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Mendelian Genetics and Molecular Biology
Section 4.2 -4.4: Genes and Their Action – 4.2 transcrition, 4.3 error and mutations in, 4.4 kayotrypes.
Section 29.3, Insight 5.1, Section 18.2 –Sickle Cell Disease paragraphs
Mendelian Genetics
Gregor Mendel (1822 – 1884) – father of modern genetics
He discovered the rules of ineheritance, mow called “mendel’s las of inheritance”
Segregation
Independeint assortment
Life:
Born Joahna
Augustina monastery of st Thomas and became a monk
University of Vienna, eventually returning to the monistary
Eventually became abbot and work in science halted
Successor burned all of his information after his death
Discoveries:
Became interstested in variation of pea plant anatomy
Also interested in mathematics leading to his discoveries
Examined 29000 pea plants analyzing via probability
Poblished paper in 1866 after presenting for NHSB in morvia
His importance became clear in the 30’s and 40’s
Before him, traits thought to be blended inheritance
Experioment:
Pea plant cross
Cross breed pure breeds tall and dwarf and got only tall plants
Phynotype – observed genetic trait
Tall phenytype dominating dwarf phenotype
Cross 2 of the tall offspring – 3:1 phynotypic ratio
Used results to establish inheritance laws
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SIMPLE DOMINANT/SIMPLE RECESSIVE ( LAW OF INHERITANCE )
Genotype – genetic basis for observed phenotype
For a genetic trait, a person will have 2 chromosomes with the gene if autosomal trait
Autosome – any chromosome that isn’t a sex chromosome
Homozygouse – 2 copies of a gene are identical; Dominent – both copies having dominant allel of trait, TT;
Recessive – both copies having recessive allel of trait, tt
Heterozygous – the gene from your mother is different than the one from your father, Tt
Characteristics:
Dominant allel mascks the recessive
Heterozygous cross = 3:1 phenotypic ratio
Heterozygous cross = 1:2:1 genotypic ratio TT, Tt, tt
25% homozygous dominant genotype, dominant phenotype
50% heterozygous genotybe, dominant phenotype
25% homozygous recessive genotype, recesive phynotype Punnett
Square used to show most likely phenotypes and genotypes
Reason for this phenomena sperm/egg will be carrying one of the 2 alels for any 1 trait Horse
Example: Combined Immunodeficiency in Arabians
CC = doesn’t have CID, not a carrier of CID Cc
= Does not have CID, is a carrier of CID
cc = has disease, no immune system, dies from first infection
CCXCc = not disesased
CcXCc = 3:1 phynotypic ration, 25% chance of offspring having diesease Also
a human disease: David at Madison living in a sterile bubble
Human example: Cystic fibrosis
Defect in gene for Cl ion channel protein
-
Salt inbalance causes thich mucouse in lungs and affects digestion and breathing
1 in 2,000 live caucasion births (most common in white) with Life expectance reduced cc =
you have the disease
Cc = don’t have it, carrier of recessive allel
Exaple of pleiotropy: Marfans disease
Mutation results in preventing binding in Ca to elastic fibers
2+
elastic fibers have lots of fibrillin protein,
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each EF has 40 plus places Ca should bind to cross-link 2 adjacent fibers
2+
Marfans results many symptoms because EF are found all over the body (flow chart)
Abe lincoln may have had this, would have shortened his lifespan
Example question:
In refrence to simple dominant/ recessive law of inheritance, If a disease is caised by a recessive gene and
two herteroozygous individuals produce offspring, what is the most likely outcome if the couple were to
have 4 children?
