Download Unit 7A Cells

Key Stage 3
Science
Name ________________________Tutor Group_______
Science Teacher _________________________________
Unit 9A Workbook
Inheritance and Selection
My target for this unit is:
9A TME 2012– Inheritance and Selection
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What level am I working at?
Learning Outcomes
breeding plants
selective
breeding
measuring
variation
inherited and
environmental
variation
fertilisation


I know that genetic information is passed from
parent to offspring in genes
I can name the male and female gametes in plants
and animals

I know how gametes are different to other cells

I can describe what happens during fertilisation in
animals
I know that organisms inherit some
characteristics from their parents
I know some examples of inherited
characteristics.


Level



I have
revised
this
5
5
6
6
4
5

I know some examples of environmental variation
5

I know some examples of inherited diseases
6

I know some examples of continuous and
discontinuous variation
5

I can analyse data about variation and draw
conclusions from my data
7

I can describe what selective breeding is
6

I can name some characteristics that are
commercially useful in animals
6

I can describe how cross-breeding is carried out
6

I can describe what happens during fertilization in
plants
6

I know some examples of useful characteristics in
plants.
5

I can describe how plant breeders breed plants.
7

I can use a cross diagram to show how genetic
characteristics can be inherited by offspring
8
9A TME 2012– Inheritance and Selection
I can do this
-2-
9A Key Words and Phrases
characteristics
The features of an organism.
DNA
A large molecule that contains genes.
gamete
Scientific word for sex cell.
gene
A length of DNA that controls one inherited characteristic of an organism.
genetic information
The instructions that control your characteristics. These instructions are
found on genes.
inherited
Passed on to an organism from its parents.
variation
The differences between things or organisms.
fertilisation
Fusing of the nucleus of a male sex cell with the nucleus of a female sex cell.
environment
The surroundings of an organism.
environmental
factors
Things in an environment that can change something about an organism.
resistant
Something that is not affected by disease is said to be resistant to it.
species
A group of organisms that can reproduce with each other to produce
offspring that will also be able to reproduce.
variety
A set of plants that are in some way different from other members of the
same species.
breed
A set of animals that are in some way different from other members of the
same species.
breeding
To mate two organisms of the same species to produce offspring.
cross-breeding
When different varieties or breeds are mated with one another.
selective breeding
When humans choose certain animals and plants that have useful
characteristics and breed more of these organisms.
yield
How much of something useful to humans that an organism produces.
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ovary
Part of the female reproductive organs in a plant. It contains ovules, each of
which contains an egg cell.
ovule
Contains egg cells in plants. Found in the ovary.
pollen
The male sex cell (gamete) in plants.
pollen tube
Tube that grows from a pollen grain down through the stigma and style and
into the ovary.
pollination
Transfer of pollen from an anther to a stigma.
seed
Grows into a new plant. Made by conifers and flowering plants.
stigma
Part of the female reproductive organs in a plant. It is where pollen lands.
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Lesson 1 Fertilisation
1.
Choose words from the box below to answer all the questions.
cell division
intestine
ovary
digestion
fertilisation
foetus
genes
sperm
testis
uterus
ovum (egg)
(a)
A
(i)
What is the name of cell A?
.............................................................
1 mark
(ii)
Where is cell A produced?
.............................................................
1 mark
(b)
B
(i)
What is the name of cell B?
.............................................................
1 mark
(ii)
Where is cell B produced?
.............................................................
1 mark
(c)
C
not to scale
What process is shown in C? Choose your answer from the box above.
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.............................................................
1 mark
(d)
The diagram shows a baby developing inside its mother.
(i)
Which word means an unborn baby? Choose your answer from the box above.
.............................................................
1 mark
(ii)
Where does the unborn baby develop? Choose your answer from the box above.
.............................................................
1 mark
maximum 7 marks
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Lesson 2 Fertilisation
In Literacy Groups:
After watching the video about human fertilisation, use the words in the box to create a flowchart of
the structures that the Sperm passes to fuse with the Ova during Fertilisation.
Fallopian Tube, Ova, Cervix, Uterus (Womb), Fertilisation, Vagina,
Ejaculation
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
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Lesson 3 Inherited & Environmental Variations
1.
The drawings show identical twins, Sara and Helen, and their parents.
(a)
(i)
father
mother
Sara
Helen
Sara and Helen have blue eyes like their mother.
Describe how genetic information is passed on from a parent to a child.
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
2 marks
(ii)
Sara and Helen have brown hair like their father and blue eyes like their mother.
Why do children have characteristics of both parents?
................................................................................................................
................................................................................................................
1 mark
(b)
Sara and Helen are identical twins.
Why do they have identical characteristics?
............................................................................................................................
............................................................................................................................
1 mark
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(c)
Sara now spends a lot of her time working outdoors in a hot country.
Helen now works in an office in England.
The table shows information about three human characteristics.
characteristic
Is it identical for
Sara and Helen?
eye colour
yes
skin colour
no
weight
no
Explain why their eye colour is identical but their weight and skin colour are not identical.
.........................................................................................................................
.........................................................................................................................
.........................................................................................................................
