9477 / 2027

Lesson 2 of 7 / Inheritance and genetic problems

Dihybrid crosses and test crosses

When is a 9:3:3:1 ratio justified?

I can solve independent dihybrid and test-cross problems with stated assumptions.

  • I can explain transmission of genes through gametes.Syllabus

    Syllabus 9477, Core 2(v). Explain transmission of genes through gametes.

  • I can solve dihybrid problems involving dominance, codominance, multiple alleles, sex linkage, autosomal linkage and epistasis.Syllabus

    Syllabus 9477, Core 2(x). Solve dihybrid problems involving dominance, codominance, multiple alleles, sex linkage, autosomal linkage and epistasis.

  • I can solve test-cross problems.Syllabus

    Syllabus 9477, Core 2(y). Solve test-cross problems.

About 8 min

Make a guess. You are not marked.

Does every cross involving two genes give a 9:3:3:1 ratio?

  1. AaBb x AaBb does, under specific assumptions.
  2. Two genes give 9:3:3:1 in each cross.
  3. It does as long as both genes are dominant.
Show the answer

AaBb x AaBb does, under specific assumptions.

The ratio needs two heterozygous parents, unlinked loci, complete dominance and no gene interaction.

The key idea

Generate gametes from the model first; independent assortment and complete dominance are assumptions behind familiar ratios.

Build from gametes

Which gamete combinations produce this class?

AaBb x AaBb

Gametes of second parentFirst parentA BA ba Ba bA BA ba Ba bAABBAABbAaBBAaBbAABbAAbbAaBbAabbAaBBAaBbaaBBaaBbAaBbAabbaaBbaabb16 / 16 highlighted

16 of 16 equally likely combinations are shown: probability 16/16.

Read every combination as text
  • A B with A B gives AA BB: A_B_
  • A B with A b gives AA Bb: A_B_
  • A B with a B gives Aa BB: A_B_
  • A B with a b gives Aa Bb: A_B_
  • A b with A B gives AA Bb: A_B_
  • A b with A b gives AA bb: A_bb
  • A b with a B gives Aa Bb: A_B_
  • A b with a b gives Aa bb: A_bb
  • a B with A B gives Aa BB: A_B_
  • a B with A b gives Aa Bb: A_B_
  • a B with a B gives aa BB: aaB_
  • a B with a b gives aa Bb: aaB_
  • a b with A B gives Aa Bb: A_B_
  • a b with A b gives Aa bb: A_bb
  • a b with a B gives aa Bb: aaB_
  • a b with a b gives aa bb: aabb

Complete a chi-squared table

Invented F2 of 320 plants from AaBb x AaBb. Null hypothesis: the offspring fit 9:3:3:1, and any difference is due to chance.

Expected = 320 x 9/16, 3/16, 3/16 and 1/16.
ClassOEO - E(O - E)2(O - E)2 / E
A_B_1881808640.356
A_bb5260-8641.067
aaB_5660-4160.267
aabb24204160.800
Chi-squared (sum)2.49

Degrees of freedom = 4 classes - 1 = 3. The critical value at p = 0.05 is 7.82. 2.49 is less than 7.82, so the difference is not significant: do not reject the null hypothesis. The results are consistent with independent assortment.

Green = selected class. Each locus segregates normally; the two loci assort independently and offspring classes have equal viability in this model. An underscore means either allele can fill that position. IA, IB and IO name ABO alleles. XR and Xr mean an X chromosome bearing R or r; Y is a chromosome, not a recessive allele.

Explanation

For AaBb with independently assorting loci, gametes AB, Ab, aB and ab each have probability 1/4. In AaBb x AaBb, combining the gametes gives 16 equally likely cells in a Punnett square. Group genotypes into phenotypes only after applying the stated dominance relationships.

With complete dominance at both loci and no gene interaction affecting the classes, A_B_, A_bb, aaB_ and aabb occur in expected proportions 9/16, 3/16, 3/16 and 1/16. The underscore means either allele can occupy the second position, not an unknown extra gene.

A test cross pairs an individual showing dominant phenotypes with a homozygous recessive tester. For AaBb x aabb under independent assortment, the offspring directly reveal the four gamete types from the heterozygote and are expected in a 1:1:1:1 ratio. An all-dominant small sample does not prove homozygosity with certainty.

Use multiplication for independent events: P(aa and bb) = 1/4 x 1/4 = 1/16 in the heterozygote cross. Linkage or selection among offspring can invalidate simple independence assumptions. Expected ratios describe probabilities; observed small samples need not match exactly.

A genetic diagram earns marks row by row, so label every row: parental phenotypes, parental genotypes, gametes (each circled), offspring genotypes, and offspring phenotypes with their ratio. Write the phenotype in words as well as the genotype.

To test whether observed offspring fit 9:3:3:1, complete a chi-squared table with one row per phenotype class and columns for O, E, O - E, (O - E) squared and (O - E) squared / E. Chi-squared is the sum of the last column. With four classes there are 3 degrees of freedom, and the critical value at p = 0.05 is 7.82. A smaller value means the difference is not significant, so the results are consistent with independent assortment; a larger value suggests the loci are linked or interact.

Step by step
  1. 1

    List gametes with probabilities

    Do not jump directly to a memorised ratio.

  2. 2

    Combine parental contributions

    Use a square or independent probabilities.

  3. 3

    Group the requested phenotypes

    Check whether dominance or interaction changes the classes.

Worked example

Work through the evidence

In AaBb x aabb with independent loci, what fraction is aaB_?

One way to explain it

1/4: the heterozygote contributes aB with probability 1/4, while the tester always contributes ab.

Why this answer works
  • The tester contributes no uncertainty at either locus.
  • aaB_ is aaBb in this particular cross.

Watch out for this

A student says: "Every cross involving two genes gives 9:3:3:1." What is wrong with this?

Show the answer

That ratio needs a specific parental cross and genetic assumptions. Test crosses and linked or interacting loci differ.

Check your understanding

Which tester is used to reveal gametes from AaBb?

  1. aabb
  2. AaBb in every case
  3. AABB, homozygous dominant at both loci
Show the answer

aabb

Its recessive alleles make the heterozygote's contributions visible in offspring phenotypes.

Quick recall

Card 1 of 3. Answer in your head, then check.

When is a 9:3:3:1 ratio justified?

You can return to this lesson any time.