Download 1 - SACE

STAGE 1 AGRICULTURE AND HORTICULTURE
SKILLS AND APPLICATIONS TASK 1
Purpose
This assessment provides you with the opportunity to demonstrate:
 knowledge and understanding of genetics as it relates to agriculture
 use of correct and appropriate terminology and conventions.
Description of assessment
 Complete the questions in the spaces provided.
 Use your recall, application and problem solving skills to demonstrate your
understanding of genetics.
 Communicate your knowledge and understanding of agriculture and horticulture
effectively, using the appropriate terms and conventions.
 Provide labelled diagrams and/or examples wherever possible.
Clear links to the
learning
requirements of the
subject support
students to
understand the
learning they are
expected to
demonstrate.
Explicit instructions
are given to support
students to reach
their highest possible
level of achievement
against the
performance
standards.
Assessment conditions
 This is a supervised assessment. One hour is allowed for you to individually
complete this task.
 A calculator may be used.
 Use of other support materials is not allowed.
Page 1 of 10
Stage 1 Agriculture and Horticulture annotated task
493716151 Ref: A200053 (revised January 2013)
© SACE Board of South Australia 2013
Learning Requirements
Assessment Design Criteria
Capabilities
1. Demonstrate knowledge
and understanding of
agricultural and
horticultural concepts,
practices, and principles,
including ecological
sustainability
Investigation
The specific features are:
 I1 Design of an agriculture and horticulture investigation.
 I2 Selection and acknowledgment of information about
agriculture and horticulture and issues in agriculture and
horticulture from different sources.
 I3 Manipulation of apparatus, equipment, and
technological tools to implement safe and ethical
investigation procedures.
 I4 The obtaining, recording, and display of findings of
investigations using appropriate conventions and formats.
Analysis and Evaluation
The specific features are:
 AE1 Analysis of data and concepts and their connections,
to formulate conclusions and make relevant predictions.
 AE2 Evaluation of procedures, with suggestions for
improvements.
Application
The specific features are:
 A1 Application of agriculture and horticulture concepts
and evidence from investigations to solve problems or
make recommendations in new and familiar contexts.
 A2 Use of appropriate agricultural and horticultural terms,
conventions, equipment, and techniques.
 A3 Demonstration of skills in individual and collaborative
work.
Knowledge and Understanding
The specific features are:
 KU1 Demonstration of knowledge and understanding of
agricultural and horticultural concepts and practices.
 KU2 Use of knowledge of agriculture and horticulture to
understand and explain practical, economic, or
environmental issues.
 KU3 Communication of knowledge and understanding of
agriculture and horticulture in different formats.
Communication
Citizenship
Personal
Development
Work
Learning
2. Demonstrate planning
and the application of
practical skills using
safe, cooperative work
practices and
appropriate technologies
3. Design and undertake
practical and other
investigations in
agriculture and
horticulture, analyse
results, form
conclusions, and make
recommendations
4. Obtain and evaluate
social, cultural,
environmental, and
economic information
and data about issues
facing agricultural and
horticultural enterprises
and their impacts on
local, national, and
global markets and
communities
5. Communicate
information and
reasoning using
appropriate agricultural
and horticultural
terminology and
conventions.
Students may refer to the assessment guide provided over the page to identify the performance standards that they
need to demonstrate to reach their highest possible level of achievement.
Page 2 of 10
Stage 1 Agriculture and Horticulture annotated task
493716151 Ref: A200053 (revised January 2013)
© SACE Board of South Australia 2013
PERFORMANCE STANDARDS FOR STAGE 1 AGRICULTURE AND HORTICULTURE
A
Investigation
Analysis and Evaluation
Application
Knowledge and Understanding
Designs a logical, coherent, and detailed agriculture and
horticulture investigation.
Systematically analyses data and
their connections with concepts
to formulate logical and
perceptive conclusions and make
relevant predictions.
Applies agricultural and horticultural
concepts and evidence from
investigations to suggest solutions to, or
make effective recommendations to
address, complex problems in new and
familiar contexts.
Consistently demonstrates a deep and
broad knowledge and understanding of
a range of agricultural and horticultural
concepts and practices.
Critically and logically selects and consistently and
appropriately acknowledges information about agriculture
and horticulture and issues in agriculture and horticulture
from a range of sources.
Manipulates apparatus, equipment, and technological
tools carefully and highly effectively to implement wellorganised safe and ethical investigation procedures.
Logically evaluates procedures
and suggests a range of
appropriate improvements.
Obtains, records, and displays findings of investigations
using appropriate conventions and formats accurately and
highly effectively.
B
Designs a well-considered and clear agriculture and
horticulture investigation.
