Download Excellence exemplar

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L
90948
lllllllllllllllllll
~
NZ~
SUPERVISOR'S USE ONLY
NEW ZEALAND QUALIFICATIONS AUTHORITY
MANA TOHU MATAURANGA 0 AOTEAROA
Level 1 Science, 2014
90948 Demonstrate understanding of biological ideas
relating to genetic variation
9.30 am Monday 10 November 2014
Credits: Fou r
Achievement
Demonstrate understanding of biological
ideas relating to genetic variation.
Achievement with Merit
Demonstrate in-depth understanding
of biological ideas relating to genetic
variation.
Achievement with Excellence
Demonstrate comprehensive
understanding of biological ideas
relating to genetic variation.
Check that the National Student Number (NSN) on your admission slip is the same as the number at the
top of this page.
You should attempt ALL the questions in this booklet.
If you need more space for any answer, use the page(s) provided at the back of this booklet and clearly
number the question.
Check that this booklet has pages 2-13 in the correct order and that none of these pages is blank.
YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION.
Low
Excellence
TOTAL
25
ASSESSOR'S USE ONLY
© New Zealand Qualifications Authority, 2014. All rights reserved.
No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority.
2
QUESTION ONE: GENETICS AND THE ENVIRONMENT
(a)
ASSESSOR"S
USE ONLY
Label the unlabcl1cd bases A, G, C, or Tin the diagram of DNA shown below.
For copyright reasons,
this image has
not been reproduced here.
Adapted from: http:llcronodon.com BioTech Cell 'uclcus.html
(b)
Explain the relationship between DNA, a gene. and an allele.
A Ciene Is a • se~l'1ent of D0lA found In -asrJali stct[ur~. of the chror~oso r~ee Agene co~es for a particular protein /featur_e_icr.araclerist\co The sene
provides the code for a partfcu\ar protein. and~ deterMines
a tra\t, and the b-ase se~uence of ihe DN/~ deterr1ines the
appearance of a featuree
An a\le\e Is an a~ternative forM of a gene wrllch is caused
b~ ctsii_ght chan3-e lnthe base sequence or lhe DNA.lt
causes~ a new protein/ feature/ cnaracrerlst\c io be
r:ade w.hlch ca~sesv a~ta ;ton In 1he o~en9t ~pe. 1his
results dl genetic ~ar1atron betl-Jeen trtdl VIOUc ls,
_
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.
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3
(c)
Variation within a species can be inheritable or non-inheritable.
(i)
Give two examples of environmental factors that can lead to non-inheritable variation
in plants.
1.
2.
(ii)
~
drought
di.seose.
-~-~-·-~
The pictures below show two plants of the same species.
Plant A
Plant B
Discuss how BOTH inheritable and non-inheritable factors can result in the variation of
these plants, AND explain the importance of this variation within a large population of
the plants growing in a changing environment.
·~arial[on
w'\lhln a species 15 crucial to ihe species·
survlval,as without nihe species ~,Jill be unable to
evolve tu su~t the chan9i1l9 envlrorrtelllo In rhls sp<2des
of planr, ~iof!r A w\ll be r~ore ilt<el~ to survive~
qrou9nr (fore qr~pl e} becau.se 1he leaves are closer fo the
ground and beiier suited ro s_urvive ihe heat a ~&A A
(ot vf the Plant 6 vade!~ w\\\ cHe out) before It Is Clble to
reprud.u.ce ar~d pass on it's senes to lhe ney,t 9eneratfon,
This [s ca\\ed 'natural select ton~ nature has ;der}lrted ihe
'
ian
t
htel\\ 5 n·r .Sui1e.d IN el\ t ~
There is mm:e space.for your
P
.
. answer to this questiOn on the
Surv(ve rhe drouqht, and It Is now following page.
1---1
ASSESSOR'S
USE ONLY
4
5 \ 0WI~ d~~ng outo Overilr~elihe resT of ihe
Species w·(\\ -e.~o\~e so II\:, s1r~liar io P\onr AI al\d can survive ihe
en~\ronrtenta
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USE ONL)
5
QUESTION TWO: VARIATION IN HUMANS
ASSESSOR'S
USE ONLY
The diagram below shows the relationship between gametes (sex cells), zygotes, and chromosome
number in humans.
For copyright reasons,
this image has
not been reproduced here.
sources: ''"" .thcdrinksbusiness.com "ordprcss \' p-content'upload~ 20 l4 103 1more-spcrm.jpg
http· ~cm-13.technorati.com II 10•27'55025,;ygote.jpg?t-20111027092220
http: 'static.guim.co.uk. ~) ,-imagesrGuardian \bout,Gcneral 2011 I 0117 1318873301247 A-human-o' um-in-thc-fallo-007.jpg
(a)
Name the processes represented by A and B:
Process A:
Process 8:
(b)
Complete the diagram above by writing the numbers of chromnsomes in the boxes.
