Overview
What you’ll learn
- Define allele, dominant, recessive, genotype, phenotype, homozygous and heterozygous.
- Complete Punnett squares for homozygous and heterozygous crosses and state offspring probabilities.
- Read family trees to infer dominant or recessive inheritance.
- Draw the XX/XY cross and state the 50:50 sex probability.
- Explain the inheritance patterns of polydactyly and cystic fibrosis, and evaluate embryo screening.
- Outline Mendel’s pea experiments and the delayed recognition of his work.
- Explain phenotype as the product of genotype and environment, with examples.
Specification checklist (AQA 8461 · Edexcel 1BI0 · OCR Gateway J247)
Statements are paraphrased from the shared DfE subject content and grouped by tier. Foundation content is studied by every student; Higher statements are examined on Higher-tier papers only, and statements badged Biology only are examined in separate (triple) Biology, not Combined Science. QuizQuip is not affiliated with AQA, Pearson Edexcel or OCR.
Foundation — every student
- 16.1Describe that in sexual reproduction offspring inherit a combination of genes from both parents, producing variation; describe alleles as different versions of the same gene, with individuals carrying two alleles for each gene — one from each parent.
- 16.2Describe the inheritance of a dominant allele, which is expressed even when only one copy is present, and a recessive allele, which is expressed only when both alleles are recessive; define genotype as the combination of alleles and phenotype as the observable characteristics.
- 16.3Explain how genetic diagrams and Punnett squares predict the results of crosses: the possible allele combinations of offspring and the probability of each phenotype, including monohybrid crosses between homozygous and heterozygous parents.
- 16.4Use family trees (pedigrees) to identify whether a characteristic is controlled by dominant or recessive alleles, and to predict probabilities for future children.
- 16.5Describe sex determination: ordinary body cells have 23 pairs of chromosomes, of which one pair are the sex chromosomes — XX in females and XY in males; a Punnett square shows offspring have an equal 50% probability of being male or female.
- 16.6Describe polydactyly as an inherited disorder caused by a dominant allele (extra fingers or toes), which can therefore be inherited if just one parent carries the allele, and cystic fibrosis as a disorder of cell membranes caused by a recessive allele, which must be inherited from both parents; parents can be carriers without having the disorder.
- 16.7Describe embryo screening as a way of detecting inherited disorders and evaluate the economic, social and ethical issues it raises, alongside the decisions faced by families who receive screening results.
- 16.8Describe Mendel’s work: in the mid-19th century he carried out inheritance experiments with pea plants, showing that characteristics are inherited in discrete units; his work was recognised long afterwards, once chromosomes and genes were observed and understood.
- 16.9Describe variation as arising from mutations and from the recombination of genes during sexual reproduction; explain that the phenotype results from the interaction of genotype and environment, giving examples such as height, body mass and hair colour.
Key points
- 1Alleles are versions of a gene; you carry two, one from each parent.
- 2Dominant alleles show with one copy; recessive alleles show only with two.
- 3Genotype = the alleles you carry; phenotype = what you actually show.
- 4Punnett squares predict offspring probabilities: e.g. two heterozygotes give a 3:1 phenotype ratio (75% dominant, 25% recessive).
- 5Family trees reveal whether a trait is dominant or recessive and let you predict future children’s odds.
- 6Sex: XX = female, XY = male; each pregnancy is a 50:50 chance.
- 7Polydactyly = dominant (extra digits); cystic fibrosis = recessive (carriers unaffected). Embryo screening detects disorders and raises ethical questions.
- 8Mendel proved characteristics pass as discrete units through pea experiments — recognised only after chromosomes were discovered.
- 9Phenotype = genotype + environment; mutations supply the raw variation.
Notes · 1 of 6
Alleles, genotype and phenotype
Two copies, one shown, one waiting.
Most body cells carry two alleles for every gene — one on each chromosome of the pair, one from each parent. Alleles are versions of the same gene. A dominant allele shows its effect even with only one copy present; a recessive allele is hidden unless both alleles are recessive. Convention writes dominant alleles as capitals (B) and recessives as lower case (b).
Your genotype is the combination of alleles you carry — BB, Bb or bb. Your phenotype is the characteristic you actually show. BB and Bb both show the dominant characteristic; only bb shows the recessive one. Homozygous means both alleles are the same (BB or bb); heterozygous means one of each (Bb).
| Term | Meaning |
|---|---|
| Allele | A version of a gene |
| Dominant | Expressed with one copy (capital letter) |
| Recessive | Expressed only with two copies (lower-case letter) |
| Homozygous | Both alleles the same (BB or bb) |
| Heterozygous | One dominant, one recessive (Bb) |
| Genotype | The alleles an organism carries |
| Phenotype | The observable characteristic |
Notes · 2 of 6
Punnett squares and probability
Predict the odds before the offspring arrive.