Logically selects and appropriately acknowledges
information about agriculture and horticulture and issues
in agriculture and horticulture from different sources.
Manipulates apparatus, equipment, 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.
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Uses appropriate agricultural and
horticultural terms, conventions,
formulae, and equations highly
effectively.
Demonstrates initiative in applying
constructive and focused individual and
collaborative work skills.
Logically analyses data and their
connections with concepts to
formulate consistent conclusions
and mostly relevant predictions.
Evaluates procedures and
suggests some appropriate
improvements.
Applies agricultural and horticultural
concepts and evidence from
investigations to suggest solutions to, or
make recommendations to address,
problems in new and familiar contexts.
Uses appropriate agricultural and
horticultural terms, conventions,
formulae, and equations effectively.
Applies mostly constructive and focused
individual and collaborative work skills.
Uses knowledge of agriculture and
horticulture perceptively and logically to
understand and explain social,
economic, or environmental issues.
Uses a variety of formats to
communicate knowledge and
understanding of agriculture and
horticulture coherently and highly
effectively.
Demonstrates some depth and breadth
of knowledge and understanding of a
range of agricultural and horticultural
concepts and practices.
Uses knowledge of agriculture and
horticulture logically to understand and
explain social, economic, or
environmental issues.
Uses a variety of formats to
communicate knowledge and
understanding of agriculture and
horticulture coherently and effectively.
Stage 1 Agriculture and Horticulture annotated task
Ref: A200053 (revised January 2013)
© SACE Board of South Australia 2013
C
Investigation
Analysis and Evaluation
Application
Knowledge and Understanding
Designs a considered and generally clear agriculture and
horticulture investigation.
Analyses data and their
connections with concepts to
formulate generally appropriate
conclusions and make simple
predictions with some relevance.
Applies agricultural and horticultural
concepts and evidence from
investigations to suggest some
solutions to, or make recommendations
to address, basic problems in new or
familiar contexts.
Demonstrates knowledge and
understanding of a general range of
agricultural and horticultural concepts
and practices.
Selects with some focus, and mostly appropriately
acknowledges, information about agriculture and
horticulture and issues in agriculture and horticulture from
different sources.
Manipulates apparatus, equipment, and technological
tools generally carefully and effectively to implement safe
and ethical investigation procedures.
Evaluates some procedures in
agriculture and horticulture and
suggests some improvements
that are generally appropriate.
Applies generally constructive individual
and collaborative work skills.
Uses different formats to communicate
knowledge and understanding of
agriculture and horticulture with some
general effectiveness.
Applies some evidence to describe
some basic problems and identify one
or more simple solutions or
recommendations in familiar contexts.
Demonstrates some basic knowledge
and partial understanding of agricultural
and horticultural concepts and/or
practices.
Attempts to use some agricultural and
horticultural terms, conventions,
formulae, and equations that may be
appropriate.
Identifies and explains some agricultural
and horticultural information that is
relevant to one or more social,
economic, or environmental issues.
Attempts individual work inconsistently,
and contributes superficially to aspects
of collaborative work.
Communicates basic information to
others using one or more formats.
Attempts to connect data with
concepts, formulate a conclusion
and make a prediction.
Identifies a basic problem and attempts
to identify a solution or recommendation
in a familiar context.
Demonstrates some limited recognition
and awareness of agricultural and
horticultural concepts or practices.
Acknowledges the need for
improvements in one or more
procedures.
Uses some agricultural and horticultural
terms or formulae.
Shows an emerging understanding that
some agricultural and horticultural
information is relevant to social,
economic, or environmental issues.
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 an agriculture and horticulture
investigation.
Selects and may partly acknowledge one or more sources
of information about agriculture and horticulture or an
issue in agriculture and horticulture.
Describes basic connections
between some data and
concepts and attempts to
formulate a conclusion and make
a simple prediction that may be
relevant.
Uses apparatus, equipment, and technological tools with
inconsistent care and effectiveness and attempts to
implement safe and ethical investigation procedures.
For some procedures, identifies
improvements that may be
made.
Obtains, records, and displays findings of investigations
using conventions and formats inconsistently, with
occasional accuracy and effectiveness.
E
Identifies a simple procedure for an agriculture and
horticulture investigation.
Identifies a source of information about agriculture and
horticulture or an issue in agriculture and horticulture.
Attempts to use apparatus, equipment, 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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Uses generally appropriate agricultural
and horticultural terms, conventions,
formulae, and equations with some
general effectiveness.
Uses knowledge of agriculture and
horticulture with some logic to
understand and explain one or more
social, economic, or environmental
issues.
Shows emerging skills in individual and
collaborative work.
Attempts to communicate information
about agriculture and horticulture.