(c)
Compare the chromosome number of the egg. spcm1. zygoie.and adult, AND explain any
differences and similarities in the numbers.
/
/
There is more space for you r
answer to this question on the
following page.
6
f
"'
(d)
ASSESSOR'l
USE ONLY
Two brothers, who have the same parents and are not identical twins, will have different
genotypes and phenotypes.
(i)
Define the term genotype.
The cor~q1naHon of_a.lleles (recessl~e or dur,\r.ant)
..___
---
-
--(iii) Explain how the two brothers with the same parents can han different genotypes.
In your answer you should explain:
•
the importance of meiosis
•
the role of fertilisation.
t:
Melosl s i ~p,odanl as ,It ;reates 3enet lc varl at ion -bet weer. tndtvldualsc1hls 1S because lhe hortolo3ous
paIrs (lne up rand or~ i~ durirtj ~i eio sf s~ so It \ s - -cor~pieielu randor-1 which cor:blrJatlon. oialle!es M --::- d ~~ ) 3f'T'Iet s
e_n .~~ lnoa Q_;rt!;u/arg_aneteo
.
fl~Qif\~
Ferrl!,sailon \5 wn€n the 5perr~ and egg conDine~ Tne
SperM conia\ns ~3 chronosorres ((ron the raihfrJ -<)
0
and the egg also conta\1\s~ 23 chror)osoMes ( frort
fh e not her}. so 1he resu\t!ng z~gote has ihe 46 -chronosones neededo f The·~~~ a\\eles ~hich end up In a gar.ete are cor~plet€\~ rand or~ (ne!osfs)~~
SO v.!hen. fheiWO sanetesconb[ne>ihe resultir.9 Zjgore
7
ASSESSOR'S
USE ONLY
is cor1 p1ete\~ unIque - and thIs Is wh '0 r1 eIos Is
creates generic varldtlor'l beTween indtvlduals ~ This Is
ihe re-ason.~ t~o brothers ~Hh th~ sar~e pan~nts have
dlfferent9enot~pes- t he cor~binatloll of a\\es ~v-Jh/ch
end up in a gor'!ete c.re coM~\etely_randon.. Therefor
·ine phen~t~ pes ofihe bo~s Ntlt be dtfferent as wei~~
because 1he
be ex_pressed
·
dHferen11~~
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8
QUESTION THREE: ANIMAL BREEDING
ASSESSOR':
USE ONLY
An animal breeder wanted to produce sheep with white wool, but some white sheep produce lambs
that have black wool.
Animal breeders often use one male sheep to mate with all their female sheep.
For copyright reasons,
this resource
cannot be reproduced here.
http:l/dansperry.com/" p 1\\ p-contcntluploads 20 13/02/shccp.jpg
(a)
http://verrasnotebool...t) pepad.
coml.a/6a00c54fd05e9e88340 10534be51 f4970b-p
Give all possible genotypes for each phenotype.
Use A to represent the dominant allele for common white wool, and a to represent the
recessive allele for black wool.
White wool:
Black wool:
(b)
Aa AA /
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Discuss how a farmer could develop a group of sheep that are pure breeding for white wool.
In your answer you should:
•
state the genotypes of the male and female sheep the farmer should use to breed from
•
explain how the animal breeder can determine the genotypes of the male and female to
produce sheep that all have white wool.
You should include at least two Punnett squares with your explanation
•
explain how the animal breeder could make sure that the offspring would always be
-
pure breeding.
dpur~·breedlng ~
J.fihefarner wanred to bree a st~eep for ~r;ite wooL
he would have to us~ a Mole and fef'lale sheep whose
genotypes bGth ~ere AAo
-
9
ASSESSOR'S
USE ONLY
0®
AA I AA
@ :AA j AA I
The Obove punnensquare11 shuws ihat 1f . .ung~d a .~
~ sheep with. ihe qenot~pe of AAiw[th a sheep 0ho - rhas ihe 3enot~ pe of Aa(carries the fl4n recessive~ _,_
for b1ack wool),~ 1here would be a 50 Yo c.hanc€ ihat - r-1he offsprIn 9carrIed the recessive aI\ e! e fc r b1ack wooIo ~
This shows ~hal ihfs cor~blnaUo(') of sheep would NOT be - r-pur€breedlng for~hHe woolo
-
The punneH .squareio ihe r!g/;1 5hOWS iher~sults of .- -breeding tv-Jo sh~ep hJ rt h the qenot~pe of AA. An~
offsprln9 these tl---lo 51leep proo~ced wou ld have 1h~ ger.otipe of AA(~ hor~oz~gous dof'llnant), This -Ji\Oi~s hat if lhe farr'ler won1ed to crea~roup of
~
~ neep 1hat Is pure bre€d lng) he shou Ia use a na \e ~
fe~3le sheep h!hose genof~pes both were AAV ,.-~
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10
QUESTION FOUR: FAMILY TREE
ASSESSOR'S
USE ONLY
For copyright reasons,
this resource
cannot be reproduced here.
