16.5: Genome-wide Association Studies (GWAS)

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    16.5: Genome-wide Association Studies (GWAS)

    The majority of phenotypic traits are not associated with simple Mendelian inheritance, rather a number of different genetic genes and the combination of alleles determines the genetic aspect of the trait. In addition, there are often non-genetic, developmental and environmental factors involved. Nutrition factors during developing, exposure to toxins or pathogens and other stressors can influence the final phenotype. A classic example of a trait influenced by both genetics and environment is height. It is known as a quantitative trait, characterized by a simple number.[563] Estimates for the heritability of height differ between populations, ranging from between ~60 to ~80% of the variation attributed to genetic differences and ~20 to ~40% environmental (nutritional) factors. In addition, height (in humans) is a sexually dimorphic trait - on average males are taller than females.

    If variation in many genes is involved how do we identify the genes involved in a particular trait?[564] Begin with a trait that can be accurately measured. Height is more objectively measured than friendliness. Then we need to identify the genetic differences found between different individuals. Typically between 500,000 to 1 million single nucleotide polymorphisms (SNPs) are used. A useful SNP occurs at high frequency (>10 to 30%) in the population. The SNP need not be located within a particular gene; with a high enough density of SNPs, a SNP will be linked to almost every gene. Of course meiotic recombination can influence who is linked to whom.

    The different SNPs present in a particular genome are identified based on nucleotide sequence. Samples of a person’s genome are taken, often from white blood cells that have nuclei. Since alleles and SNPs differ in their nucleotide sequences, two perfectly complementary (single-stranded) DNA molecules bind more strongly to one another than two mis-matched molecules. We can use this difference in binding stability to identify which SNP or allele is present at a particular position. Finally, we ask how the presence of particular SNPs/alleles relates to the trait, for example the height of the person or the levels of low (LDL) and high density (HDL) lipoproteins in their blood. Of course you see some of the issues right away. People are different heights at different times of their lives, and different levels of LDL and HDL depending on their diet, and when they last ate. So the trait we are trying to study has to be accurately and reproducibly measurable.

    We then ask which markers (SNPs or alleles) are correlated to the trait phenotype under study. In a large enough population we can identify those markers (alleles and SNPs) that are in or near specific genes associated with the phenotype. Correlation however does not prove causation. It may be that the allele/SNP involves a functionally significant allele. To prove that a particular allele plays a role in producing or modifying a trait, further experimental studies are necessary.[565]

    Questions to answer:

    1. What is critical to know before one can even consider beginning a GWAS study?

    Questions to ponder:

    • You discover a gene linked to a particular trait through a GWAS study, how might you go about establishing a significant physiological role for the gene in influencing that trait?

    A few conclusions before we move on ...

    At this point, you will have completed what is meant to be a two semester introductory course on modern molecular and cell biology. It is limited in scope because what it aims to teach (help you learn) is important to master in order to think about biological systems mechanistically. As noted by Oscar Whitney (per. comm.), who served as a learning assistant for the course (awhile ago), the goal of any such course should be to help you build effective and productive intuitions regarding biological systems. That does not mean memorizing large numbers of facts, but rather developing reasonable feelings for how a system could (plausibly) work. What molecular level processes are likely to be involved.

    So what comes next? Typically that might be courses in cell and more advanced molecular biology - looking at common mechanisms regulating the behaviors of biological systems. More and more details, but all anchored in the core concepts introduced here. In the next section we consider how these processes are applied in the context of developing systems. It emerged after MWK started teaching a developmental biology course.

    Curvy black line with loops and an arrow pointing to the right.

    Short Chapter Summary

    • Synteny reveals evolutionary history; comparative genomics clarifies function.
    • Expression maps (where/when) and variant databases (e.g., gnomAD) connect genotype ↔ phenotype.
    • BLAST and friends: homology as a discovery engine.

    This page titled 16.5: Genome-wide Association Studies (GWAS) was last modified on Thu, 08 Jan 2026 23:41:04 GMT and is shared under a CC BY-NC-SA 4.0 license and was authored, remixed, and/or curated by Michael W. Klymkowsky and Melanie M. Cooper.