Stage 1 Agriculture and Horticulture annotated task
Ref: A200053 (revised January 2013)
© SACE Board of South Australia 2013
STAGE 1 AGRICULTURE AND HORTICULTURE
SKILLS AND APPLICATIONS TASK 1
1. Show all the cell divisions in meiosis starting from the parent cell of a male.
Knowledge and
Understanding
Question 1 allows
demonstration of
knowledge and
understanding of
concepts related to
genetics, i.e. cell
divisions in meiosis.
2. What happens to the chromosome number after:
(a) meiosis
The daughter cells will have half the number of chromosomes of
the
(b) mitosis.
parent cell
The daughter cells will have the same number of chromosomes as
the
parent cell
3. Circle the most suitable definition. Mitosis is:
(a) the division of one cell to produce two identical cells
(b) the production of haploid sex cells from diploid parent cells
(c) the arrangement of the complete chromosome set in pairs
(d) the unequal set of chromosomes found in the male.
Page 5 of 10
Knowledge and
Understanding
Questions 2 – 5
provide further
opportunity for
students to
demonstrate depth
and breadth of
knowledge and
understanding of
concepts related to
genetics.
Stage 1 Agriculture and Horticulture annotated task
Ref: A200053 (revised January 2013)
© SACE Board of South Australia 2013
4. Explain incomplete dominance giving one example.
Incomplete dominance means that neither gene shows up completely in an offspring that has
two different genes. The characteristic is a blend of the an offspring inherits one red gene and
one white gene it will have pink flowers.
5. Explain how the sex of an animal is determined (use diagrams if needed).
The sex of an animal is determined by chromosomes.
There are two different types of sex chromosomes, X and Y. If an offspring inherits
2 X chromosomes (XX) it will be female. If it inherits one X chromosome and one
Y chromosome (XY) it will be male.
6. Define the following terms and give examples where possible:
(a) haploid
Haploid cells are cells that have half the normal number of chromosomes. For
example, egg cells or sperm cells are haploid.
(b) phenotype
This is what an animal or plant looks like. For example a snapdragon with oneApplication
Question 6 provides
red gene and one white gene will have a pink phenotype. It will have pink
opportunities to
demonstrate
flowers.
(c) heritability
This is about whether or
be inherited from parents (passed down generations). An example is polled
cattle. They inherit not having horns.
effective use of
appropriate
agriculture and
horticulture
terminology and
conventions
associated with
genetics.
(d) crossbreeding
This means that the male is from one breed and the female is from another
breed so that their offspring have a mixture of characteristics from each parent.
An example is when a variety of wheat with high yield is crossed with a variety
that is rust resistant then the offspring might have high yield and rust
resistance.
(e) gamete
Gametes are cells that join together during fertilisation. They are the female
and male sex cells such as ovum/ sperm cells.
(f) homozygous
This means that the two genes the individual has for a characteristic are for the
same genotype eg both pp
7. What type of cell division does a zygote undergo to become a multicellular adult?
Page 6 of 10
Stage 1 Agriculture and Horticulture annotated task
Ref: A200053 (revised January 2013)
© SACE Board of South Australia 2013
8. The allele for polled in cattle is dominant to the allele for horned. You bought 3 cows
and their calves at the show:
(a) cow A is horned and her calf is horned
(b) cow B is polled and her calf is horned
(c) cow C is horned and her calf is polled.
All calves have been sired from one bull. What are the genotypes of Cows A, B, and C
and the phenotype of the bull? Show working.
Cow B
h
H
h
Hh
hh
Cow B = genotype Hh as it
allows at least 25% chance
of calf being horned
This means that, she
must have at least
one polled gene (H)
Bull
For her calf to be
horned, it must be
?
H?
?h
(hh) and inherit one
h gene from parent. This means that the cow must be hH.So the bull must be Hh.
Knowledge and
Understanding
Question 8 allows
students to
demonstrate depth
and breadth of
knowledge and
understanding of
concepts related to
inheritance of genes,
i.e. how
dominant/recessive
genes are passed on
and expressed in
phenotypes.
9. Explain the term Selection.
This means choosing the animals or plants which are used to mate together. This is
usually
thave the best characteristics such as the highest milk production for a cow.
10. A population of pure line broiler chickens were weighed at 7 weeks of age. The table
shows the weights.
Page 7 of 10
Weight (kg)
Number of Chickens
0.8
9
0.9
22
1.0
48
1.1
60
1.2
51
1.3
19
1.4
11
Stage 1 Agriculture and Horticulture annotated task
Ref: A200053 (revised January 2013)
© SACE Board of South Australia 2013
(a) On the grid below draw a line graph of the weight against the number of chickens
(put the weight on the horizontal axis).