INCOMPLETE DOMINANCE(LAW OF INHERITANCE)
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Plant Example: snapdragon
Blending of phenytypes, like mixing paint
RR = red
rr = white
Rr = pink
RrXRr = 1:2:1 red, white, pink; RR, rr, and Rr
Human Example: Sickle cell anemia
SS = normal blood cells
ss = abnormal hemoglobin, sickle cell anemia
hemoglobin has 1 AA incorrect, casing abnormal shape (18.10)
deadlyness due to change of RBC shape effects function of many body systems (chart) Pleiotrophy
– single mutation effecting many body systems, each mutation different phenotype
Ss = not severe symptoms, phenotype sickle cell trait
Ability to survive malaria better that SS (anyone without sickle cell)
If Ss survives malaria, surviving to reproduce, s allele remains in population
ss rarely live past 2 without treatment
Human example: Familial Hypercholesterolemia
Involves Receptor-Mediated Endocytosis
hh = have afliction, die of heart attacks during their childhood Hh =
have affliction, die of heart attacks as young adults
HH = normal individuals, normal life expectancies no tendency to heart disease more than others
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CODOMINANCE( LAW OF INHERITANCE)
Characteristics:
Alleles expressed equally, no blending, no dominance or recessive relationship Human
example: ABO blood group
Have chemicals on surface of red blood cells
In blood types AA, BB, OO, AO, and BO codominance isnlt obvious
Thinking about chemical on the surface resulting from both alleles
A allels on gene codes to make the A chemical
B allele on gene codes to make B chemical
Neither is less expressed than the other
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AB blood type, both A and B prtein is exressed equally on surface of RBCs
SEX-LINKED INHERITANCE (LAW OF INHERITENCE)
Characteristics:
Traits carried on the X and Y chromosones
Located on X = X-linked, located on Y = Y-linked
XX = female, XY = male
X-linked more common because they are larger chromosomes
X-linked example: Hemophilia
involving a recessive allel
lack of clotting factor
many different kinds, most common is X-linked
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found in royal European family, pedigrees available with information of the affected
famous instance, only son of Czar of Russia, small part of Russian revolution 1917
shortened life expectancy
recessive allels passed from mothers to sons, no other possibility for this son
dies before reproducing, no effected females produced
now treatable with clotting factors produced by recombinant DNA technology
Hemophiliacs suffered from AIDS at very high rate from receiving clotting factors
First group observed in AIDS research, allowed for determining means of
transmission in order to get an affected female, father must have affliction
long ago affliction wound not lead to ling enough life to reproduce, no females afflicted due to
treatability, female possible although most affected male choose not to reproduce
X-linked example: Duchenne’s muscular dystrophy
Inheritance incolving a recessive allele
Affects boys and not girls
Female occurance rare, males die before reproduction
Caused by defect in a cell membrane protein called dystrophin
Results in atrophy of skeletal muscle progressing to cheelchair
Eventually diaphragm is affected and respiratory problems ensue
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X-Linked example: red-green colorblindness
Inheritance involing non life-threatening recessive allel
Affected males don’t die you and reproduce
Trait still more common in male because it only requires 1 X-chromosome have the allel 2 X-
chromosomes with certain allel requires for female to express the trait
An affected female requires an affected father and either carrier or affected mother Rarity
due to frequency of not geneALLELE,
X-linked example: involving dominant allele
No female carriers because heterozygous would express the trait since it is dominant
Females = homozygous dominant or heterozygous either way affected
Female = homozygous recessive, dominant trait not expressed
Males = XY with dominant allele on X, dominant Phenotype, affected
Male = xY withought dominant allele on X-chromosome, recessive allele, not affected
Y-linked example: bilarteral radio-ulnar synostosis
Trait encoaded on Y-chromosome, passes from male to male
Females never affected, never carrier, they only give X-chromosomes in their gamets
No Female offspring affected, all male offspring affected when father is affected
Phenotype = radius and ulna fused together in both arms
Causes difficulty in movement of radioulnar joint
Not as common as X-chromosome, smaller, cant encode for as many traits
Sex-influenced traits: male pattern baldness
Only show itself if the phenotype is in the right sex, male
Female with same genotype would not be bald unless taking mass amount of testosterone If
masculinized, looses hair, looks like male
Trait influenced by the sex of the individual
HOW IS ANATOMY AND PHYSIOLOGY IMPORTANT IN THE STUDY OF GENETICS?
