Download AT2 - Task 1 - Genetics Assignment

STAGE 2 SCIENTIFIC STUDIES
ASSESSMENT TYPE 2: SKILLS AND APPLICATIONS TASKS
Assessment type
and task clearly
identified.
GENETICS ASSIGNMENT
Purpose
This assessment allows you to demonstrate your

knowledge and understanding of genetics

ability to solve simple problems and make predictions using your knowledge of genetics

ability to use appropriate scientific terms and conventions
Description of assessment
This is a written assignment to be completed partly in class time and partly in your own time. You will
be required to find some new information from sources such as Internet sites, magazines or books.
The purpose of
the task links the
task to the
Learning
Requirements
and the
Assessment
Design Criteria
being assessed.
The assessment
conditions are
clear to the
student.
Assessment conditions
You will have two weeks in which to complete the whole assignment,
which you undertake individually.
Learning requirements
Assessment design criteria
Capabilities
1. identify and formulate
questions, hypotheses,
concepts, and
purposes that guide
scientific investigations
2. design and conduct
collaborative and
individual scientific
investigations
3. use technology and
numeracy skills to
represent, analyse,
interpret, and evaluate
scientific investigations
4. select and critically
evaluate scientific
evidence from different
sources and present
informed conclusions
or personal views on
social, ethical, and
environmental issues
5. communicate their
knowledge and
understanding of
scientific concepts
using scientific literacy
skills
6. demonstrate and apply
scientific knowledge
and understanding to a
range of contexts and
problems, including by
providing alternative
explanations and
proposing solutions.
Investigation
The specific features are as follows:
I1
Design and implementation of scientific investigation
plans.
I2
Selection and acknowledgment of information about
science and scientific issues from different sources.
I3
Manipulation of apparatus and technological tools using
safe and ethical investigation procedures.
I4
The obtaining, recording, and display of findings of
investigations using appropriate conventions and
formats.
Communication
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Citizenship
Personal
Development
Work
Learning
Analysis and Evaluation
The specific features are as follows:
AE1 Analysis of data and concepts and their connections, to
formulate conclusions and make relevant predictions.
AE2 Evaluation of procedures, with suggestions for
improvement.
Application
The specific features are as follows:
A1
Application of scientific concepts and evidence from
investigations to form personal views and to solve
problems in new or familiar contexts.
A2
Use of appropriate scientific terms, conventions,
formulae, and equations.
A3
Demonstration of skills in individual and collaborative
work.
Knowledge and Understanding
The specific features are as follows:
KU1 Demonstration of knowledge and understanding of
scientific concepts.
KU2 Use of knowledge of science to understand and explain
social or environmental issues.
KU3 Communication of knowledge and understanding of
science in different formats.
Stage 2 Scientific Studies task
Ref: A246367 (February 2013)
© SACE Board of South Australia 2013
Section A - Short Answer Questions
1.
Describe the relationship between DNA, genes and chromosomes.
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2.
Describe the process of DNA replication.
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3.
“DNA Replication is Semi-conservative.” Explain what is meant by this statement.
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4.
Define the following terms:
(a) allele
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(b) genotype
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(c) phenotype
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Page 2 of 8
Stage 2 Scientific Studies task
Ref: A246367 (February 2013)
© SACE Board of South Australia 2013
5.
Mendel’s work with pea plants illustrated the concepts homozygous and heterozygous genotypes.
(a) Use the trait of plant height to explain the difference between homozygous and heterozygous
genotypes.
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(b) Use a Punnet Square diagram to determine the possible genotypes and phenotypes in
daughter plants produced from a pure-bred tall plant and a pure-bred short plant.
Application
Students use
appropriate
genetic
terminology.
genotypes __________________________________
phenotypes _________________________________
6.
In guinea pigs black coat is dominant to white coat.
