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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 Page 1 of 8 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. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. Describe the process of DNA replication. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. “DNA Replication is Semi-conservative.” Explain what is meant by this statement. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 4. Define the following terms: (a) allele _____________________________________________________________________________________ (b) genotype _____________________________________________________________________________________ (c) phenotype _____________________________________________________________________________________ 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. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ (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. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 7. Some traits are controlled by incomplete dominance and some by co-dominance. (a) State one trait that is controlled by incomplete dominance. _____________________________________________________________________________________ (b) State one trait that is controlled by co-dominance. _____________________________________________________________________________________ (c) Explain the difference between incomplete dominance and co-dominance. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Page 3 of 8 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. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 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. Page 4 of 8 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. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ (b) Explain why males can never be carriers of the red/green colour blindness trait. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 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. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ (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. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 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. Page 8 of 8 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