Non tongue roller.
Tongue roller.
http: // UlO'.gpschools.orglspcir:,slmcapcontent/ responseslinherit.htm
In the family tree below. people who are tongue rollers arc shown as ~- while those who cannot
rolltheirtongueareshownas
(Q).
~Ttdof"'ltl'\?\nt )
t ''\'.
(re.<..~~'J i~e..)
2
8
7
5
4
3
10
9
6
II
Usc the letters T and t to represent the alleles for tongue rolling (T) and non rolling (t).
(a)
(i)
Use the family tree above to work out the genotype of individualS.
--
tt
(ii)
Explain how you worked this out.
1he allele fortcr gu~ rc11ln9 Is
and is shown b~ the allele f, Because Ind ividual 5 is a -
non·ton9ue
~.a l\€\es
DoMIN ANi
roll~r> ~~ ·
both• ~
ore recessive -this r~eans rer qenot~pe r.usr
11
bert
ASSESSOR'S
USE ONLY
__.
,
.
---------~-
.:::'-(b)
-- -
- -
Use the family tree to explain why individual 6 must be Tt.
Ind(v!dual € Is a ton3ue rolle~ which r~eans he/she
r~usr carr~ The d_9r~lnaotoll e le for tonsu i:: rol!fng (T) .
howev~r) Individual 6's offsprin9 are lion tongue
rollers, (w!th 3enot~ pes o{ ti) wnich 11 ean s I nd !~i'du a1
6 ~,u si a\so carry 1h~ recessive allele. io pass don to
hrs I her 0 ff~ dn9/' Ih(s eKpI ains In d l~ ld uaI 6 •'s o
9enot~pe
~"' ,·~'"~d.~ o...\
C...
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L
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q_
- - - - - --
----
-----
Question Four continues
on the following page.
12
(c)
Explain why the genotypes for individuals 3 and 4 both must be Tt
ASSESSOR 'S
USE ONLY
In your answer you should:
•
draw Punnett squares in the box below
•
explain why the genotypes of individuals 3 and 4 cannot be TT or tt.
T
...
I
T Tf
Tt
Tt
tt
·-I
TT
T
T
+
n
TT
IT
If both Individuals h-1d g,~not~pes of Tl at \ of1helr -offsprfn9 WOUld have genotype-..ls of n i 0 0 ~ H0 wever, the pedigree chart shows thai_,gne_pfihelrcht\dren \s -a Q_on -_tongue wHef\ wh[ ch M-eans both parents have to carr~ the all~~ for non iongue lci\lng, In order tq pa~ s -H on to clce ss v:e· i ~e! r_c hfIdre..lli
--1( both lndfvlduals hod genotypes of tt, all of 1he\r
. offsprlnq would have genor~pes of tt too~_r'~ e~nlrj ail
l
lhe\r cn\\dler) ~ould t5~ non-ion9u~ro\le.Ls~ W ~ --fhe p~c\\ gree chart shows this ca\\not be irue, as i wo o{ their -~
offspring_ ARE ion gue \0\\ers.. ~
, .--?
- -
--
,1:(~ /
_j
L
90948
lllllllllllllllllll
~
NZ~
SUPERVISOR'S USE ONLY
NEW ZEALAND QUALIFICATIONS AUTHORITY
MANA TOHU MATAURANGA 0 AOTEAROA
Level 1 Science, 2014
90948 Demonstrate understanding of biological ideas
relating to genetic variation
9.30 am Monday 10 November 2014
Credits: Fou r
Achievement
Demonstrate understanding of biological
ideas relating to genetic variation.
Achievement with Merit
Demonstrate in-depth understanding
of biological ideas relating to genetic
variation.
Achievement with Excellence
Demonstrate comprehensive
understanding of biological ideas
relating to genetic variation.
Check that the National Student Number (NSN) on your admission slip is the same as the number at the
top of this page.
You should attempt ALL the questions in this booklet.
If you need more space for any answer, use the page(s) provided at the back of this booklet and clearly
number the question.
Check that this booklet has pages 2-13 in the correct order and that none of these pages is blank.
YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE EXAMINATION.
High
Excellence
TOTAL
32
ASSESSOR'S USE ONLY
© New Zealand Qualifications Authority, 2014. All rights reserved.
No part of this publication may be reproduced by any means without the prior permission of the New Zealand Qualifications Authority.
2
QUESTION ONE: GENETICS AND THE ENVIRONMENT
(a)
ASSESSOR'S
USE ONLY
Label the unlabelled bases A, G, C, or T in Lhe diagram of DNA shown below.