.........................................................................................................................
2 marks
maximum 6 marks
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Lesson 4 Measuring Variation
1.
John and Sarah investigated how pupils in their class were the same and different.
First they measured the length of each pupil’s little finger.
(a)
Why should each pupil keep their little finger straight while it was being measured?
.....................................................................................................................
.....................................................................................................................
1 mark
(b)
The bar chart shows their results.
bar chart for investigation 1
12
10
8
number
of pupils 6
4
2
0
50-55
56-60
61-65
65-70
65-75
length of little finger (..........)
(i)
On the dotted line under the bar chart, give the units of measurement they used.
1 mark
(ii)
Give one mistake they made in the way they grouped the finger lengths in their bar
chart.
.............................................................................................................
.............................................................................................................
1 mark
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(c)
John and Sarah then counted the number of pupils who can and
cannot roll their tongues.
What method did they use to collect their data?
Tick the correct box.
Observe pupil’s
tongues.
Look at books.
Identify factors to
keep the same.
Measure pupil’s
tongues.
1 mark
(d)
They recorded their results in a table.
results for investigation 2
can roll tongue
cannot roll tongue
10
4
Draw a bar on the chart below to show how many pupils can roll their tongues.
bar chart for investigation 2
12
10
8
number
of pupils 6
4
2
0
can roll
tongue
cannot roll
tongue
1 mark
(e)
Look at their bar charts for investigations 1 and 2.
How can you tell that they used different numbers of pupils in each investigation?
.....................................................................................................................
.....................................................................................................................
1 mark
maximum 6 marks
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Lesson 5 Selective Breeding 1 – Homework
circle the correct letter for each question.
9Aa
1
Variation is:
A
a disease.
B
the scientific name for fertilisation.
C
differences in characteristics.
D
similarities in characteristics.
2
An example of an inherited characteristic is:
A
eye colour.
B
a tattoo.
C
a scar.
D
a broken leg.
3
During fertilisation:
A
a man and a woman have sexual intercourse.
B
a gardener puts manure on his plants.
C
trees drop their leaves.
D
two gametes (sex cells) fuse.
4
Inherited characteristics are caused by:
A
genetic information in the nuclei of cells.
B
environmental factors.
C
blood.
D
children learning things from their parents.
9Ab
1
Some characteristics in plants cannot be seen easily. Which of these are you the least likely to be
able to see?
A
ripening time of the fruits
B
size
C
D
2
resistance to disease
taste
An example of a physical environmental factor is:
A
the mass of an animal.
B
an animal that is very fit.
C
the temperature of an animal’s environment.
D
a dead plant.
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3
A species is:
A
a group of organisms that reproduce in water.
B
a group of organisms that can produce offspring that can also reproduce.
C
a group of organisms that cannot reproduce.
D
someone who wears glasses.
4
A variety is:
A
a group of plants used for special television shows.
B
a group of plants of the same species that share the same variations in characteristics.
C
a group of plants of different species that share the same variations in characteristics.
D
a group of plants of the same species that cannot reproduce.
9Ac
1
A breed is:
A
a type of long, tall grass that grows around ponds.
B
a group of animals that are only kept as pets.
C
a group of animals that are only used for farming.
D
a group of animals of the same species that share the same variations in characteristics.
2
Which of these is the most useful characteristic for a farmer’s dairy cows?
A
They produce offspring.
B
They moo loudly.
C
They produce a lot of milk.
D
They produce good quality meat.
3
Selective breeding is:
A
an exciting new technology that may alter our lives in the future.
B
a way of choosing the winners at animal shows.
C
another name for when animals reproduce sexually.
D
a way of producing animals and plants with features that are useful to humans.
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4
Dog A is a cross breed. Which two dogs is it a cross breed between?
Dog A.
Poodle.
German
shepherd.
Collie.
Labrador.
English
sheepdog.
A
B
C
D
poodle and German shepherd
German shepherd and collie
English sheepdog and collie
labrador and poodle
9Ad
1
The two gametes found in plants are called:
A
the mono and the poly.
B
the pollen grain and the egg cell.
C
the pollen grain and the sperm cell.
D
the sperm cell and the egg cell.
2
Which of these would be the least useful characteristic in potato plants for a potato farmer?
A
producing a high yield
B
having the ability to cope with a lack of water
C
having a low resistance to disease
D
producing large potatoes
3
In pollination:
A
a pollen grain lands on another pollen grain.
B
a pollen grain fertilises an egg cell.
C
a pollen grain lands on a stigma.
D
a pollen grain grows into a seed.
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4
The drawing shows a flower that has been set up by a plant breeder. The plant breeder is breeding
a plant that is a cross between two other plants in the large greenhouse. The breeder has done
the breeding part and now has to wait for the seeds to start to grow. What is the purpose of the
plastic bag?
A
B
C
D
To keep the flower warm.
To stop pollen from other plants getting into the stigma.
To stop the seeds falling onto the floor.
To stop rain getting into the flower.
Lesson 5 Selective Breeding 1
After watching the video, in literacy groups read and complete the following questions.
Cattle originally evolved over millions of years through a process of natural selection-also known
as “survival of the fittest”-which made them adaptable to a wide variety of environments, including
most of those inhabited by another highly adaptable species: humans. Once humans discovered
how to domesticate cattle about 4,000 years ago, they began to selectively, or “artificially,” breed
them for specific desired traits like meat and milk production. This resulted in animals fit less for
survival in the wild than the satisfaction of human needs, but in purely genetic terms, the
arrangement has proven highly successful for cattle. Cattle now thrive throughout the world in
over 800 different breeds, each more or less successfully adapted to their environment and the
needs of their human caretakers.

