Question detail

Genetic-information application 22: a student is given a three-generation pedigree. What should they do?

Try the question, check the answer, then read the explanation to understand the curriculum point.

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At a glance

MCQ

Type

practice

Style

Topic

Genetic information official content

Question

A. Use the three-generation pedigree to infer whether an allele is likely dominant or recessive using affected offspring; then apply gene vs allele: a gene is the DNA locus for a product, whereas an allele is one version of that locus and link the evidence directly to Explain the triplet, degenerate and universal nature of the genetic code.
B. Ignore the three-generation pedigree and give only a memorised sentence about the topic.
C. Treat every genetic term as interchangeable and avoid explaining DNA, chromosome or protein evidence.
D. Use the conclusion first, then leave out the molecular or inheritance evidence.

Answer

The correct answer is: Use the three-generation pedigree to infer whether an allele is likely dominant or recessive using affected offspring; then apply gene vs allele: a gene is the DNA locus for a product, whereas an allele is one version of that locus and link the evidence directly to Explain the triplet, degenerate and universal nature of the genetic code.

Explanation

The response is creditworthy because it uses a distinct evidence source (three-generation pedigree), performs the required task, and states the relevant boundary: gene vs allele: a gene is the DNA locus for a product, whereas an allele is one version of that locus. It stays anchored to Explain the triplet, degenerate and universal nature of the genetic code.

Common mistake

DNA and protein synthesis common mistake 1

Giving a vague answer instead of directly addressing: Explain the triplet, degenerate and universal nature of the genetic code..

Answer by clearly explaining how to explain the triplet, degenerate and universal nature of the genetic code..

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