Describe a test to determine if a black guinea pig is pure breeding or a hybrid for black coat colour.
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7.
Some traits are controlled by incomplete dominance and some by co-dominance.
(a) State one trait that is controlled by incomplete dominance.
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(b) State one trait that is controlled by co-dominance.
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(c) Explain the difference between incomplete dominance and co-dominance.
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Stage 2 Scientific Studies task
Ref: A246367 (February 2013)
© SACE Board of South Australia 2013
8.
Explain the difference between monogenic and polygenic inheritance. Give one example of each.
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9.
The following pedigree diagram shows inheritance of a characteristic controlled by the alleles A and a.
Individuals displaying the characteristic are shaded.
Explain, using appropriate genotypes, how this diagram indicates that this is a characteristic controlled
by the recessive allele.
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Stage 2 Scientific Studies task
Ref: A246367 (February 2013)
© SACE Board of South Australia 2013
10. Haemophilia in humans is inherited as a sex-linked recessive gene controlling a process involved in
blood clotting.
Queen Victoria was a carrier for the condition. Her daughter, Princess Beatrice, did not have the condition,
nor did Beatrice's husband.
The sons of Beatrice, Prince Leopold and Prince Maurice, were haemophiliacs whereas the daughter,
Princess Victoria Eugenia, was not haemophiliac.
Victoria Eugenia's husband, Alfonso XII of Spain, did not have haemophilia but the Crown Prince Alfonsio,
one of their sons, was haemophiliac.
Write the genotype of each member of the Royal family.
Queen Victoria ____________________________________________________________________
Princess Beatrice _________________________________________________________________
Beatrice's husband ________________________________________________________________
Prince Lopold ____________________________________________________________________
Prince Maurice ___________________________________________________________________
Princess Victoria Eugenia ___________________________________________________________
Alfonso XII of Spain ________________________________________________________________
Crown Prince Alfonsio ______________________________________________________________
11. Red/green colour blindness is a sex-linked trait.
(a) Explain how a female can be a carrier of red/green colour blindness, but not affected by it.
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(b) Explain why males can never be carriers of the red/green colour blindness trait.
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Knowledge and
Understanding
Students can
demonstrate
deep
understanding of
inheritance
concepts.
Page 5 of 8
Stage 2 Scientific Studies task
Ref: A246367 (February 2013)
© SACE Board of South Australia 2013
12. Coat colour in cats is controlled by a sex linked gene. One allele produces black fur (X B) and the other
allele produces orange fur (XO). A heterozygous cat has tortoiseshell coat colour with patches of black and
of orange fur.
(a) A litter of eight kittens consisted of one orange male, two black males, two orange females and three
tortoiseshell females.
(i) Write the genotype of each of the 4 types of kitten.
orange male _________________________________________________________________
black male __________________________________________________________________
orange female _______________________________________________________________
tortoiseshell female ___________________________________________________________
(ii)
Use this information to determine the phenotype and genotype of the parents of these
kittens.
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(b) A tortoiseshell female cat mates with a male whose fur is black in colour. Together they have a litter of
four kittens.
(i) Determine the genotype and phenotype proportions expected among the litter of kittens.
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Page 6 of 8
Stage 2 Scientific Studies task
Ref: A246367 (February 2013)
© SACE Board of South Australia 2013
Section B – Report on a genetically-controlled health condition
Factors such as your shared environment, habits and cultural traditions play a role in influencing health
conditions but a person’s genotype can be a major factor contributing to these conditions.