A Punnett square lays out every possible allele combination from two parents, letting you predict the probability of each offspring type. It predicts odds, not certainties — a 25% chance says nothing about any single child, only about the long-run average.
| Property | B | b |
|---|---|---|
| B | BB | Bb |
| b | Bb | bb |
Reading the square: 1 BB : 2 Bb : 1 bb. Phenotypes: 3 dominant : 1 recessive — a 75% chance of showing the dominant characteristic and a 25% chance of the recessive one. Crossing two homozygous parents (BB × bb) gives all heterozygous offspring (100% dominant phenotype). Crossing a heterozygote with a homozygous recessive (Bb × bb) gives a 1:1 ratio — 50:50.
Notes · 3 of 6
Family trees
Read the ancestors, predict the descendants.
A family tree (pedigree) plots a characteristic across generations — circles for females, squares for males, shading for those showing the trait. Two clues tell you the inheritance mode: if two unaffected parents have an affected child, the trait is recessive (the parents must be carriers); if two affected parents have an unaffected child, the trait is dominant (that child inherited two recessive alleles).
Once the mode is known, genotypes in the tree can be worked out and probabilities for future children calculated — exactly the exam skill family-tree questions test.
Notes · 4 of 6
Sex determination
One chromosome pair calls the coin.
Of the 23 chromosome pairs in body cells, 22 are matched pairs and one pair — the sex chromosomes — decides sex. Females carry XX; males carry XY. All eggs carry an X. Sperm carry either an X or a Y, so the sperm that fertilises the egg decides: XX gives a female, XY gives a male.
| Property | X | Y |
|---|---|---|
| X | XX | XY |
| X | XX | XY |
The square shows a 1:1 ratio — every pregnancy has a 50% probability of a girl and 50% of a boy, independent of previous children.
Notes · 5 of 6
Inherited disorders and embryo screening
Polydactyly, cystic fibrosis — and the choices screening brings.
Polydactyly — extra fingers or toes — is caused by a dominant allele. It can be inherited from just one affected parent, who passes it to 50% of children (if heterozygous). Cystic fibrosis — a disorder of cell membranes producing thick, sticky mucus that affects the lungs and digestion — is caused by a recessive allele. Both parents must pass on the allele; unaffected carriers (heterozygous) show no symptoms but can pass the allele on.
Embryo screening can test embryos for these disorders before birth or implantation. The evaluation has real trade-offs: screening gives families information and choices — preparing for care, or deciding whether to continue a pregnancy — but raises ethical issues (deciding which embryos are acceptable, the fate of screened-out embryos), economic costs of testing and treatment, and social concerns about where screening should stop — detecting disorders, or choosing other characteristics.
Notes · 6 of 6
Mendel, variation and the environment
Peas, ratios, and a forty-year wait for credit.
In the mid-19th century, the Austrian monk Gregor Mendel bred pea plants and counted offspring characteristics — tall versus short, smooth versus wrinkled. His ratios (always neat fractions like 3:1) showed that characteristics are inherited through discrete units — what we now call genes. His work was largely ignored for decades until chromosomes were observed and the units were matched to them; Mendel was recognised only long after his death.
Variation in a population comes from mutations — new alleles appearing — and from the reshuffling of alleles in sexual reproduction. The phenotype an organism finally shows is the interaction of genotype and environment: genes may set your height potential, but diet and childhood health decide how much of it you reach; body mass responds strongly to diet and exercise; natural hair colour is almost purely genetic. Exam answers score by naming both contributors.
Revise
Key terms
The words examiners expect you to use precisely.
- Allele
- A version of a gene; individuals carry two, one from each parent.
- Dominant allele
- An allele expressed even when only one copy is present.
- Recessive allele
- An allele expressed only when both copies are recessive.
- Genotype
- The combination of alleles an organism carries.
- Phenotype
- The observable characteristics of an organism.
- Homozygous
- Carrying two identical alleles for a characteristic.
Show 6 more key termsShow fewer key terms
- Heterozygous
- Carrying one dominant and one recessive allele.
- Carrier
- A heterozygous person who carries a recessive allele without showing the disorder.
- Polydactyly
- An inherited disorder causing extra fingers or toes, caused by a dominant allele.
- Cystic fibrosis
- An inherited disorder of cell membranes, caused by a recessive allele.
- Embryo screening
- Testing embryos for inherited disorders before birth or implantation.
- Punnett square
- A grid predicting the possible genotypes and probabilities of offspring from a cross.
Revise
Common mistakes
Where students most often lose marks in this chapter — and what to do instead.
Mistake: Predicting actual offspring from a Punnett square.
The square gives probabilities for each child, not a guarantee that offspring appear in exact ratios.
Instead: 25% means a one-in-four chance per child, independent each time.
Mistake: Mixing up genotype and phenotype.