How many different breeds of cattle have humans created?

Would the qualities that make good beef cattle help them survive in the wild?
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Besides milk and meat production, what other traits might humans wish to breed in cattle?

Lesson 5 Selective Breeding 1
1
Look at these sheep.
A
The Balwen mountain sheep
is able to live in cold, harsh
conditions.
B
The Bluefaced Leicester
sheep produces good quality
wool.
C
The Polled Dorset sheep
produces good quality meat.
D
The Friesian Milk sheep
produces a lot of milk.
a
2
3
Each of these sheep has been produced by selective breeding. For each sheep write down
one characteristic that has been selected.
Farmers often want to breed two different breeds of sheep together. This is called crossbreeding. The offspring produced by this method should have characteristics from both parent
sheep.
b
Which of the sheep above might a farmer use to breed sheep with good meat and good
wool?
c
Which of the sheep might a farmer use to produce sheep with good wool that can survive in
the Welsh mountains?
A sheep farmer has a flock of Wensleydale sheep.
To win a prize at the local farming show, he wants to have
sheep with very long wool. Some time ago, he took the ewes
(female sheep) and rams with the longest wool and allowed
them to breed. He allowed the new lambs to grow and then
kept the ones with the longest wool and allowed them to
breed. The others were sold at market. It took him eight years
to produce sheep with wool long enough for him to win a
prize.
a
What is a male sheep called?
b
Why is this farmer’s method an example of selective breeding?
c
Suggest why it took him so long to win a prize.
a
Think about the weather conditions where you live. Write down a list of characteristics that
a sheep should have if it were to be farmed in your area.
b
What other characteristics would you like your sheep to have and why?
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Lesson 6 Selective Breeding 2
In literacy groups.
From cattle to corn, pumpkins to pigs, humans have been modifying the genetic makeup of organisms for
thousands of years. Using the techniques of selective breeding and cross-pollination, agriculturists have
effectively speeded up the process of natural selection and shaped the attributes of nearly all of the
domestic species we know today. Cross-breeding two individuals that share a set of desirable traits -rapid growth and a strong immune system, for example -- typically results in offspring that have a betterthan-average mix of those traits. And by continuing to select individuals with those traits, the traits
become increasingly standard to the breed.
Geneticists have similarly altered the physical and chemical characteristics of organisms, but even more
quickly and significantly than classic breeders ever could. The technique geneticists use is called
transgenic manipulation. This technique owes to the fact that all organisms -- mammals, insects, plants,
and bacteria -- have large numbers of genes in common. And scientists now know where many of these
genes are and what they do. This means that it is now possible to find the portions of an animal's
genome that are instrumental in, for instance, the production of milk, and insert genes that will change
the makeup of that milk. The effect, according to proponents of transgenic manipulation, is predictable
and immediate, and no other portion of the animal's genome need be affected.
So, now we know it is possible to place genes from one type of organism into the genome of another.
Scientists do so almost routinely these days. And by now, knowingly or not, most of us have been
consuming genetically modified (GM) foods for years. Worldwide sales of GM foods skyrocketed from
an estimated $75 million in 1995 to a staggering $2.3 billion in 1999.
The question today, obviously, is not whether we can change the genetic makeup of organisms through
transgenic manipulation, but whether we should continue to do so. Industry, government, and many
academic scientists tout the benefits of GM foods for agriculture, ecosystems, and human health and
well-being (not the least of which is feeding a world population bursting at the seams). With equal
passion, however, consumer groups, environmental activists, religious organizations, and many scientists
warn of unforeseen health, environmental, and socioeconomic consequences.
For now, it's too early to know which of the predictions for GM foods will materialize. In the meantime,
transgenic technology raises difficult scientific, ethical, legal, and economic questions that need to be
thoroughly debated.
