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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. Page 3 of 10 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. Page 4 of 10 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