In that context, I might argue the actual opposite would be non-coding DNA. As both dominant and recessive are still functional DNA, they’re not so much opposites as they are alternatives.
But I’ve made those kinds of arguments in school enough, to know the teacher still probably wouldn’t accept my debating semantics. Even if they admit I’m right.
That’s probably what they were looking for.
In that context, I might argue the actual opposite would be non-coding DNA. As both dominant and recessive are still functional DNA, they’re not so much opposites as they are alternatives.
But I’ve made those kinds of arguments in school enough, to know the teacher still probably wouldn’t accept my debating semantics. Even if they admit I’m right.