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Principles of Inheritance and Variation – Class 12 Biology Chapter 4 Notes & NCERT PDF

Class 12BiologyChapter 4NCERT book: Biology - Class 12

Notes and a simple summary of Chapter 4 of the NCERT Class 12 Biology book, with the official chapter PDF, flashcards, an MCQ quiz and an AI tutor for your doubts.

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Chapter 4: Principles of Inheritance and Variation

Introduction

Genetics deals with the inheritance and variation of characters from parents to offspring.

  • Inheritance is "the process by which characters are passed on from parent to progeny; it is the basis of heredity".
  • Variation is "the degree by which progeny differ from their parents".
  • As early as 8000–1000 B.C., people used natural variation in artificial selection and domestication, which produced breeds such as Sahiwal cows in Punjab, but they did not know its scientific basis. This chapter moves from Mendel's pea experiments to chromosomes, linkage, sex determination, mutation and human genetic disorders. It carries heavy weight in board exams through numerical crosses, pedigrees and disorder-based questions.

    Key Concepts

    4.1 Mendel's Laws of Inheritance

    Gregor Mendel ran hybridisation experiments on garden pea for seven years (1856–1863). It was the first time statistical analysis and mathematical logic were applied to problems in biology, and his large sample sizes gave his data credibility.

  • A true-breeding line has undergone continuous self-pollination and shows stable trait inheritance and expression for several generations.
  • Mendel selected 14 true-breeding varieties, forming 7 pairs of contrasting traits:
  • 1. stem height: tall/dwarf;

    2. flower colour: violet/white;

    3. flower position: axial/terminal;

    4. pod shape: inflated/constricted;

    5. pod colour: green/yellow;

    6. seed shape: round/wrinkled;

    7. seed colour: yellow/green.

    4.2 Inheritance of One Gene

  • The experiment: tall × dwarf gave an F₁ that was all tall. Selfing the F₁ gave an F₂ that was 3/4 tall : 1/4 dwarf, with no blending.
  • Terms:
  • - Mendel's "factors" are now called genes, the units of inheritance.

    - Alleles are genes coding for a pair of contrasting traits, "slightly different forms of the same gene".

    - Homozygous means TT or tt; heterozygous means Tt.

    - The genotype is the gene make-up (TT, Tt, tt). The phenotype is the observable trait (tall, dwarf).

    - Monohybrid: Tt is heterozygous for one character, so TT × tt is a monohybrid cross.

  • Segregation of alleles: during meiosis the alleles segregate. Each gamete receives one allele, with a 50% chance of either.
  • Punnett square: a graphical method developed by Reginald C. Punnett to work out the probability of each offspring genotype.
  • - The F₂ genotypes come out as 1/4 TT : 1/2 Tt : 1/4 tt, a genotypic ratio of 1:2:1, while the phenotypic ratio is 3:1.

    - In binomial form: (½T + ½t)² = ¼TT + ½Tt + ¼tt.

  • Test cross: an organism with the dominant phenotype is crossed with the recessive parent to find its genotype.
  • - Vv × vv gives violet : white = 1:1.

    - VV × vv gives all violet.

    4.2.1 Law of Dominance

  • Characters are controlled by discrete units called factors.
  • Factors occur in pairs.
  • In a dissimilar pair, one factor (dominant) dominates the other (recessive).
  • This law explains why only one parental character appears in the F₁, why both appear in the F₂, and the 3:1 ratio.

    4.2.2 Law of Segregation

    Alleles do not blend. During gamete formation the two factors of a pair segregate, so each gamete receives only one. A homozygote produces one kind of gamete, and a heterozygote produces two kinds in equal proportion.

    4.2.2.1 Incomplete dominance is seen in the snapdragon (dog flower, Antirrhinum).

  • Red RR × white rr gives a pink F₁ (Rr).
  • The F₂ is 1 red : 2 pink : 1 white, so the phenotypic and genotypic ratios are the same.
  • What dominance means: a modified allele may make:
  • - a normal or less efficient enzyme, which gives an equivalent allele;

    - a non-functional enzyme; or

    - no enzyme at all.

    In the last two cases, the working, unmodified allele is dominant and the modified allele is usually recessive.

    4.2.2.2 Co-dominance is where the F₁ resembles both parents. The example is the ABO blood groups, controlled by gene I.

  • Gene I has three alleles: Iᴬ, Iᴮ and i. Iᴬ and Iᴮ make slightly different sugars, and i makes none.
  • Iᴬ and Iᴮ are completely dominant over i. When Iᴬ and Iᴮ occur together, both are expressed, giving blood group AB.
  • The possible genotypes and blood groups are:
  • - IᴬIᴬ and Iᴬi give A;

    - IᴮIᴮ and Iᴮi give B;

    - IᴬIᴮ gives AB;

    - ii gives O.