traits studied in geneticis are variations in anatomy and physiology
A gene determines your anatomy and your physiology only through:
phenotype that is observable
Or a biochemical trait that influences electrical or magnetic aspectsof physiology
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Mendel lucked out choosing observing visible anatomical traits, followed simple rules
Fusing of the radius and ulna is an obvious variation in anatomy caused by genes
Not, Differences in enzymes or in hemoglobin change anatomy and/or physiology
Environemt need be ruled out to determine if trait is genetic
Some food preferences thought to be genetics now known to be nutritional defficiency rules
are common in many organisms
plant geneticists study plant anatomy and physiology
Mendel’s ideas are basic to any study of genetics
(practice problems)
Confounding factors include:
1) Penetrance –to have a genotype and not express the phenotype
2) Expressivity – to express a genotype type “more” or express it “less” as a phenotype Horses range
from white to black having same genotype yet have different phenotypes
3) Multigenic Inheritance – trait involved more than one gene with more that one allele. Height,
intelligence, eye and hair color, athletic ability
Why medicine can’t track the exact mode of inheritance for cancer
Why medicine can’t track the exact mode of diabetes mellitus Type II
If intelligence is coded by 100 genes in a simple dominant/simple recessive fashion For
each one of these 100 genes, you have an allele from each parent
To be a genius youd have to have a dominant allele at all 100 genes, II or Ii
ii only = very low intelligence
how intelleence level varies
the variation of these factors causes huge amount of variation of how a trait is expressed
Molecular Biology, of Genetics:
Transcription and Translation
TRANSCRIPTION:
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I. Gene Activation
Many genes are not active; for instance the genes used to make an eye while you were an embryo
are turned off.
Many aspects to “gene activation”, these are a few:
a) DNA uncoils from the loose coils of chromatin
b) Histones are removed to provide access to the DNA; the histone proteins are what form
part of the nucleosome discussed previously with Chromatin structure
II. Production of PRE-mRNA
a) DNA “unzips” only where the gene of interest is found; the ladder “pulls apart” by means of the
enzyme DNA Helicase; this next part will strike you as being similar to DNA Replication
b) Nucleotides “float into place” and pair up using the Complementary Base Pairing Rule
a. For Example: DNA triplet = CGT mRNA codon = GCA
b. Another Example: DNA triplet = ATC mRNA codon = UAG
c. Remember there is no “T” in RNA; A “U” is used instead
c) These new nucleotides will be bound together by means of RNA polymerase (instead of DNA
polymerase which was used in DNA Replication)
d) This new RNA is called PRE-mRNA and must be modified before it can leave the nucleus
e) The DNA can “REASSOCIATE”; that means it “zips back up”
f) What do we have to do to the Pre-mRNA?
Post-Transcriptional Modification
III. To get MATURE mRNA:
a) Pre-mRNA consists of INTRONS and EXONS – see picture
1. Introns will be clipped out and stay IN the nucleus
2. Exons will be spliced together to make a MATURE mRNA that will EXIT the
nucleus via the Nuclear Pores previously studied
b) Many copies of this mRNA can be made and go out into the cytoplasm ; Each mRNA can be
translated over and over again resulting in many copies of the polypeptide
TRANSLATION
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I. What is tRNA?
a. Extremely small RNA
b. Extremely mobile
c. Can pick up amino acids and attach them to the Amino Acid Accepting End
d. ANTICODON of tRNA binds to the Codon of mRNA to put the amino acid in the proper
position to be added to the growing polypeptide
II. Ribosomes and Translation
a. mRNA binds to a ribosome; messenger threads in between the two subunits
b. Ribosome holds two codons of the mRNA in place at any given time.
c. Codons can code for “Start”; In other words, start Translation at this point.
d. The codon for “Start” is AUG.
e. tRNA’s will float into position with an ANTICODON opposite each CODON of the mRNA;
Each tRNA has an Amino Acid attached to it.
III. Codon of mRNA versus Anticodon of tRNA
a. Example:
DNA triplet = CGT mRNA codon = GCA tRNA anticodon =CGU
b. Another example:
DNA triplet = ATC mRNA codon = UAG tRNA anticodon = AUC
IV. Production of the Polypeptide
a. rRNA of the ribosomes, tRNA and mRNA allow the correct order of amino acids to be
determined.
b. What if many copies of the polypeptide are needed?
b.1. There can be many copies of the mRNA, each being translated simultaneously
OR
b.2. A single mRNA can have a number of ribosomes at different spots on it, all
making a polypeptide. Remember drawing of a POLYRIBOSOME?
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c. Translation ends when the ribosome releases from the mRNA; the subunits can then go attach to
another mRNA and be used again.
d. There are “END” codons. These are UAA, UAG and UGA.
e. Each tRNA can be used over and over again.
How is this information that we have learned so far useful to you?
Activities of Cells are controlled by DNA.
See Figure 4.13 from Saladin
1) Hormones (here it is LH) bind to a receptor in cell membrane of an endocrine cell (here an
Interstitial Cell of the Testis which makes Testosterone for males)
2) Causes production of a second messenger which activates an enzyme
3) Where does the enzyme come from?
a. DNA mRNA in nucleus
b. mRNA translated to get an inactive form of the enzyme
c. Enzyme is activated by the second messenger
4) Enzyme converts Cholesterol to Testosterone
5) The Cholesterol was transported into the cell across the cell membrane.
