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How can we study inheritance?
When spending time with your own family, friends, and neighbors, you may have noticed that many traits run in families. For instance, members of a family may share similar facial features, an uncommon hair color, or a predisposition to health problems such as diabetes. Characteristics that run in families often have a genetic basis , meaning that they depend on genetic information a person inherits from his or her parents. What if you wanted to figure out how genetic information is transmitted between generations? For instance, you might be curious how traits can "skip" a generation, or why one child in a family may suffer from a genetic disease while another does not. How could you go about asking these kinds of questions scientifically? An obvious first idea would be to study human inheritance patterns directly, but that turns out to be a tricky proposition. In this article, we'll see how a nineteenth-century monk named Gregor Mendel instead uncovered the key principles of inheritance using a simple, familiar system: the pea plant.
The monk in the garden: Gregor Mendel
Johann Gregor Mendel (1822–1884), often called the “father of genetics,” was a teacher, lifelong learner, scientist, and man of faith. It would be fair to say that Mendel had a lot of grit: he persevered through difficult circumstances to make some of the most important discoveries in biology. As a young man, Mendel had difficulty paying for his education due to his family's limited means, and he also suffered bouts of physical illness and depression; still, he persevered to graduate from high school and, later, university. After finishing university, he joined the Augustinian Abbey of St. Thomas in Brno, in what is now the Czech Republic. At the time, the monastery was the cultural and intellectual hub of the region, and Mendel was immediately exposed to new teachings and ideas.
His decision to join the order (against the wishes of his father, who expected him to carry on the family farm) appears to have been motivated in part by a desire to continue his education and pursue his scientific interests. Supported by the monastery, he taught physics, botany, and natural science courses at the secondary and university levels.
Research on heredity
In 1856, Mendel began a decade-long research project to investigate patterns of inheritance. Although he began his research using mice, he later switched to honeybees and plants, ultimately settling on garden peas as his primary model system. A model system is an organism that makes it easy for a researcher to investigate a particular scientific question, such as how traits are inherited. By studying a model system, researchers can learn general principles that apply to other, harder-to-study organisms or biological systems, such as humans. Mendel studied the inheritance of seven different features in peas, including height, flower color, seed color, and seed shape. To do so, he first established pea lines with two different forms of a feature, such as tall vs. short height. He grew these lines for generations until they were pure-breeding (always produced offspring identical to the parent), then bred them to each other and observed how the traits were inherited. In addition to recording how the plants in each generation looked, Mendel counted the exact number of plants that showed each trait. Strikingly, he found very similar patterns of inheritance for all seven features he studied:
- One form of a feature, such as tall, always concealed the other form, such as short, in the first generation after the cross. Mendel called the visible form the dominant trait and the hidden form the recessive trait.
- In the second generation, after plants were allowed to self-fertilize (pollinate themselves), the hidden form of the trait reappeared in a minority of the plants. Specifically, there were always about 3 plants that showed the dominant trait
work because his findings went against prevailing (popular) ideas about inheritance. In addition, although we now see Mendel's mathematical approach to biology as innovative and pioneering, it was new, unfamiliar, and perhaps confusing or unintuitive to other biologists of the time. In the mid-1800s, when Mendel was doing his experiments, most biologists subscribed to the idea of blending inheritance. Blending inheritance wasn't a formal, scientific hypothesis, but rather, a general model in which inheritance involved the permanent blending of parents' characteristics in their offspring. The blending model fit well with some observations of human inheritance: for instance, children often look a bit like both of their parents. Blending could not explain why Mendel crossed a tall and a short pea plant and got only tall plants, or why self- fertilization of one of those tall plants would produce a 3:1 ratio of tall to short plants in the next generation. Instead, if the blending model were correct, a tall plant crossed with a short plant should produce a medium plant, which would go on to produce more medium plants (see Right). (Image comparing the predictions of the blending model with Mendel's actual results for a cross between a tall pea plant and a short pea plant.) The blending model predicts that all the offspring from the cross should be of medium height, and that if those offspring self-fertilize, all the plants in the next
generation will also be of medium height. Mendel instead observed that all the offspring of the cross were tall, and that when they self-fertilized, they produced tall and short plants in a ratio of 3:1. As it turns out, both pea plant height and human height (along with many other characteristics in a wide range of organisms) are controlled by pairs of heritable factors that come in distinctive versions, just as Mendel proposed. In humans, however, there are many different factors (genes) that contribute fractionally to height and vary among individuals. This makes it difficult to see the contribution of any one factor and produces inheritance patterns that can resemble blending. In Mendel's experiments, in contrast, there was just one factor that differed between the tall and short pea plants, allowing Mendel to clearly see the underlying pattern of inheritance. In 1868, Mendel became abbot of his monastery and largely set aside his scientific pursuits in favor of his pastoral duties. He was not recognized for his extraordinary scientific contributions during his lifetime. In fact, it was not until around 1900 that his work was rediscovered, reproduced, and revitalized. Its rediscoverers were biologists on the brink of discovering the chromosomal basis of heredity – that is, about to realize that Mendel's “heritable factors” were carried on chromosomes.
Mendel’s model system: The pea plant
Mendel carried out his key experiments using the garden pea, Pisum sativum, as a
model system. Pea plants make a convenient system for studies of inheritance, and they are still studied by some geneticists today. Useful features of peas include their rapid life cycle and the production of lots and lots of seeds. Pea plants also typically self-fertilize, meaning that the same plant makes both the sperm and the egg that come together in fertilization. Mendel took advantage of this property to produce true-breeding pea lines: he self-fertilized
Mendel collected the seeds from P generation cross and grew them up. These offspring were called the F 1 generation , short for first filial generation.
(Filius means “son” in Latin, so this name is slightly less weird than it seems!)
Once Mendel examined the F 1 generation plants and recorded their traits, he let them self-fertilize naturally, producing lots of seeds. He then collected and grew the seeds from the F 1 generation plants to produce an F 2 generation , or second filial generation. Again, he carefully examined the plants and recorded their traits.
Diagram of a cross between a tall plant and a short plant, labeling the P, F1,
and F2 generations.
Mendel's experiments extended beyond the F 2 generation to F 3 , F 4 , and later
generations, but his model of inheritance was based mostly on the first three
generations.
Mendel didn’t just record what his plants looked like in each generation (e.g.,
tall vs. short). Instead, he counted exactly how many plants with each trait
were present. This may sound tedious, but by recording numbers and thinking
mathematically, Mendel made discoveries that eluded famous scientists of his
time (such as Charles Darwin, who carried out similar experiments but didn’t
grasp the significance of his results).
Questions
1. When Mendel joined the church, he had to give up his name and his
rights to own land, all because he wanted to learn more about science.
Have you ever had to make a sacrifice in order to continue something you
love doing?
2. How did Mendel define dominant and recessive traits?
3. Make a prediction : Why do you think tall plants that self-fertilized
produced both tall and short plants?
4. Why do you think most people believed in blending inheritance rather
than Mendel’s idea?