  • So there are 6 genotypes and 4 phenotypes.
  • ABO is also an example of multiple alleles, meaning more than two alleles for one character. Multiple alleles can be seen only in population studies.
  • Pea starch example: a single gene controls starch synthesis.
  • - BB seeds make large starch grains and are round. bb seeds make small grains and are wrinkled.

    - Bb seeds are round, so for seed shape B is dominant.

    - Bb starch grains are intermediate in size, so for grain size the alleles show incomplete dominance.

    - The lesson: dominance depends on the phenotype chosen for study.

    4.3 Inheritance of Two Genes

  • The dihybrid cross: round yellow (RRYY) × wrinkled green (rryy) gives an F₁ of RrYy, all round and yellow.
  • The F₁ produces four gamete types, RY, Ry, rY and ry, each ¼.
  • The F₂ phenotypes are 9 round yellow : 3 wrinkled yellow : 3 round green : 1 wrinkled green. This is (3 round : 1 wrinkled) × (3 yellow : 1 green).
  • The 16 Punnett squares hold 9 genotypes, so the genotypic ratio is not 9:3:3:1.
  • 4.3.1 Law of Independent Assortment: "when two pairs of traits are combined in a hybrid, segregation of one pair of characters is independent of the other pair of characters".
  • 4.3.2 Chromosomal Theory of Inheritance:
  • - Mendel published in 1865, but his work was unrecognised until 1900. There were four reasons:

    1. poor communication;

    2. his discrete, non-blending factors did not fit the continuous variation people saw;

    3. using mathematics in biology was new;

    4. he had no physical proof of the factors.

    - In 1900, de Vries, Correns and von Tschermak independently rediscovered his results.

    - By 1902, chromosome movement during meiosis had been worked out. Walter Sutton and Theodore Boveri noticed that chromosomes behave like genes: both occur in pairs, both segregate at gamete formation, and pairs segregate independently. Sutton named this synthesis the chromosomal theory of inheritance.

    - Thomas Hunt Morgan verified it experimentally using Drosophila melanogaster. The fly suits genetics because:

    - it grows on a simple synthetic medium;

    - its life cycle takes about two weeks;

    - one mating gives many progeny;

    - males and females are clearly distinct;

    - it has many hereditary variations visible under low-power microscopes.

  • 4.3.3 Linkage and Recombination:
  • - Morgan crossed yellow-bodied, white-eyed females with brown-bodied, red-eyed males. The F₂ deviated significantly from 9:3:3:1.

    - Linkage is the physical association of genes on a chromosome. Recombination is the generation of non-parental gene combinations.

    - The genes white and yellow are tightly linked, with 1.3% recombination. White and miniature wing show 37.2% recombination.

    - Alfred Sturtevant used recombination frequency to measure the distance between genes, producing genetic maps.

    4.4 Polygenic Inheritance

    A polygenic trait is spread across a gradient, is generally controlled by three or more genes, and is also influenced by the environment. Examples are human height and skin colour.

  • The effect of each allele is additive.
  • AABBCC gives the darkest skin and aabbcc the lightest. A genotype with three dominant and three recessive alleles gives an intermediate shade.
  • 4.5 Pleiotropy

    A pleiotropic gene is a single gene with multiple phenotypic expressions. It usually works through its effect on metabolic pathways.

  • The example is phenylketonuria, caused by a mutation in the gene for phenylalanine hydroxylase.
  • It causes mental retardation together with reduced hair and skin pigmentation.
  • 4.6 Sex Determination

  • Henking (1891) traced an "X body" that went to 50% of sperms. It was later shown to be the X-chromosome. The other chromosomes are autosomes.
  • XO type (for example, the grasshopper): males are XO and females are XX.
  • XY type (humans and Drosophila): males are XY and females are XX.
  • XO and XY types are examples of male heterogamety.
  • ZW type (birds): females are ZW and males are ZZ. This is female heterogamety.
  • 4.6.1 Humans:
  • - There are 23 pairs of chromosomes, of which 22 pairs are autosomes.

    - Males produce X- and Y-bearing sperms, 50% each. Females produce only X-bearing ova.

    - X sperm with an ovum gives XX (female), and Y sperm gives XY (male). So "it is the genetic makeup of the sperm that determines the sex of the child", and every pregnancy has a 50% chance of either sex.

  • 4.6.2 Honey bee (haplodiploid system):
  • - A fertilised egg becomes a female (queen or worker) with 32 chromosomes.

