Ninth Grade · Science · week 19

Dihybrid Crosses and Beyond Simple Dominance

Predict outcomes of a dihybrid cross with a Punnett square, and distinguish incomplete dominance, codominance, multiple alleles, and polygenic inheritance from simple dominance.

Mendel's law of independent assortment states that genes for different traits are inherited independently of each other, as long as they sit on different chromosomes (or far apart on the same one). A dihybrid cross tracks two genes at once -- for example, crossing two pea plants heterozygous for both seed shape and seed color (RrYy x RrYy). Because the two genes assort independently, each parent produces four equally likely gamete types (RY, Ry, rY, ry), which combine in a 4x4 Punnett square of sixteen equally likely boxes. Working through that square gives the classic dihybrid phenotype ratio: 9 round-yellow to 3 round-green to 3 wrinkled-yellow to 1 wrinkled-green.

Not every trait follows Mendel's simple dominant/recessive pattern. In incomplete dominance, a heterozygote shows a blended, intermediate phenotype -- a red snapdragon crossed with a white one produces all pink offspring. In codominance, a heterozygote shows both parental phenotypes fully and simultaneously, with neither one blended away -- a roan cow with a mix of distinct red and white hairs, or a person with type AB blood, are both codominance. Multiple alleles means more than two versions of a gene exist across a population, even though any one individual still carries only two -- human ABO blood type has three alleles (IA, IB, and i) that combine into four possible blood types. Polygenic traits are controlled by many genes acting additively, producing continuous variation rather than a small number of discrete categories -- human height and skin color are commonly cited examples.

📋 For the teacher
Teach it (10–15 min):
  • Walk through building the 4x4 Punnett square step by step rather than jumping straight to the memorized 9:3:3:1 ratio -- the ratio should feel earned through the logic, not memorized as an arbitrary rule.
  • Real snapdragons or four-o'clock flowers are a classic, easy-to-find photo example of incomplete dominance if you want to look at real pictures alongside the text.
  • Ask your student to predict, before being told, what a heterozygous ABO genotype (IA i) would produce as a phenotype (type A, since IA is dominant over i) versus what IA IB would produce (type AB, since the two alleles are codominant).
  • Human height and skin color are commonly cited polygenic examples, but caution your student that these are complex, multi-gene, environment-influenced traits, and this week's simplified models should not be over-applied to broader claims about human groups.
Talk about it:
  • Why does independent assortment require the two genes to sit on different chromosomes (or far apart on the same one)?
  • Why might codominance be considered a more "complete" pattern than incomplete dominance, in the sense that neither allele is hidden or blended away?
  • Can you think of a human trait that seems to vary continuously, like height, rather than falling into a small number of clear either-or categories?

Mastery looks like: They can build a dihybrid Punnett square correctly and distinguish incomplete dominance, codominance, multiple alleles, and polygenic traits with an accurate example of each.

Common stumbles: Assuming every heterozygote must show a blended phenotype, which is only incomplete dominance; confusing codominance (both traits fully visible) with incomplete dominance (a blended third trait).

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