– 1 gene F2 would have 3 phenotypes 1:2:1
ratio
Tips for recognizing gene interactions
cces2014
51. Variations on Mendelian Inheritance
Gene
interaction
Inheritance pattern A-B- A-bb aaB- aabb ratio
Recessive
epistasis
Homozyous recessive
genotype at one locus
masks expression at
second locus
9 3 3 1 9:3:4
Dominant
epistasis
Dominant allele at one
locus masks expression at
second locus
9 3 3 1 12:3:1
Complementary
Gene
At least one dominant
allele from each of two
genes needed for
phenotype
9 3 3 1 9:7
Duplicate
Genes
One dominant allele from
either of two genes
needed
for phenotype
9 3 3 1 15:1
Additive
Effects
Each genotype results
in a unique phenotype 9 3 3 1 9:3:3:1
cces2014