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IGCSE · Cambridge (CIE) · 0610

Explain the four ABO phenotypes and six common-model genotype combinations

Three available allele types give six common-model genotypes and four phenotypes.

Monohybrid inheritance pathway · 17.4

Extended only (Supplement); Biology 0610, 2026–2028. Use the stated specimen features and evidence. Diagrams are schematic. Written practice is self-checked

Before you begin

  • Recall chromosomes, genes and alleles, meiosis, haploid gametes and fertilisation restoring two chromosome sets.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

How many ABO alleles are in one diploid genotype in this model?

What you will learn

  • Connect IA IB and Io alleles with ABO phenotypes
  • Separate codominance from dominance over Io

Original teaching model. Pedigrees and records are fictional; allele and probability assumptions are stated.

Explain the four ABO phenotypes and six common-model genotype combinationsThree available allele types give six common-model genotypes and four phenotypes.Common ABO genotype-to-phenotype modelGenotypePhenotypeIAIAAIAIoAIBIBBIBIoBIAIBABIoIoOThree available allele types; twoalleles per diploid genotype
Three available allele types give six common-model genotypes and four phenotypes.
Allele, phenotype and evidence key
FeatureMeaning
A phenotypeIAIA or IAIo
B phenotypeIBIB or IBIo
AB phenotypeIAIB; IA and IB codominant
O phenotypeIoIo; Io recessive to IA and IB

Connect IA IB and Io alleles with ABO phenotypes

The Cambridge model uses three ABO allele forms: IA, IB and Io. These plain-text labels represent I with superscripts A, B and o in conventional notation. A diploid individual has two alleles at the ABO gene, even though three forms are available in the model population. Three available allele types does not mean every individual carries all three.

IA and IB are codominant with each other: IAIB gives the AB phenotype, with both A and B contributions. Each is dominant over Io in the common classroom model. IAIA and IAIo give phenotype A; IBIB and IBIo give phenotype B. IoIo gives O. Thus there are six unordered genotype combinations but four named phenotypes: A, B, AB and O.

Separate codominance from dominance over Io

AB is a phenotype rather than the name of one allele. IAIB is its two-allele genotype. Similarly, O is a phenotype and Io is an allele label; IoIo is the model genotype for that phenotype. A and B phenotypes each leave two common-model genotype possibilities, so the phenotype alone does not tell you whether Io is carried.

The ABO diagram here is a syllabus inheritance model, not a blood test or a complete account of all rare biological variants. Use supplied genotype records when calculating a cross. Do not use classroom phenotype predictions as transfusion guidance or to establish real parentage. The teaching task is to connect the allele key, possible contributions and four phenotype categories under the stated common model.

Pause and explain

Which genotype gives AB in the common model?

Put the idea to work

Worked example

List the possible genotypes for the four common-model ABO phenotypes.

Show the worked solution
  1. Use the relationship that IA and IB are codominant with each other and each dominates Io.
  2. A can be IAIA or IAIo; B can be IBIB or IBIo; both contributions require IAIB for AB, and no A or B contribution requires IoIo for O.

Answer Common model: A → IAIA or IAIo; B → IBIB or IBIo; AB → IAIB; O → IoIo. IA and IB are codominant with one another and each dominant over Io.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

List the common-model genotype possibilities for phenotype A and for phenotype B.

Give me a hint

Each phenotype can include or omit the recessive Io contribution.

Compare my reasoning
  1. List IAIA and IAIo for A.
  2. List IBIB and IBIo for B.

A: IAIA or IAIo; B: IBIB or IBIo.

Look for these in your work

  • Two correct A possibilities
  • Two correct B possibilities
2 · Independent

Assign phenotypes to IAIB, IoIo, IAIo and IBIo. State the two different expression relationships used.

Give me a hint

IA and IB are codominant; each is dominant over Io.

Compare my reasoning
  1. Assign AB to IAIB and O to IoIo.
  2. Assign A to IAIo and B to IBIo.

IAIB gives AB, IoIo gives O, IAIo gives A and IBIo gives B. IA and IB are codominant with each other, while each is dominant over Io in this model.

Look for these in your work

  • Four correct phenotypes
  • Correct codominance and dominance distinction
3 · Transfer

A supplied record names phenotype A but gives no genotype. Explain what you can infer for a cross and why a genotype must not simply be assumed.

Give me a hint

Phenotype A has two common-model possibilities.

Compare my reasoning
  1. Retain IAIA or IAIo.
  2. Identify their different possible gamete allele types.
  3. Request or explicitly condition on the genotype.

The common-model possibilities are IAIA and IAIo. They give different gamete alternatives, so a cross prediction must use a supplied genotype or state separate conditional cases rather than assume IAIA.

Look for these in your work

  • Retains two possibilities
  • Connects ambiguity to gamete and cross predictions

Common mistakes

  • Giving one individual three alleles because three types are available
  • Calling AB a single allele
  • Assuming phenotype A identifies IAIA rather than IAIo
Recall without your notes

What can you explain now?

Which genotype gives AB in the common model?

Compare with the explanation

IAIB

Both A and B allele contributions are expressed.

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Make it stick

Without your notes, connect ia ib and io alleles with abo phenotypes and separate codominance from dominance over io. Use the supplied allele key and state what the evidence can establish.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Biology

Course scope and assessment

780 sequenced lessons provide 2340 guided, independent and application problems in characteristics, classification, cells, organisation, specimen size, membrane transport, biological molecules, enzymes, plant and human nutrition, plant transport, circulatory systems, the heart, blood vessels, blood, disease transmission, body defences, immunity, gas exchange in humans, respiration energy uses and investigations, aerobic respiration, anaerobic respiration and recovery, excretion in humans, coordination and response, sense organs, hormones, homeostasis, tropic responses, drugs, asexual reproduction, sexual reproduction, sexual reproduction in plants, sexual reproduction in humans, sex hormones in humans, sexually transmitted infections, chromosomes, genes and proteins, mitosis, meiosis, monohybrid inheritance, variation, adaptive features, selection, energy flow, food chains and webs, nutrient cycles, population, community, ecosystem, population-growth phases, food supply, habitat destruction, pollution, conservation, biotechnology and genetic modification. 61 of 61 syllabus sections have linked teaching and staged practice. The earlier inheritance overview remains introductory, and the monohybrid pathway develops the relevant Core and Supplement requirements. This is not full programme completion or guaranteed exam readiness. Written practice is self-checked.

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