For copyright reasons, this resource
cannot be reproduced here
Adapted from: http://cronodon.com/BioTech/Ceii_Nucleus.html
(b)
Explain the relationship between DNA, a gene, and an allele.
DNA i~ rrnde ftortl nucl eotid~ (sugC\r1 phosph~ te 1 lx!Ae~ i 1'\a~ ore Iinted
tcgether, Chromcscmeo
ore made from DNA, (t?; and rolhchrcrtV®me carrie~ rttt~t1Y gene-J thor code for different hail{, ---
i.e.Aget\e is u~echooof DNA on achroiY\O~om e t~r cede~ (Dra OOY tlcular traiL An allel~nanem:lhVe
Uersion of agm_
eand ~s c1d1ffere0t order__9f ~~56 will mctke djfferenr protelnA, CIYld H1e-~
difterffl! pnleiM re.>V.\tin etdiffereht VB(~IOn 0( 0 trait bel~ cUsplayed {e.g . bltte,green, brOL'~~l\ ~ei),
Thi~mf:'M!> trot thereorerrtlr1j different vers1o~of1he somegene,aro tilede areccdlecl alle/:6-~
-.
\-'-"\ ~'\ _o..r
~ ~"' o c
,
'-1.
Science 90948, 2014
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3
(c)
Variation within a species can be inheritab le or non-inheritable.
(i)
Give two examples of environmental factors that can lead to non-inheritable variation
in plants.
1.
(ii)
ASSESSOR'S
USE ONLY
_ t:)utdtiDrLinSD.lL
~.--=-------~=-- :=------~~""-;--~----------- ______ __
The pictures below show two plants of the same species.
I
liJ
Plant A
PlantE
Discuss how BOTH inheritable and non-inheritable factors can result in the variation of
these plants, AND explain the importance of this variation within a large population of
the plants growing in a changing environment.
Jntl~dtabJeJoclors Qre_ (Xts~ecl dot&OJYofl 10e pwgolptat'lt_ond_c_QD_bf_pc~ed_ OJlto Jbfnext
_genem.tlon cf_plonh _b_e.cQCL)_L tbetJ-O re___cl£terJY1J.ned_h~JJb~Q-eM~1JPL1b..e.r_e _wi ILbe _vo n'oHo
becau~e
J[LOifsp_rin:g_ot_o_plantiUtt_plaDlreptQdu_ceuexually_l~b___mtiosL~_Ccros~Lf\9_0'YeLG\rd
_i.D1l~p_~_ent_cftJS_orha_e.cltin_batn_p.crroolpLmenS~.At.e_fue\Ce_wj1LbLUor_inti.oYJ,__&_&1Qtbe.r
iflheri'ui:ll~ Jocrnr_trlaLc.cu,i-1~U_ariaticn_~\l.i lLbejfJbru_i~_r;a_cumltatLotLin_c2riQ~.Jb_e__~rgDk_c.elj>
±boLO_kpl]dL!~~d_.bJj.D'JfLO( I~,
'!'
_f\lort:.lnbeLl_ffible_f_e(tusjl1!1_udeJb~enviroomenLand_rm,t1ubcmJnJell~
producedlbtQktQh_
_rniru~~,_jLEven.ita.plont~tUbLs~~9:~n.o.ill.f2-e_QLCLnnther_p1~Ibtfur__ndgbi;-ifJli~
_Q.to~LLLrillifDLccndiliQI'li bJJltbe Qrh_eLpLCmtiS_,~-­
Jhep_lootftlQ~J)_e_&rrulluClrl(LS..bm1elJh1rLthL_
Science 90948, 2014
There is more space for your
answer to this question on the
following page.
4
other plant becouse theenviro nrnen~ hos rwt enabled it to reach ils full genetic. porentbl,
cou~irg
_variahon in rhephe0t1t0pe. fvltAiorions In cells produced through mitust~ can oM
..--.
cau~e voriotioh, bLHmnot be pos~ed on to fGt!ure genevarions. .\\
--~-
Uoriohon
j) l!Y1porlonrocro~s
c.hange.s[e.CJ. clroliQh~,
-- -
---
---
--- ----- -
c1species becou)e it means thCit if the environrY)ent
newdl~eo)e)
sorne inclividuo/5
mo~
haveo ·--better cnonc.e
---of
~urv[val 1 ond t~e)e l~i vldua~)_vvill _s~\rvi_ve ID r~p~c~l~teorxJ po~~?Y2_t~eir fc\\JOWfCible
ollele~ 1-o Offspring 1
----~.
