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PROFESSOR: I told you that there were two things that convinced Morgan that
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the Chromosome Theory was right.
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The killer was Alfred Sturtevant's experiment building the maps.
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That was 1911.
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But the year before, in 1910, Morgan found something that actually put him
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on the path to believing this Chromosome Theory.
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He found his first mutant.
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His first mutant was the white eyed fly.
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STUDENT: That's not wolverine.
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PROFESSOR: No, it's not wolverine, it turns out.
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It is the white-eyed fly.
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And it turns out that that white eyed flight was so special because he was
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the first thing that Morgan found that was a mutant.
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It was his first appearance of a new form.
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And he was not sure he was ever see another mutant, and so he took really
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good care of it.
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He kept it in a bottle.
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And every day when he went home from the lab, he took it home.
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And as it happened, that was just the same time that his wife, Lillian, had
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given birth to a child.
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And Lilian, who went on to become a very famous geneticist herself,
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working the lab, doing important work.
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But at the time, she was having kids.
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And Morgan went to the hospital.
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And the first thing she asks him is, how's the fly?
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And after he tells her, he says, how's the baby?
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Things like that.
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This was really a pretty special fly, this fly.
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Let me tell you why this fly was such a special fly.
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Well, it has to do with an observation about chromosomes that people saw.
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I'm drawing this picture as if, these chromosomes, they line up in
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homologous pairs.
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And, you know, these guys are the same--
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make that a little shorter-- these guys are the same.
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But they line up in identical pairs.
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Each homologous pair is identical.
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That's not really true.
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In many species, one pair lines up, and they don't look the same.
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There's identical pair, identical pair, identical pair, but one is
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non-identical.
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And when you don't know what things are, you give them names.
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We'll call this guy--
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what's a good name for some random, algebraic variable--
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X. And another good random algebraic variable?
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STUDENTS: Y.
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PROFESSOR: Y. Excellent, we'll call it the X chromosome and the Y chromosome.
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And what they found was that males, in humans, have an X and Y, whereas
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females have an X and an X. And in fruit flies, in our fruit flies, it's
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the same thing.
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X and a Y, X and an X.
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Now it turns out that in birds, it's different.
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Whereas in humans and flies, it's the female that has two copies of the same
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thing, and the male that has two different things.
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We call that homogametic versus heterogametic, meaning the same
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gametes and, anyway.
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This, it's the males who have two copies of the same thing, and the
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females who have two different things.
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OK.
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And so to indicate that, we use Zs and Ws.
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I wouldn't worry a lot about this, but I'm telling you it's still the case.
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Then, in some types of worms that people work on, nematode worms, the
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females are XX, and the males are X, nothing.
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They don't actually have a matching homolog, at all.
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In humans, there is this matching homolog.
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It's the Y chromosome.
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But it's a teeny little chromosome.
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It's not got much on it.
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OK.
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So you've got these things.
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And obviously, people said, chromosomes, sex.
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If the males and females have different chromosomes, then it must be
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that the chromosomes are controlling the sex.
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And do you buy that?
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STUDENT: Now we do.
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PROFESSOR: No.
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You shouldn't buy that argument just as I've given it to you, because you
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could say, maybe it's the sex that's controlling the chromosomes.
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Maybe, in fact, those chromosome things-- now you've already seen
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Sturtevant, you know this Chromosome Theory's going to work out OK--
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but back the year before, just the simple observation that males and
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females have different chromosomes could equally well have been explained
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by the observation that it's a secondary sex characteristic.
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Males and females look different.
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Well maybe it's the case that males kind of chew up one of their
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chromosomes.
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Or something that makes a funny, little Y chromosome, right.
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So maybe it's a consequence of being male, not a cause of being male.
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That's entirely possible.
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And a good, hard-headed geneticist should not believe, for a minute, that
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just because you see a correlation between chromosomes and sex, that
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chromosomes cause sex.
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But that's where this white eyed fly comes in.
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Because the wide-eyed fly ends up teaching us about the connection
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between sex chromosomes and sex linkage.
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Here's what Morgan did.
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Morgan took that white-eyed fly, which he lovingly carried home every night,
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in the bottle, and he set up a cross between the white male
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and wild type female.
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White male, wild type female.
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He gets a normal eyed--
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so white-eyed --
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normal eyed female.
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He gets a bunch of progeny, I'm just going to show you
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the normal eyed female.
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And what does that tell us about the white eye trait?
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It's recessive.
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Looks recessive, right?
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Because you cross it to wild type, and it seems to go away.
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Morgan sure hopes it's not going to completely go away.