6) Testosterone is Exocytosed from the Interstitial Cell into the Bloodstream (We say the
hormone is SECRETED.)
7) The hormone Testosterone then travels through the bloodstream to cause various anatomical,
physiological and behavioral effects by binding to Receptors of cells elsewhere in the body.
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Birth Defects
Chapter 29: Human Development
Section: 29.3: The Neonate, Subsection Birth Defects
Birth Defects = Congenital Anomalies
There are two main types of causes of Birth Defects:
I) Teratogens
II)Mutations
We will discuss Teratogens first; they fall into three categories.
I) Teratogens
A.Drugs and Other Chemicals – such as Thalidomide
B. Infectious Diseases – such as German Measles
C. Radiation – such as X-rays or Radioactivity
If exposed to one of the Teratogens above, especially in the first weeks of embryonic development,
Anatomical Deformities can be caused that are permanent.
Age of the embryo or of the fetus is critical; something may harm the embryo early in development which might
not be a problem later in development. Some teratogens are a problem no matter what the stage of pregnancy.
The embyo is particularly vulnerable in the . Exposure to teratogens at this time frequently first two weeks of life
results in spontaneous abortion (layman’s term = “miscarriage”). Notice that a woman would rarely know that she
was pregnant at this time. If conception were mid-cycle or earlier, the woman would not yet have missed her next
monthly menstrual period. This is one reason that it is estimated that one third of all pregnancies spontaneously
abort in the first few weeks – exposure to teratogens. The other reason is due to genetic abnormalities, which we
will discuss shortly.
In weeks 3-8 of embryonic life, the embryo is more likely to survive but have some birth defect as a result of
exposure to a teratogen. (Remember that it is at week 9 that we would begin to call the embryo a fetus rather than an
embryo. This distinction is made because all of the organ systems have begun to form in a fetus; not all organ
systems have begun to form in an embryo.) In general, teratogens are most dangerous in terms of birth defects if
exposure is during Week 3 through Week 8 of embryonic life.
CRITICAL PERIODS: During embryonic life, various parts of the body form at different predictable times. For
instance, we know when the arms and legs begin to be form. It is during this early stage of limb formation that
teratogens would have their most devastating effects on limb development. Similarly there are times during
embryonic development that would be critical for proper heart or brain development. The Critical Periods are those
times during which teratogen exposure is likely to affect a particular structure. For limbs, the Critical Period is from
2 Weeks of embryonic age to 36 Days of embryonic age. Other Critical Periods are known for other anatomical
structures. As an example of a Teratogen and Critical Period, we will discuss the drug Thalidomide and its affect on
limb development.
Teratogens:Drugs and Other Chemicals
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THALIDOMIDE:
In the 1950’s and early 1960’s thousands of babies were born without arms and legs because their mothers
were prescribed the drug Thalidomide. Many of the women didn’t know they were pregnant yet, so we are
talking about starting the drug sometime after conception and throughout the Critical Period described
above for limb development. It was given as a “tranquilizer” and also for “morning sickness”. Contrary to
what your book says, it was never legally marketed in the United States; which is why there are so few
cases described in the USA. These children were primarily born in England. After Thalidomide was
recognized as the cause of this Birth Defect, researchers began to connect more prescription and non-
prescription drugs to Birth Defects. It is for this reason that women should try to avoid taking drugs during
pregnancy unless necessary. Be sure to inform a doctor prescribing drugs for you or your wife as to
whether the woman is pregnant. At this point, there is a very long list of drugs that are known to cause
Birth Defects. Our next example will be Alcohol.
ALCOHOL:
Alcohol is a chemical that your body will regard as being “toxic”, just as your body will view drugs
(whether legal or illegal) as being “not part of your body/an inappropriate chemical that must be destroyed
or stored to prevent injury to cells”. Alcohol is the cause of Fetal Alcohol Syndrome. Defects are often in
several organ systems: 1) overly small head, malformation of the face and stunted growth 2) heart defects,
3) nervous system defects including hyperactivity, nervousness and poor attention span. In general, the
recommendation is that a woman not drink at all during pregnancy.