Choose a particular health condition (such as diabetes mellitus, Down syndrome, osteoporosis,
hypertension) that is influenced by a person’s genotype.

Select information from a variety of sources that discuss this health condition.
Highlight and annotate points that are useful for your report.

Write a short report that describes:
(a)
the type of genetic control involved (eg autosomal/sex-linked, monogenic/polygenic) or the
actual genes(s) involved.
(b)
how other factors, such as environment and diet, can affect the severity of the condition.
(c)
how a collection of family history data about the condition could be used by a person to
predict the likelihood of its occurrence in themselves and future generations of the family.
(d)

the ethical implications of collecting family history data on this health condition.
Include a correctly formatted bibliography.
Include your highlighted and annotated articles as an appendix to your report.
Analysis and
Evaluation
Family history
data can be used
to make a
prediction about
a person’s health
condition.
Investigation
Students select
and acknowledge
information from
different sources.
Page 7 of 8
Stage 2 Scientific Studies task
Ref: A246367 (February 2013)
© SACE Board of South Australia 2013
Performance Standards for Stage 2 Scientific Studies
A
Investigation
Analysis and
Evaluation
Application
Knowledge and
Understanding
Designs logical, coherent, and detailed
scientific investigations.
Critically and
systematically analyses
data and their
connections with
concepts, to formulate
logical and perceptive
conclusions and make
relevant predictions.
Applies scientific concepts and
evidence from investigations to
present substantiated personal
views and to suggest solutions
to complex problems in new
and familiar contexts.
Consistently demonstrates a
deep and broad knowledge
and understanding of a range
of scientific concepts.
Critically and logically selects and consistently
and appropriately acknowledges information
about science and issues in science from a
range of sources.
Manipulates apparatus and technological tools
carefully and highly effectively to implement
well-organised safe and ethical investigation
procedures.
Obtains, records, and displays findings of
investigations using appropriate conventions
and formats accurately and highly effectively.
B
Designs well-considered and clear scientific
investigations.
Logically selects and appropriately
acknowledges information about science and
issues in science from different sources.
Manipulates apparatus and technological tools
carefully and mostly effectively to implement
organised safe and ethical investigation
procedures.
Obtains, records, and displays findings of
investigations using appropriate conventions
and formats mostly accurately and effectively.
C
Designs considered and generally clear
scientific investigations.
Selects with some focus and mostly
appropriately acknowledges information about
science and issues in science from different
sources.
Manipulates apparatus and technological tools
generally carefully and effectively to implement
safe and ethical investigation procedures.
Obtains, records, and displays findings of
investigations using generally appropriate
conventions and formats with some errors but
generally accurately and effectively.
D
Prepares the outline of one or more scientific
investigations.
Selects and may partly acknowledge one or
more sources of information about science or
an issue in science.
Uses apparatus and technological tools with
inconsistent care and effectiveness and
attempts to implement safe and ethical
investigation procedures.
Obtains, records, and displays findings of
investigations using conventions and formats
inconsistently, with occasional accuracy and
effectiveness.
E
Identifies a simple procedure for a scientific
investigation.
Identifies a source of information about science
or an issue in science.
Attempts to use apparatus and technological
tools with limited effectiveness or attention to
safe or ethical investigation procedures.
Attempts to record and display some
descriptive information about an investigation,
with limited accuracy or effectiveness.
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Critically and logically
evaluates procedures
and suggests a range of
appropriate
improvements.
Clearly and logically
analyses data and their
connections with
concepts, to formulate
consistent conclusions
and make mostly
relevant predictions.
Logically evaluates
procedures and
suggests some
appropriate
improvements.
Analyses data and their
connections with
concepts, to formulate
generally appropriate
conclusions and make
simple predictions, with
some relevance.
Evaluates some
procedures in science
and suggests some
improvements that are
generally appropriate.
Describes basic
connections between
some data and
concepts, and attempts
to formulate a
conclusion and make a
simple prediction that
may be relevant.
For some procedures,
identifies improvements
that may be made.
Uses appropriate scientific
terms, conventions, formulae,
and equations highly
effectively.
Demonstrates initiative in
applying constructive and
focused individual and
collaborative work skills.
Applies scientific concepts and
evidence from investigations to
present logical personal views
and to suggest solutions to
problems in new and familiar
contexts.
Uses appropriate scientific
terms, conventions, formulae,
and equations effectively.
Applies mostly constructive
and focused individual and
collaborative work skills.
Applies scientific concepts and
evidence from investigations to
present reasonable personal
views and to suggest some
solutions to basic problems in
new or familiar contexts.
Uses generally appropriate
scientific terms, conventions,
formulae, and equations with
some general effectiveness.
Applies generally constructive
individual and collaborative
work skills.
Applies some evidence to
describe some basic problems
and identify one or more
personal views and simple
solutions, in familiar contexts.
Attempts to use some scientific
terms, conventions, formulae,
and equations that may be
appropriate.
Attempts individual work
inconsistently, and contributes
superficially to aspects of
collaborative work.
Attempts to connect
data with concepts,
formulate a conclusion,
and make a prediction.
Identifies a basic problem and
attempts to identify a personal
view or solution in a familiar
context.
Acknowledges the need
for improvements to one
or more procedures.
Uses some scientific terms or
formulae.
Shows emerging skills in
individual and collaborative
work.
Uses knowledge of science
perceptively and logically to
understand and explain social
or environmental issues.
Uses a variety of formats to
communicate knowledge and
understanding of science
coherently and highly
effectively.
Demonstrates some depth
and breadth of knowledge and
understanding of a range of
scientific concepts.
Uses knowledge of science
logically to understand and
explain social or
environmental issues.
Uses a variety of formats to
communicate knowledge and
understanding of science
coherently and effectively.
Demonstrates knowledge and
understanding of a general
range of scientific concepts.
Uses knowledge of science
with some logic to understand
and explain one or more
social or environmental
issues.
Uses different formats to
communicate knowledge and
understanding of science with
some general effectiveness.
Demonstrates some basic
knowledge and partial
understanding of scientific
concepts.
Identifies and explains some
scientific information that is
relevant to one or more social
or environmental issues.
Communicates basic
information to others using
one or more formats.
Demonstrates some limited
recognition and awareness of
scientific concepts.
Shows an emerging
understanding that some
scientific information is
relevant to social or
environmental issues.
Attempts to communicate
information about science.
Stage 2 Scientific Studies task
Ref: A246367 (February 2013)
© SACE Board of South Australia 2013