Skip over navigation
Cambridge University Faculty of Mathematics NRich logo
menu search
  • Teachers expand_more
    • Early years
    • Primary
    • Secondary
    • Post-16
    • Events
    • Professional development
  • Students expand_more
    • Primary
    • Secondary
    • Post-16
  • Parents expand_more
    • Early Years
    • Primary
    • Secondary
    • Post-16
  • Problem-Solving Schools
  • About NRICH expand_more
    • About us
    • Impact stories
    • Support us
    • Our funders
    • Contact us
  • search

Or search by topic

Number and algebra

  • The Number System and Place Value
  • Calculations and Numerical Methods
  • Fractions, Decimals, Percentages, Ratio and Proportion
  • Properties of Numbers
  • Patterns, Sequences and Structure
  • Algebraic expressions, equations and formulae
  • Coordinates, Functions and Graphs

Geometry and measure

  • Angles, Polygons, and Geometrical Proof
  • 3D Geometry, Shape and Space
  • Measuring and calculating with units
  • Transformations and constructions
  • Pythagoras and Trigonometry
  • Vectors and Matrices

Probability and statistics

  • Handling, Processing and Representing Data
  • Probability

Working mathematically

  • Thinking mathematically
  • Developing positive attitudes
  • Cross-curricular contexts

Advanced mathematics

  • Decision Mathematics and Combinatorics
  • Advanced Probability and Statistics
  • Mechanics
  • Calculus

For younger learners

  • Early Years Foundation Stage

Genetics

Age 14 to 16
Challenge Level Yellow star
  • Problem
  • Student Solutions
  • Teachers' Resources

The boy who suffers from the disease must have inherited the alleles causing that disease from his parents. Since, however, both parents were healthy, we conclude that the disease-causing allele is recessive and that both parents are carriers.

In particular, this means that both parents have a copy of the "bad" gene and a copy of the "good" gene but since the "good" gene is dominant, both parents are healthy.

If we suppose that the disorder X is X - linked, this would mean that Allan, the father, would need to have a copy of the "good" gene, since he is healthy. Therefore, the boy who has the disease, must have inherited an X chromosome with the "bad" gene from Beth, his mother. As Beth is healthy, she must have a dominating "good" gene as well as the recessive "bad" gene. This is consistent with the data we are given, so the disorder X can be X - linked.

So, the gene determining whether a person has the disease X or not lies on one of the 22 other chromosomes. We also know that both parents have a copy of the dominant "good" gene and a copy of the recessive "bad" gene. In order for an offspring to suffer from the disease, they need to inherit the "bad" gene from both parents.

If we denote by G the "good" gene and by g the "bad" gene, we see that the possible combinations of genes in the offspring are: GG, Gg, gG and gg. Hence, the only case in which the "bad" gene is inherited from both parents (gg) has a probability of $\frac{1}{4}$ of occurring.

Therefore, each child has a chance of $\frac{1}{4}$ of having the disease.

Moreover, each child has a chance of $\frac{1}{2}$ of being a boy or a girl. So, in order to have a family of 5 children, with 3 healthy girls, 1 healthy boy and 1 unhealthy boy, we have a probability of:

$$ P = P(\textrm{3 girls and 2 boys})\cdot P(\textrm{3 healthy girls})\cdot P(\textrm{1 healthy and 1 unhealthy boy}) $$

We will calculate all these probabilities separately.

The probability of having 3 girls and 2 boys out of 5 children is (using the binomial distribution)

$$ P(\textrm{3 girls and 2 boys})=\binom{5}{3}\cdot \left(\frac{1}{2}\right)^5 = \frac{5}{16} $$

Moreover, the probability of each girl being healty is $\frac{3}{4}$, hence the probability of all three girls being healthy (since each birth is independent) is

$$ P(\textrm{3 healthy girls}) = \left(\frac{3}{4}\right)^3 = \frac {27}{64} $$

We also want that from the two boys, one is healthy and one is not. The probability of this happening is (using the binomial distribution again)

$$ P(\textrm{1 healthy and 1 unhealthy boy}) = \binom{2}{1} \cdot \frac{1}{4} \cdot  \frac {3}{4} = \frac {3}{8} $$

So, multiplying all of the above, we get our desired expression for the total probability of having 3 healthy girls, 1 healthy boy and 1 unhealthy boy:

$$ P = \frac{5}{16} \cdot \frac{27}{64} \cdot \frac {3}{8} = \frac{405}{2048} $$

 

Now, suppose that the disease is in fact X - linked. Then, we denote by X the X-chromosome carrying the "good" gene, by x the X-chromosome carrying the "bad" gene, and by Y the Y-chromosome. As we have explained before, the genotype of Allan is XY and the genotype of Beth is Xx.

Therefore, each of the daughters Allan and Beth might have will be certainly healthy, since she will inherit the "good" X chromosome from Allan, which is dominant (we recall that every girl inherits her father's only X chromosome).

Thus, $$ P (\textrm{3 healthy girls}) = 1 $$

Now, for the two boys, each of them will inherit their father's Y chromosome, and either X or x from their mother, with equal likelihood. Hence, the probability of a boy being unhealthy is $\frac{1}{2}$ and hence

$$ P (\textrm{1 healthy and 1 unhealthy boy}) = \binom{2}{1} \cdot \left(\frac{1}{2}\right)^2 = \frac{1}{2} $$

Again, we need to multiply this with the probability of the family actually having 3 girls and 2 boys, and so we obtain

$$ P = \frac{5}{16} \cdot 1 \cdot \frac{1}{2} = \frac{5}{32} $$

We now compare the probabilities associated with the two different cases, and we note that

$$ \frac{405}{2048} > \frac{5}{32} $$

This, however, does not mean that the disease is more likely not to be X - linked. It simply means, that if the disease is not X - linked, then it is more likely that a family with 3 girls and 2 boys will have 3 healthy girls, 1 healthy boy and 1 unhealthy boy.

 

You may also like

Far Horizon

An observer is on top of a lighthouse. How far from the foot of the lighthouse is the horizon that the observer can see?

Data Matching

Use your skill and judgement to match the sets of random data.

More or Less?

Are these estimates of physical quantities accurate?

  • Tech help
  • Accessibility Statement
  • Sign up to our newsletter
  • Twitter X logo

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

University of Cambridge logo NRICH logo