CIGARETTES:
Are often blamed for Bronchitis in a baby. This is caused by second hand smoke in the home. The exposure
to the cigarette smoke in the baby’s environment causes the Bronchitis. What do the chemicals in cigarettes
do as far as Birth Defects and spontaneous abortion? Smoking mothers are more likely to have spontaneous
abortions and children dying early in life. A number of skeletal deformities have been linked to smoking
cigarettes including Cleft Palate and Cleft Lip. Several types of heart defects have also been linked to
cigarette smoking. Anencephaly is a condition which has primarily been linked to a deficient diet, but has
also been linked to smoking cigarettes. In Anencephaly the newborn will not survive very long at all,
because a large portion of the brain never forms. “An-“ means without and “-cephaly” refers to brain or
head. Usually the skull hasn’t even formed over most of the brain.
Teratogens: Infectious Diseases
When we study the Immune System in Biology 314, Human Anatomy and Physiology II, you will find that the
mother’s immune system can function to protect the embryo or fetus from infective diseases that the mother
may be exposed to or actually contract. The mother’s system protect the embryo or fetus from acannot
number of diseases. Some examples are: 1) Herpes, 2)
German measles, 3) AIDS, 4) Gonorrhea, 5) Syphilis and 6) Toxoplasmosis. See your textbook for some
of the devastating birth defects that can result IF the embryo survives through fetal life to be born.
Teratogens: X-Rays and Radioactivity
When X-rays were first used, it became common to check women to see if they were having twins by means of
an X-ray. It is now known that this X-ray exposure can cause Leukemia later in life in the fetus that was X-
rayed. Leukemia is a kind of cancer of the bone marrow which causes
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the production of many, but malformed white blood cells. The most common causes of death from
Leukemia are internal hemorrhage and infection.
Exposure to radioactivity, as in women who work in Molecular Biology labs or other types of science
laboratories where radioactive chemicals are used, can cause a number of birth defects in their offspring
besides increasing their own risk for cancer. Women that were exposed to radioactivity because they were
on the “outskirts” of the Nagasaki and Hiroshima bombs, were at a much higher risk of delivering a child
with multiple birth defects.
As an aside, the risks of working in a lab using radioactive chemicals are considered to be so severe that in
many states it is considered “reckless endangerment” to bring children into a science building where such
research is done! If you are a student going on in such an area as this for your profession, be sure to wear
safety badges. Some women researchers opt not to work with teratogenic chemicals in research labs during
pregnancy.
End of Teratogens Section
Begin Mutagens Section
Mutagens cause Mutations and thus can cause Birth Defects
Mutations cause 1/3 of all Birth Defects. Most Birth Defects don’t have an identifiable cause, but of those with an
identifiable cause 85% are from mutations.
Mutagens cause Mutations. Mutagens are found in the environment. Some of the Teratogens above can also be
classified as Mutagens, but not all. IF a teratogen causes a mutation, it is also a Mutagen. Environmental chemicals,
radiation, and infectious diseases can cause mutations in DNA. The mutation does not have to be inherited from the
mother’s parents or from the father’s parents. The mother or father may have had the mutation from exposure to a
mutagen AND it is also possible that neither parent had a mutation, but rather the mutation happened in the child
that has the Birth Defect. The mutation may have happened in the child before birth as a result of exposure to a
mutagen.
Inherited Genetic Anomalies
(Abnormalities not from Mutagens or Teratogens)
1) Errors in DNA Replication can cause Mutations
Mutations can occur without the presence of a Mutagen through errors in DNA Replication. Typically this
will result in a “point mutation”, such as the substitution of a single “incorrect’ amino acid into a protein.
2) Nondisjunction in Meiosis can cause Genetic Abnormalities
Another source of Genetic Anomaly can occur by means of errors in Meiosis. Errors during Meiosis typically
result not in “point mutations”, but rather errors in numbers of chromosomes. This is especially common for
Oogenesis in older women. The incidence begins to increase about age 30 and greatly increases year by year
after the age of 35 years. You’ve heard the saying “My biological clock is ticking”? It refers to the fact that birth
defects are less common in children of young mothers and problems for the mother with pregnancy are less
common in young mothers.
Aneuploidy = presence or absence of one entire chromosome
Monosomy = type of aneuploidy in which one chromosome is entirely missing. For
instance, instead of having two Number One Chromosomes, there would be only one.
Most Monosomies are not survivable.