-
so the specie.) vvill c.ontintAe to survive, bLtt groduoiiiJ ChGlnge ~o rllCst-
in:liv1cluctl~ore suited for survival in thechonged envi1ronrnent. 1his is collecl mtlurcd
se\ethon. \\
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Science 90948, 2014
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ASSESSO
USE ON
5
QUESTION TWO: VARIATION IN HUMANS
ASSESSOR'S
USE ONLY
The diagram below shows the relationship between gametes (sex cells), zygotes, and chromosome
number in humans.
For copyright reasons, this resource
cannot be reproduced here
~ chromosomes
j-J!b I chromosomes
~ ch•·omosomes
sources: www.thedrinksbusiness.com/wordpresslwp-content/uploads/20 14/03/more-sperm.jpg
http://scm-13.technorati.com/11/ 10127/55025/zygote.jpg?t=20 Ill 027092220
http://static.guim.co.uklsys-images!Gunrdian/About/General/20 I Ill 0/ I7/13 I8873301247/A-human-ovum-in-the-fatlo-007.jpg
(a)
Name the processes represented by A and B:
Process A:
mei~l) ~"
Process B:
fertrliSCtt\<1'1 ~
-
(b)
Comp lete the diagram above by writing the numbers of chromosomes in the boxes.
(c)
Compare the chromosome number of the egg, spe1m, zygote and adult, AND explain any
differences and simi larities in the munbers.
~1la\.l(ed ~t~~t\0\~
In the gametes (eg9 a spenn\ the chrcMD~orne number b 23 1 Which is half of the chroiYIC1;>ol)l
nurt1ber oLsomallc cells produced thrwgh mi ro)is. lhis is so tho~ when anJ9.9 on sperm fi-ue
io forrna ?ygote, thechromosvrne number Is res~ored ratherthondctlbled, Since the ?~gote
ros 4b chrorro~ornr>, half from motner (e_qg) and half from the fbther (sperm). Once Hw
zygo~e ros formed,
it produc(?) more cells bLJ mitosis, eventually creating o humon which
grows tQ_b_ewm~ on oclult 1 who ha~ lfochromuson·w<:> in all of i ~~cell~ except for rhe gameteJ,
1hechro/Y10some numbers are different because the ~perrn and eaa ore Dmclucecl bu rnelos.is.
~~
ensure.there bgeretiC variah·on in rbeQornetes. 1n mei~i~
tne geretic material is copied d}WJ.~ ~
Science 90948, 2014
There is more space for your
answer to this question ou the
following page.
to
6
but rheceil d1vicle~ tvvice 1 (ffav re~u lting in getmet6 ~rVith 'B chrorvwsome) _ectch[pcwel"tCel~ f'ttg
46. c.hromo~orfles\
ASSESSOR'S
USE ONLY
In milo~i) 1 whic.h is how the ?.~Qok~ rnol(es, cell~ Lvhich re(,ulr tn tneadull',
genehc rnoter.iol frcm'l.tbe.porentce.l.Uvi tb 49 chr.oma5em5 is .copi_ed ondJhe eel.! div1de_sorcr1 re,ulh
in 2 claughrer.c.ell) vv.itb __% chr.om.osome~_genetiwi.I[J Identical to rhe porentceLL ~ _ .- ~:1_'--\~ ~~ T~ .~ \ ~ ,;:~-.-----;~ ~~--~-~·.,;:_~;~-~ - h~\--v0~~~
:
"""~IL~'~
........
-\-
'.._ .,.... ,_'-\ ~0~
(d)
~ ~-o~ c::....\- ~r-4-·, \, ~o.... \- ,o"'
(
R. <,.-\-'0~\"' ~ -\-·'--,....
C..<::> ('" ('
Q.._...A-
--C:S,c.. -~<&~ C\1\: ~ c"""c -..o·~
~A. ~t.:..VV'\.1!...\~') ~'-'-~"-
"'"" VV\~ <U'
•
Two brothers, who have the same parents and are not identical twins, will have different
genotypes and phenotypes.
(i)
Define the term genotype.
Ctercl~perefer.s tc thecombinc,tion cf ct.ll.ele) thol resull in a trait (e.g. BB 1Bb1 bo) ~ -- ·------· (i i)
·- - - ---.
- ·-
...
---- ---------·--
- --
Define the tetm phenotype.
Pherot~pe
refers hJ the hoi!-·thor is displo~ed (e.g. bro~Jn hetlr 1 blcncie roir) ~ _
·--------
·-· - ~-·--
-· --·~· ·---- -
(iii) Explain how the two brothers with the samy parents can have different genotypes.
In your answer you should explain:
•
the importance of meiosis
•
the role of fertilisation.
- - -----·-- .