Knowledge and
Understanding
Question 10(a)
provides an
opportunity for
students to show
their ability to
appropriately display
data and information
in a graphical format.
(b) On the graph indicate with an A where the average live weight is.
(c) (i) Indicate by shading the region on the graph where you would select the
parents for the next generation if you wanted to improve the live weight.
(ii) Explain your answer.
The shaded area of the graph represents the heaviest birds. These genes
which would allow them to have the fastest growth rate in terms of weight
gain.
(d) What does polygenic inheritance mean? Give one example.
A trait or characteristic that is influenced by the expression of more than
one g
An example of this is the size of eggs in poultry.
Analysis and
Evaluation
Question 10(b)
allows students to
demonstrate
perceptive and
thorough analytical
skills to examine
connections between
data and concepts to
formulate relevant
conclusions.
Knowledge and
Understanding
Questions 10(d) and
(e) enable students
to show their ability
to use knowledge of
genetics logically to
explain the effects of
genetics and other
factors on offspring.
(e) State three non-genetic factors that may affect the phenotype of live weight.
Climate, feed, and healt
Page 8 of 10
Analysis and
Evaluation
Question 11 enables
students to
demonstrate their
ability to
systematically
analyse connections
between data and
concepts.
Stage 1 Agriculture and Horticulture annotated task
Ref: A200053 (revised January 2013)
© SACE Board of South Australia 2013
11. In some populations of pigs there is a single gene that is known as the stress gene.
The stress gene is recessive and in the homozygous state, pigs will die in stressful
conditions such as mixing different pen mates. Carrier pigs have a phenotype which is
non stressful.
Note: Genotypes are HH and Hh = non-stressful and hh = stress.
A farmer buys a boar from a breeding company which sells phenotypes which are
non-stressful. The farmer notices some of the progeny from this boar are dying after
mixing with different pen mates.
(a) The farmer has never lost a pig due to stress. The farmer says his sows are
homozygous non-stressful. Is he correct? Explain.
If progeny are dying from stress, they must be hh. They must have inherited
on h gene from each parent.
If the Boar is Hh and the sow is HH, this is what happens.
Sow
Boar
H
h
H
HH
Hh
H
HH
Hh
If the boar is Hh and sow is HH you
cannot get stressed progeny. You can’t
get stressed pigs because they all carry the
dominant H gene
farmer was wrong about his sows.
(b) If a farmer was not sure if he had carrier sows, what genotype should the boar be
if you were to guarantee the farmer non-stressful progeny?
Boar
Sow
H
h
H
HH
Hh
H
HH
Hh
Boar should be HH then all the progeny
would inherit a H gene and all would be
non stress but 50% may be carriers
(c) If a blood test was available to detect carrier boars what would eventually happen
to the stress gene in the pig population?
Eventually the stress gene would disappear because farmers wouldn’t use any
carrier
breed from so no stress genes would be passed on to the next generation and
all the carriers would sooner or later die or be killed.
12. Haemophilia (where the blood fails to clot) is inherited as a sex linked recessive gene
i.e. the genes for the disease are carried on the X chromosome.
What would be the possible phenotypes and genotypes from a carrier female and a
normal male? (Show workings.)
Normal Male
XM
Y
XM
XMXM
XMY
Xm
XMXm
XmY
Page 9 of 10
XMXM = normal female
XMXm = normal carrier female
XmXm = diseased female
Knowledge and
Understanding
Question 12 allows
students to
demonstrate their
ability to use
knowledge of
genetics perceptively
and logically to
explain possible
phenotypes and
genotypes and the
chances of carrying
a sex linked
recessive gene.
Stage 1 Agriculture and Horticulture annotated task
Ref: A200053 (revised January 2013)
© SACE Board of South Australia 2013
13. Which organism would more closely resemble its parent - one produced by asexual
reproduction or one produced by sexual production? Why?
Asexual reproduction, because there is no mixing of genes from two
14. Based on your knowledge of genetics, what would you say to a livestock farmer who
says he does not have time to worry about genetics? Include either an environmental
or economical reason in your answer.
I would tell him he does need to worry as it will affect the standard of his stock. He needs to
select the best animals with the characteristics required. For example in question 10 the farmer
can breed from the heaviest chickens to increase the weight of the chickens he produces. The
Farmer will have improved production if they select the best animals to breed from. Or if stress
shows up in his pigs, he needs to know not to use the parents to breed from. This
Page 10 of 10
Application
Question 14 enables
students to show
their ability to apply
knowledge and
understanding of
genetics to make
effective
recommendations to
address the farmer’s
reluctance to
consider the impact
of genetics on the
quality of stock.
Stage 1 Agriculture and Horticulture annotated task
Ref: A200053 (revised January 2013)
© SACE Board of South Australia 2013