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But it seems to go away.
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It looks like a perfectly ordinary, Mendelian, recessive trait.
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But then he does something.
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And he crosses it back to a wild type male.
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Now think about it for a moment.
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If I have an F1 heterozygote that has the white and the normal, and I cross
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it back to a wild type fly, what will I see in the next generation?
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It's all going to be wild type.
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Because this wild type fly should be carrying normal alleles on both
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chromosomes, will be giving a normal allele, and no matter what this one
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gives, we should see normal progeny.
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And when he looks, he sees that of all the daughters that come out of this
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cross, all the females that come out of this cross,
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100% of them are normal.
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So far, so boring.
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But then he looks at the males that come out.
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From the males that come out, he sees two kinds of males.
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He see white-eyed males, and he sees normal males, normal eyed males.
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And this is 50%, and that is 50%.
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He sees a trait, white eyes, that is linked to sex.
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It's somehow linked with sex.
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This is the first time there's any evidence that this genetics and this
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chromosomes might have anything to say to each other.
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And then, we think about what's going on.
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What could be going on in this picture?
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Well, if there's an X chromosome, and a crummy, little Y chromosome, and
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there's an allele, over there that causes white eyes, the idea is that
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that allele-- we'll make a little w for white--
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if it's on the X chromosome, what's on the Y chromosome the
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matches up with it?
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Nothing.
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So here, you don't need two copies because there's no normal gene on the
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Y to compensate for it.
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If that's what's going on, if there's a white eyed gene on the X chromosome
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that has no matching pair on the crummy, little Y chromosome, let's see
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what happens.
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This white-eyed male would be carrying an X chromosome that has the
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white-eyed allele over a Y chromosome that has nothing at all.
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What's this fly going to be carrying?
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An X chromosome that has the normal allele--
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I'm going to write X with a plus, there--
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over an X chromosome that has the normal allele.
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Let's look at this daughter.
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What does she get from her mother?
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She gets an X+.
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Why is that?
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It's all she's got on offer, right.
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There's got to be an X+.
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And what does she get from her father?
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X carrying white.
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Why doesn't she get the Y chromosome?
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Cause she's a she.
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Right, if she got the Y chromosome, she'd be a he.
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But she's not a he, she's a she.
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And therefore, we know she must have gotten that.
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OK.
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Now let's cross back to wild type.
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What are we getting?
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Now we're going to cross to a wild type male.
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What's the genotype of the wild type male?
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He's got an X chromosome that carries the normal eye color, over a Y
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chromosome.
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And now, let's see what happens.
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The daughters--
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what do the daughters get from their dad?
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They get a normal X chromosome from their dads.
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But why don't they get the Y chromosome from their dads?
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Because they're daughters.
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Good.
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What do they get from their moms?
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STUDENT: Either or.
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PROFESSOR: They could get Xw, or they could get X+.
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What about the sons?
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What do the sons get from their dad?
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STUDENTS: Y.
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PROFESSOR: Y, because they're sons.
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What could they get from their moms.
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They could get Xw, the white eyed, or they could get the normal.
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And if they get that one, 50-50 chance they're white.
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And if they get that one, they're normal.
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By the way, there's even a prediction, here.
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These normal daughters--
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half of them are carriers who can transmit the trait.
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Half of them can't transmit the trait.
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Testable prediction.
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By the way, checks out.
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These normal males can never transmit the trait.
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They don't carry it anymore.
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Prediction.
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Checks out.
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Beautiful.
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So what have we got here?
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We've now got real, beautiful, testable predictions of
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the Chromosome Theory.
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We go from 1909, when Morgan, our great skeptic, is saying, oh, people
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are putting these epicycles on epicycles, and making some facts go
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into factors, and all that.
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And he's skeptical.
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And maybe it's the cytoplasm of the cell that's controlling everything.
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To actually, the first thing he sees is his white-eyed fly.
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And that seems, boy, there's a real connection.
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Sex chromosomes, and sex, and these genes on sex chromosome fits the story
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even better.
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It's kind of another Mendel moment.
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But then, in 1911, the 19-year-old Alfred Sturtevant comes along and
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shows, not only does this all kind of make sense, it beautifully fits.
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You can build maps out of chromosomes, even though you have no idea what
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chromosomes are.
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And it all checks out perfectly.
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And even today, and even in my lab, and in the labs of medical geneticists
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around the world, we use that insight to study human disease every day.
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That's why I like genetics.
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OK.
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To consolidate everything we've learned in lecture, so far, try this
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question about genetic crosses.
17486
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