.Cro~~ing over: .When hCMologou~ chrernowrnes line~~pin .the cell equo~or before ir ~pli b 1
sectionsof the c.hroMosorfles ~cro~M..ver'' ~ with ec(hother1 so DNA,
lnclepencle(I~Ct)~ortrtlen.l:
om thtrefcre gere:J
--
This refev~ tothefoct ·trot whm. homclogoLI.)Chr.orm~omeb line
--
--~--------~-
-----
up in rhe. middle.d fh.ecell,.tbl:-y 9o~~ctndcmi(J, so.when ~ _t:he c.~ II ~plit)_, .ir.J>
~~P-~~~~IQl}kra..V..J.bi[LChmmo~omegoes it:~ It L·Vhich.gmnere. lhi~ m€C\n\
thereore
hLimerqm posslblecornbi~t-icr-pcf_cht0mo)Ome~ 1 so. there v~;ill be voriohoh in the goMetes.
.[0es.e_l~~ ~rSf:e~~f~ h:1ppen inbo.th ~1rent2 when_r~eu.are PLQdvcingSJ~nn~t~.J ~
Lvhen.ferhlisot.ion occursI \lmiorion Is increosecl bewu<.e rhe sperm rhot fertil.iSfS the
- - -·- - --
B;)g i). random. This.rf)eo(\s thnt.. thereoreevenmcre ~si bll it ie~ 1 and show~ t_
hot .
---- --- .--Science 90948, 2014
7
~ibling<._will O!Lb.edifferef\tcJ
--
hereforf it ic; completely pa,sib\~ for two brothefS toh:we
.Jljfferen.tg~Yiot~pes bECclt-1'>~ t~_g_ene-ticlmtericll
fertiliSG\Ulll- _'
_.
A.
<-\ e.o..r-
fJo.)beenJYt[Ked_L\Q so muc~ _meio~i) _Gtnd
__ _ ____
':::'-"" ~ q__r- ·~\- "" ""c:\~ ""\~ o';
C.../\~ _ ~Q.,. \-:-~ y~_,c:.. h ~"'
1
~~ 4..
\" \A<t..
-pf"OC.<L~~~ ~y
_ r1\~~_?~l~
c\ Q.~_v:- ::.h· a...+<L-c\ __ ~-~~\
_
\ '~\_L-~
\\
-\
\
\
\
·-- - -
- ..
\\
----
\
--- -\ I
.
-- _,__
- ---
.
' _____
-
\.
.
\
-- --- --
---- - \ -
\
\--\
Science 90948, 2014
I
\
ASSESSOR 'S
USE ONLY
8
QUESTION THREE: ANIMAL BREEDING
ASSESSOR'S
USE ONLY
An animal breeder wanted to produce sheep with wl1ite wool, but some white sheep produce lambs
that have black wool.
Animal breeders often use one male sheep to mate with all their female sheep.
For copyright reasons, these resources
cannot be reproduced here
http://danspeny.com/wp/wp-contentlup loads/2013/02/sheep.jpg
(a)
http://verrasnotebook.typepad.
com/.a/6a00e54fd05e9e88340 10534be51 f4970b-p
Give all possible genotypes for each phenotype.
Use A to represent the dominant allele for common white wool, and a to represent the
recessive allele for black wool.
(b)
White wool:
(\.bAa ~
Black wool:
~
\t\
Discuss how a fa rmer cou ld develop a group of sheep that are pure breeding for white wool.
In your answer you should:
•
state the genotypes of the male and female sheep the farmer should use to breed from
•
explain how the animal breeder can determine the genotypes of the male and female to
produce sheep that a ll have white wool.
You should include at least two Punnett squares with your explanation
•
explain how the animal breeder could make sure that the offspring would always be
pure breeding.
Jhe JoJlrH~r cotJid dev~Jpp agrc.LIP of
pLw f-bmct!ng
white sheep (AA) b.tj doing t5 t Cnh$St>)_on
themeep.to_etl~_vte rhqt they em~ pu(e_bregdi(lg .~~-
.l:le..sbould cross the sheep lhoL.he~~-~~pe.d~ iS PLire.h~ediQj wHhCthomcnygcus re.c~s~e._blacl(
-~· [email protected].!..lf~flCirtwhitt, ~ the~heep ispJAkbreEdi~_
Science 90.948, 2014
9
Ac1
8 8
Ac1
Ac1
/~a
Ac1
/~u
C\Cl
Ac1
(A(\
'--
_ bemuse Jhere. i\_G\_ LQO(o__cbwx~
iLwnLhnvegeJuol:!JptL:\Cl,_/UI1e.ep_mitb___tbi,s_geb_ot~pe_rnus.t IYJNhlte _
becau)e thf ~[e~erxe_of_d_QminantalleJeJLwiJ l_niJQst rtle_expr_~~ionDLLe.Cf~?.hie _Cll\ e\. ~Q_: JiQlNe\J~(I if
-
~-
Jhe2tle_ep.i~_aor_pLU'tbLeeditm -~~-- M~is ll507~tbolofbpLiD9 _Lcvi~.h~~~e__h!~~Jc INool) ~ so J)Qr_oJI
__offspriogl~_Ulb_e wb_ite..,_SLnL~.fClch_c_r_o,)s_hcts_aror~domJe~ult,_s£_ueLQLcw_~s-e~mu~Lbe_done}-­
--..