    - An unfertilised egg becomes a male (drone) by parthenogenesis, with 16 chromosomes.

    - Males make sperm by mitosis. They have no father and cannot have sons, but they have a grandfather and can have grandsons.

    4.7 Mutation

    A mutation alters DNA sequences and so changes the genotype and phenotype. Mutation and recombination are the two sources of variation discussed.

  • Loss (deletion) or gain (insertion or duplication) of a DNA segment gives chromosomal aberrations, which are commonly observed in cancer cells.
  • A point mutation changes a single base pair. Sickle-cell anaemia is the example.
  • Insertions and deletions of base pairs cause frame-shift mutations.
  • Mutagens are chemical and physical factors that induce mutations, for example UV radiation.
  • 4.8 Genetic Disorders

  • 4.8.1 Pedigree analysis analyses a trait over several generations of a family tree. It is used because controlled crosses are not possible in humans.
  • 4.8.2 Mendelian disorders come from mutation in a single gene and may be dominant or recessive, autosomal or sex-linked. The book's examples:
  • - Colour blindness: sex-linked recessive. It is a defect in the red or green cones, found in about 8% of males and 0.4% of females. A carrier mother's son has a 50% chance of being colour blind. A daughter is normally unaffected unless her mother is a carrier and her father is colour blind.

    - Haemophilia: sex-linked recessive. A protein in the blood-clotting cascade is affected, so a simple cut causes non-stop bleeding. The disorder passes from carrier females to some sons, and affected females are extremely rare. Queen Victoria was a carrier.

    - Sickle-cell anaemia:

    - Inheritance: autosomal recessive, with alleles Hbᴬ and Hbˢ. Only HbˢHbˢ individuals are diseased, while HbᴬHbˢ individuals are carriers with the sickle-cell trait.

    - Cause: Glu is replaced by Val at the sixth position of the β-globin chain, from the codon change GAG → GUG.

    - Effect: under low oxygen tension the haemoglobin polymerises, and the RBCs change from a biconcave disc to a sickle shape.

    - Phenylketonuria: autosomal recessive. The enzyme that converts phenylalanine to tyrosine is missing, so phenylpyruvic acid accumulates in the brain and causes mental retardation. It is also excreted in the urine.

    - Thalassemia: autosomal recessive. There is a reduced rate of synthesis of one globin chain.

    - α-thalassemia involves the genes HBA1 and HBA2 on chromosome 16.

    - β-thalassemia involves the gene HBB on chromosome 11.

    - Thalassemia is a quantitative problem (too few globin molecules). Sickle-cell anaemia is a qualitative problem (an incorrectly functioning globin).

  • 4.8.3 Chromosomal disorders arise from the absence, excess or abnormal arrangement of chromosomes.
  • - Aneuploidy is the gain or loss of chromosome(s) through failure of chromatid segregation. Polyploidy is an increase by a whole set, from failure of cytokinesis, and is often seen in plants.

    - Down's syndrome is trisomy 21, described by Langdon Down in 1866. Features: short stature, small round head, furrowed tongue, partially open mouth, a broad palm with a characteristic crease, and retarded physical, psychomotor and mental development.

    - Klinefelter's syndrome is 47, XXY. It gives overall masculine development with gynaecomastia, and the individual is sterile.

    - Turner's syndrome is 45, XO. The individual is a sterile female with rudimentary ovaries who lacks secondary sexual characters.

    Diagrams to Know (in words)

  • Monohybrid Punnett square: T and t gametes on each side give TT, Tt, Tt and tt.
  • Dihybrid square: 4 by 4 with RY, Ry, rY and ry gametes, giving 16 boxes.
  • Test cross: Vv × vv gives 1 Vv : 1 vv.
  • Pedigree symbols: a square for a male, a circle for a female, filled shapes for affected individuals, and a horizontal line for a mating.
  • Key-Facts Sheet

  • 3:1 (monohybrid phenotype); 1:2:1 (genotype and snapdragon); 9:3:3:1 (dihybrid); 1:1 (test cross of a heterozygote).
  • A heterozygote at n loci makes 2ⁿ gamete types, so 4 loci give 16.
  • ABO: 3 alleles, 6 genotypes, 4 phenotypes.
  • Recombination: white–yellow 1.3%, white–miniature 37.2%.
  • Honey bee: female 32 chromosomes, male 16. Humans: 46 chromosomes.
  • Board Exam Focus