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Trisomy = type of aneuploidy in which there is an “extra” copy of a chromosome.
Instead of having two of a given chromosomes, there would be three. Most Trisomies are
not survivable. The only autosomal Trisomy that is survivable for any length of time is
Trisomy 21 (Down’s Syndrome). Down’s Syndrome becomes more common as a woman
ages. Children of women older than 30 years have a much higher risk of having Down’s
Syndrome. By the time a woman would be nearing menopause (approaching about 50
years old), her chances of having a Down’s Syndrome child are greater than 2 out of 3.
75% of Trisomy 21 individuals die before birth. Those surviving will not only be
mentally retarded, but have a number of other severe abnormalities. This results in death
before age 10 for an additional 20%. This accounts for 95% of all born with Down’s
Syndrome. Your book says that mental retardation is not inevitable, but the similar
genetic syndrome has now been determined to have a different origin. Trisomy 21 results
in mental retardation. The reason for Trisomy 21 being so much more common for older
mothers is that their Primordial Follicles containing the Primary Oocyte arrested in
Prophase of Meiosis I, have been arrested since before the woman’s birth. Not only have
Cell Division mechanisms “aged” and are more likely to result in errors, but exposure to
a variety of environmental agents is thought to increase the risk of nondisjunction during
Meiosis.
Trisomy 13 and Trisomy 18 are the only other Trisomies that are survivable. Most of
these individuals die before birth. Very few survive to one year of age and certainly not
much longer than that age.
Sex Chromosomes and Aneuploidy
Triplo-X Syndrome – generally sterile females (Females because they have no Y chromosome
which is necessary for development of male anatomy; they are XXX)
Turner’s Syndrome - sterile females of genotype XO. Almost all die before birth, but if they
survive they will not develop Secondary Sex Characteristics at puberty. YO is not a survivable
genotype.
Klinefelter’s Syndrome – sterile males of genotype XXY. These individuals have male
anatomy that generally does not progress at puberty to the adult male phenotype. They do not
develop Secondary Sex Characteristics that appear at puberty.
Males with XYY or XYYY phenotypes – although originally discovered in prison populations
and thought to be associated with criminal behavior, we now know that there are normal males
with multiple Y chromosomes.
Detection of Point Mutations and Aneuploidy Prior to Birth
Amniocentesis – a sample of Amniotic Fluid containing fetal cells is removed from the inside of the Amniotic Sac
that surrounds the fetus. This is done at 14 – 16 Weeks post-fertilization, which is during the Second Trimester.
People usually think that this test allows abortion of the fetus if an abnormality is detected, but second trimester
abortions are not legal “on demand”. This is because the abortion procedure puts the mother more at risk than
during the first trimester (Weeks 1 – 12 post-fertilization). In practice, this test is more often done when there is a
history of genetic abnormalities in the family or a history of exposure to a teratogen. In general, this would be done
to “prepare” the parents for an affected child. One of the risks of Amniocentesis is that it can cause spontaneous
abortion. It can lead to contractions because the uterus was punctured by the needle to get the sample. A
Spontaneous Abortion (miscarriage) at this point in her pregnancy can risk her life, so Amniocentesis is not
undertaken lightly.
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Chorionic Villus Biopsy – samples cells of the Chorion. This “sac” around the developing embryo is the
outermost sac. (It surrounds the Amniotic Sac which is the “bag of waters” that layman speak of) The problem with
Chorionic Villus Sampling is that it is possible to get cells from the mother instead of cells from the fetus.
Analyzing the mother’s cells wouldn’t necessarily tell you anything about the genes of the developing fetus. As
above, it increases the risk of spontaneous abortion. Chorionic Villus Sampling is performed later in gestation than
Amniocentesis.
Ultrasonography – can be used to observe certain birth defects. For instance, the limbs can be seen if the embryo
is far enough along in development. You might also be able to detect anencephaly, spina bifida and other problems
that can be seen external to the embryo’s or fetus’ body. If the embryo is old enough, one might also be able to
determine its sex. This is the technique that would be used by people wanting to determine the sex of their child.
There is no evidence that it puts the mother or fetus at risk, so it is used “just to know” the sex of the child before it
is born AND to determine whether there are certain birth defects.
Answer: The most likely outcome would be 1 normal homozygous child, 2 normal heterozygous children that would be
carriers and 1 child affected with the deadly disease (the homozygous recessive child).
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