_b_ecnus_eJbe.rnor_~_ ((Q.SSe-1
JhaLcJYe _don~, rhe clo~er_ rh~~~rtmllW~_OJ\_~pgg_g_~ i iJ-~~ }_D_!he_ __
predlcted ptlen_ot~Q.iL mL(o_s_._ ~- ~ _________ -------,________________________ _ ___________
-
1he formershould doJbi~ wltb.boih the_mQ.Ie_andfernqle shtep_LLbe~Ctob_oiLotfspri~ tob.~ "----­
r$1~\')o~v\' ciW'g- -....
pure b.reedlri:§, beccl~JseJheDnl~_wcndJJ2_g_ua_rao.ttt.1bciU\noffsprtng wm_pur.ebreedi~ would o.i~1 ~\
. beJo_ have_b_otb_par_ents .fl!JLLbli.edirl&)J.Qu~h~ODL__~---- __ _____ _ . _____ _ _. __ __
------------------CMERR~-------------------
(B_~~o-~-~~~ucb_cro~?j>_wrrclumood.k'D.C:I.fL~tt:eLI;y.fltev~v_~(i1>5Se~,_i_tj_~ _p.os~bJ~~fbr
tb_e_w_olf~pu rg',)_pheoot-!Jp_€Jetti o~ J~~tffftfrm:n_th.e oo~il':lJllpt.edictioYJ.iLr'Loi~ _e_ao1LQb em~~£. _
ultilone.)__~--- _ __ ________ _______ _ _______________
, __________ A,____s,_':c,_Q ~~-~-"' d -~':~.\.-_":',_~ <;)_:~~\.A::)o.~
_ ___ __ __ o_\_~-~
S. \--a ~
6-~t. VV\ 0
"\
~\-r.,__ \:
_ ______ _
IL
c.\__~.r.-~~~
\-- q_<:,\-- -~~~~~~~- \-o
~ ~~rvv\~~ -~~-~(.')~\ ~~- :?£. ---~ ~-C?~j~·"'\ ~
> ._:J'-\
r-e_.oeu.-\--~ ..\..-Q..~t~
l'u \\
,..._(?
\1-:)0..~
c\ JL-.N\Q"'~·h'o-k--
a_c.,c_ "'.
~<2. ~-\-·, 1,\ .-... h~"' .
-- --------- --·--. -~-------~-·----· ---~--- 1---- - - - - - - - - - - - - - - - - - - - - - - - - -
C. \~o..r \--.
......___
~ ...... c)
'"""'-.
~ qV'\.) o""""
---·---- -----·--\ ---------~-----
------------------------
- -·--------------------- -------------- -
V"\c:.._~"'r ~ o f
--------------""-....
---~~
:..,;:~
-
----
------~--------------
-
------------------ ------------------------------------::-------Science 90948, 2014
10
QUESTION FOUR: FAMILY TREE
ASSESSOR'S
USE ONLY
For copyright reasons, these resources
cannot be reproduced here
http://staff.gpschools.org/speirss/meapcontent/ responseslinherit.htm
In the family tree below, people who are tongue rollers are shown as
roll their tongue are shown as
(2), while those who cannot
CQ).
2
3
7
4
9
8
10
11
Use the letters T and t to represent the alleles for tongue rolling (T) and non rolling (t).
(a)
(i)
Use the family tree above to work out the genotype of individualS.
------- ·--· -
tt \\\
(ii)
Explain how you worked this out.
:fct~43~Q~e:tt
1e1
eq i• J ht!ii~
Non -rclling P1Lt1\ be arece~\ive n·oir becoL1se
( lat,d1)
the parenh cf illd(\lldtlcd SOre both t-onguerollers bu~ S i) no! . 'TI'\i) Mecm<. ~hc1~ I a11cl '2 ore
I
b0th hetero-zygoLI~ (T~) find Wr.t(j tbe allele f<.~r n011 -rolling. /-loweVer 1 thelJ de: not di~plet[1 ~he
hoi~ b~.lCJLJ~~ tne~ t.oth helve a dQ,m[r'lCI/It tOf9.v\e ro.lling Ollele CT) Which MC!SJ(s ~he expre).sien
Science 90948, 2014
11
of thf xece~shLe flW -rolling alleleCt). --~~wm~ ~ So_tor sotlle(ne to be Ct non- r.olle!',
Jhf-kJD1U~~tbCl\LL'2 wpi~soJ ~e_rece~si_veDIIel_g _coxi genoJ~pe rL ~ - -~--- __
I
-
I
TT
-\-
·~
t
'Tt"
H~
I
· · ··~-·-······· · · -· · · ·-·- · · · · · ~--·- · · · · - · ·-· · · · · · -~· · · · · ·-
2()/o monee
of off)pi ll'19
beingu non-
roller
(b)
Use the family tree to explain why individual 6 must be Tt.