Genotype is the allele pair; phenotype is what you see.
Instead: Genotype = genes (Bb); phenotype = characteristic (dimples).
Show 10 more mistakesShow fewer mistakes
Mistake: Saying a recessive disorder can come from one carrier parent.
Recessive disorders need the allele from both parents.
Instead: Cystic fibrosis needs two recessive alleles — both parents pass one.
Mistake: Thinking carriers of polydactyly can be symptom-free.
Polydactyly is dominant — one allele and the trait shows. There are no symptom-free carriers.
Instead: Dominant disorders show in everyone carrying the allele.
Mistake: Drawing the XX × XY cross with only the mother’s chromosomes varying.
Eggs all carry X; it is the sperm that carries X or Y.
Instead: Eggs: X only. Sperm: X or Y. The sperm decides.
Mistake: Claiming a family’s fourth child’s sex depends on the first three.
Each fertilisation is independent — always 50:50.
Instead: Independent events; past children change nothing.
Mistake: Writing Punnett ratios as certainties for small families.
A 3:1 ratio appears on average over many offspring, not in every family of four.
Instead: Ratios are long-run probabilities.
Mistake: Saying Mendel discovered genes and chromosomes.
Mendel described hereditary units through pea ratios; chromosomes and genes were identified decades later.
Instead: Mendel found discrete inherited units; recognition came after chromosome work.
Mistake: Attributing all variation to genes.
Phenotype is genotype plus environment — diet, exercise and conditions matter.
Instead: Height, body mass: both genes and environment.
Mistake: Saying embryo screening should be banned or is unquestionably good.
Both extremes miss the evaluation marks.
Instead: Balanced answers: information and choice versus ethical limits, cost and social worry.
Mistake: Writing allele letters in random case.
Capital = dominant, lower case = recessive — the case carries meaning.
Instead: B for dominant allele, b for recessive.
Mistake: Saying cystic fibrosis is caused by a dominant allele.
It is the classic recessive disorder; polydactyly is the dominant one.
Instead: Polydactyly = dominant; cystic fibrosis = recessive.
Check yourself
Quick quiz
30 questions with instant explanations. About 5 minutes.
Question 1 of 3
- Question 1: current question
- Question 2: not answered
- Question 3: not answered
Define alleles
Alleles are
Ready for more practice on Inheritance?
Generate a fresh 5-question adaptive drill grounded in this chapter’s GCSE key points. Free with your study account.
Practise
Topical questions
18 exam-style questions with model answers and mark schemes.
A set of structured and calculation questions matched to this chapter, in three tiers, each with a model answer, mark scheme and examiner tip. Higher-tier and Biology-only questions are tagged.
Practise topical questionsExam practice
Practice paper
A 30-mark paper in the style of a GCSE paper, with a separate mark scheme. Give yourself 40 min.
Question paper
Chapter 16 Practice Paper
30 marks · 40 min · 5 pages
10 multiple-choice questions and structured questions with answer lines. Chapter 16: alleles and dominance, genotype and phenotype, Punnett squares and probability, family trees, XX/XY sex determination, polydactyly and cystic fibrosis, embryo screening, Mendel, and variation from genes and environment.
Mark scheme
PROChapter 16 Practice Paper — mark scheme
Answers · Marking points · 3 pages
Model answers with a mark for each creditworthy point — for marking at home or in class.
How is this chapter examined?
Paper 1
1 h 45 · 100 marks
Topics 1–4: cell biology, organisation, infection and response, bioenergetics (chapters 1–10)
Paper 2
1 h 45 · 100 marks
Topics 5–7: homeostasis and response, inheritance variation and evolution, ecology (chapters 11–18)
Tiers
Foundation (grades 1–5) · Higher (grades 4–9)
Higher assumes all Foundation content; ten required practicals are examined on the papers
Want a full paper? Try the Paper 1-style (Foundation), Paper 1-style (Higher), Paper 2-style (Foundation), Paper 2-style (Higher), Required practicals practice sets.
Questions
Frequently asked questions
How do I set up a Punnett square without mistakes?
Parent one’s alleles across the top, parent two’s down the side, combine one from each axis in every cell — four boxes, four outcomes, then count.
Dominant or recessive? The family-tree shortcut.
Two unaffected parents with an affected child = recessive. Two affected parents with an unaffected child = dominant. Those two patterns answer most pedigree questions.
Why does the exam keep asking about “the next child”?
To test whether you know each pregnancy is independent. Past children never change the probability — a 25% risk stays 25% every time.
Does QuizQuip have any connection to the exam boards?
No. AQA, Pearson Edexcel and OCR are named only to identify the specifications this content supports. QuizQuip is not affiliated with, endorsed by, or connected to AQA, Pearson Edexcel or OCR, and no past-paper or specimen material is reproduced.
Up next
Chapter 17: Evolution, selection and classification