  • Outline – Ex. 7: TtYy × Ttyy. Height: Tt × Tt gives ¾ tall and ¼ dwarf. Colour: Yy × yy gives ½ yellow and ½ green. So tall green = ¾ × ½ = 3/8, and dwarf green = ¼ × ½ = 1/8.
  • Outline – Ex. 12: an O child from an A father and a B mother. The parents must be Iᴬi and Iᴮi. Their possible offspring are IᴬIᴮ (AB), Iᴬi (A), Iᴮi (B) and ii (O), each ¼.
  • Outline – Ex. 8: linked loci. If two dihybrids with completely linked genes (in coupling) are crossed, the gametes are only the parental types. The F₁ therefore shows a monohybrid-like 3:1 ratio, not 9:3:3:1. With some recombination, parental types still greatly exceed recombinants.
  • Key Terms

  • Inheritance – वंशागति
  • Variation – विभिन्नता
  • Allele – युग्मविकल्पी
  • Dominant / Recessive – प्रभावी / अप्रभावी
  • Homozygous / Heterozygous – समयुग्मजी / विषमयुग्मजी
  • Monohybrid cross – एकसंकर संकरण
  • Dihybrid cross – द्विसंकर संकरण
  • Test cross – परीक्षार्थ संकरण
  • Incomplete dominance – अपूर्ण प्रभाविता
  • Co-dominance – सहप्रभाविता
  • Multiple alleles – बहुविकल्पी
  • Linkage – सहलग्नता
  • Pleiotropy – बहुप्रभाविता
  • Mutation – उत्परिवर्तन
  • Pedigree analysis – वंशावली विश्लेषण
  • Common Mistakes

  • Writing that the dihybrid genotypic ratio is 9:3:3:1. There are 9 genotypes, in the ratio 1:2:1:2:4:2:1:2:1.
  • Using T and d for tall and dwarf. Use T and t, so the alleles of one gene are obvious.
  • Confusing incomplete dominance (an intermediate phenotype) with co-dominance (both phenotypes expressed).
  • Saying the mother decides the child's sex. The sperm does.
  • Calling thalassemia a qualitative defect. It is quantitative; sickle-cell anaemia is the qualitative one.
  • 💡 Key Learning Points

    • ✓Mendel worked on 7 contrasting pea traits (1856–1863). Monohybrid crosses gave a 3:1 phenotypic and 1:2:1 genotypic F₂ ratio, explained by the Laws of Dominance and Segregation, and a test cross with the recessive parent reveals the genotype.
    • ✓Incomplete dominance (snapdragon, 1:2:1 phenotypes), co-dominance and multiple alleles (ABO: Iᴬ, Iᴮ, i with 6 genotypes and 4 phenotypes) extend Mendel's ideas.
    • ✓Dihybrid crosses give a 9:3:3:1 ratio (Law of Independent Assortment). Sutton and Boveri's chromosomal theory and Morgan's work on Drosophila linkage and recombination explain its exceptions.
    • ✓Polygenic traits (skin colour) are additive, and pleiotropic genes (phenylketonuria) have multiple effects. Sex determination may be XO, XY, ZW or haplodiploid (honey bee), and in humans the sperm decides the sex.
    • ✓Mutations (point, frame-shift and chromosomal) cause Mendelian disorders (colour blindness, haemophilia, sickle-cell anaemia, PKU, thalassemia) and chromosomal disorders (Down's, Klinefelter's and Turner's syndromes).

    👨‍🏫 Teaching Tips

    • →Have students toss two coins 64 times to simulate Tt × Tt and compare their counts with 1:2:1 and 3:1, which shows why a large sample size mattered to Mendel.
    • →Drill Punnett squares daily with a monohybrid, a test cross and then a dihybrid, and make students write the gametes first.
    • →Teach the 'product rule' shortcut (¾ × ½ = 3/8) for exercise 7-type questions after the full Punnett square.
    • →Use a class blood-group survey (anonymous) to discuss ABO co-dominance and multiple alleles.
    • →Draw pedigree charts of autosomal dominant, autosomal recessive and X-linked recessive traits side by side and ask students to identify the pattern.
    • →Compare the honey bee, birds and humans in a sex-determination chart, and discuss exercise 11 alongside the social myth of blaming mothers.
    • →Link the GAG → GUG change in sickle-cell anaemia to Chapter 5 on the genetic code.

    📋 Assessment Questions

    1. Can the student solve monohybrid, dihybrid and test crosses with Punnett squares and state both phenotypic and genotypic ratios?
    2. Can the student distinguish dominance, incomplete dominance and co-dominance with examples, and solve ABO blood group problems?
    3. Can the student explain linkage and recombination using Morgan's Drosophila data and state why Mendel's work stayed unrecognised until 1900?
    4. Can the student compare the XO, XY, ZW and haplodiploid mechanisms of sex determination?
    5. Can the student describe the causes and inheritance patterns of the listed Mendelian and chromosomal disorders?

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