. ..
.
. l\0 rl\)
_
IncllvldUOJ 6 /YlU.M_D~ It beCCUAS€ ~ her oJfspnn@Dre_N>n-voLlgc~.Jf Sbe vVm TT, rh.~n flU
her off~pd~ wDLtld rove Lcop0 of trt dom inont tongue vulllrt© CJLiele ard displo~ thE'
c/OIYlil'l.tmr ph_ertekype sinc.e rhedomimmt Ol/ele (Ylmk£ the expre)!;l9Y'I Of the w:.e)<;ive.
I~Gwever~ .if she Is Tt,% her childYtYJ wo~.A id V'te. ve C! 50/"chtl'lfe of beJng ..non -w/l_er~, _1F $he
wos a H, she wovvlcl hxlve to cil)ptHJ the non -roiJ mfl trct-lt, drboktgb oll he-'r chilclr_e, lt11.ovM
Ct~SO be nob rollers, \\
-------
---It Ti :
-----------1f TT ·.
b
5
Tr
t
Tt
b
lj
'1
t
---~ .
___ s
1
t- 1\"" It
+- 11-- Tt
·-
_j
- --- --
All offspfi~t~re
- ----· -- - ·--·-.. · 5Cf/. (fuf\c.e of
- - --
------- -- . -- -
rton-rol\ 1·~
--- --- -- - ~---
Ort\ori..a
--,- '::J..~.
---- - .--·- - . - ·- - -, - - - - - - ·- - ·- ~
--
-~=-
-------- - - - - - - - - - - -
-- ·-· ~----·-· ------- --
-
.
--...____,_
Question Four continues
on the following page.
Science 90948, 2014
ASSESSOR'S
U SE ONLY
12
(c)
Explain why the genotypes for individuals 3 and 4 both must be Tt.
ASSESSOR'S
USE ONLY
In your answer you should:
draw Punnett squares in the box below
•
explain why the genotypes of individuals 3 and 4 cannot be TT or tt.
//
.-------~
3
I
·
1
l f bo~h TT ·.
1( one wos IT·.
r
T
1 1
+ ' "'"
I 1T -n
T TT TT
2.S/· c\'Dtlce
of non-rolling
offsp1h'IA:I
AI\ offsprlf19 ton9l1e
All offsprih~ tong~~"
rollers
rollers
Connor be tr becQU)e the~ both display
-.......__....__,
~mi 1'111\'1f trait UorQ~te rolling)~ -------
---------.__
------
........
A ~\ ------------ ~~Kq_ ""-~"""" \v<t_ '-'-'-"A.
q_o.. r-
~
<::..>... .,..,.) -
----\=)~<:\~~..Q...Q, <- ""-<:>..t-~<::. """'.o..;s ,,:"-~t'
.u-
<::,--\-~""'- .d:, ""~
-~
:.:.
r>JL\o..-\tL
to Srpti..s:;~...
''""c), ~'~"'""~ v..o~~ ·~""(:)":;)'"" · -(""-<!.''re:, \~ o \
6.<;)V'f'i,"'c:::.,."""-\-
'\ot._,.,~ ~.._
..
+-
r>~~'>.\.1-tt.. ~\\-L\L':.
\ .......
bo.\-\,;:-~\...~
......
?V\!1..~\-?'L 'W:)<:>.,~ ~r-' :..,"".~<.,~ ~~\..
1ntl.i~kluGI \ ~ 4'v\d lt ra&l~Lbt9~h be Tr be.co.llieJhe~ bol'h elisplctlj the tong~;~e ro~inc trait, ~et Y'Me
u_c_hiLd_(~) .who i.s a Ml't::tOJ~r. __The11JQi '--C0r\tw_tb~::rr '-~~c~~e tbe.h
_all
_o_Ub_e_off~priiL9
_
VJQUtd _bdcngue ro ll€r~~~os th60trvm~Lclal1 hmtfCl t lecdt _l I allele} mo~~~Jb~ expr_fll.-Soncf
rec~~ive J, .Jbe!;j Cctnn.ctbttl ~itber. b~mu~_eJJ1e~ ctr_e m th:klrg.kte_f-O~erL
-
- - ----
If on~olthera tw.d.t:he
_g£.\tpt._l)p.e.tt,. the~ rfr14>tdtsB!e_~-Q:.00-::tDU11~~k~ __ -·· .. ·- ·-=·====-====-=-...,.__--=:..:-=====-----
Scie nce 90948, 2014