1. What are some of the arguments for and against growing genetically modified crops?
2. Choose one argument against growing genetically modified crops, and provide a counterargument.
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3. Choose one argument for growing genetically modified crops, and provide a counter-argument.
4. What is your own position on genetically modified crops? Why?
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Lesson 7 Plant Breeding
1
Look at this list of characteristics of tomato plants.
big tomatoes
plants will not die in temperatures below 4 °C
plants produce lots of tomatoes
tomatoes are bright red
tomatoes stay fresh for six days
a
plants are resistant to disease
tomatoes are juicy
tomatoes are very tasty
tomatoes grow in clumps of four
small leaves
Draw a table to show whether each of these characteristics can or cannot be seen when you
look at the plants.
Can Be Seen
Can’t Be Seen
b
Name the three characteristics in the list that you think are the most important to shoppers
in a supermarket. Explain your choices.
c
Name the three characteristics that you think are the most important to farmers. Explain
your choices.
d
Imagine you are a plant breeder. Write down three characteristics from the list that you
would like your new variety of tomatoes to have. Explain your choices.
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2
3
a
To breed plants a plant breeder takes pollen grains from one flower and puts them onto the
stigma of another. Is this process called pollination or fertilisation?
b
Are the pollen grains the male or the female sex cells?
c
Once on the stigma, a pollen grain grows a tube down towards an egg cell which is contained
in an ovule. The nucleus from the pollen grain goes into the egg cell. Is this process called
pollination or fertilisation?
The drawings show two flowers. Flower A is a normal flower and flower B has had pollen added
to its stigma by a plant breeder.
Flower A.
Flower B.
a
Apart from adding pollen, what else has the plant breeder done to flower B?
b
Suggest why the plant breeder has done this.
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Lesson 7 – Mendelian Genetics
Gregor Mendel (1822–1884) was a monk who was very interested in finding out how different plants
were created. He didn’t know it then but he was watching the effects of genes. Mendel did most of his
experiments with pea plants and he did his experiments in three steps.
He allowed individual pea plants to pollinate themselves (pollen from the plant’s own anthers was used
to pollinate the plant). This is self-pollination. From the offspring plants he took only those plants that
had the characteristic he was interested in. He then allowed these plants to self-pollinate. He did the
same thing with the next set of offspring plants and continued doing this until all the plants always
produced offspring which all had the characteristic he was interested in. He called these plants ‘purebreeding’ or P plants.
Mendel then took one P plant with a certain characteristic (e.g. wrinkled peas) and used this plant’s
pollen to pollinate another P plant that had a variation of this characteristic (e.g. smooth peas). This is
cross-pollination. The offspring were called the F1 generation. In the example of wrinkled and smooth
peas, all the offspring produced smooth peas. He said that the smooth peas were a dominant
characteristic.
When two F1 plants were cross-pollinated 75% of the offspring (F2 plants) had smooth peas and 25%
had wrinkled peas. Mendel said that the wrinkled peas were a recessive characteristic.
1
What is self-pollination?
2
What is cross-pollination?
3
How did Mendel produce pure-breeding P plants?
4
What was the dominant characteristic in the F1 plants?
5
What was the recessive characteristic in the F2 plants?
We now know about genes. Since there are two sets of chromosomes in each nucleus of a pea plant,
there are two genes for each characteristic. However, each gene may produce a variation in that
characteristic. Different genes for the same characteristic are called alleles (pronounced ‘al-leels’). A
dominant allele stops the recessive allele from working. A dominant allele is given a capital letter (e.g. S
for smooth peas) and the recessive allele gets a small version of this letter (e.g. s for wrinkled peas). The
set of alleles that a pea plant has is called its genotype. What the plant looks like is called its
phenotype. We can predict the percentages of the genotypes and phenotypes of the offspring using a
grid like this:
Parent plants’
alleles in
gametes
S
S
s
Ss
Ss
s
Ss
Ss
The shaded area shows the four different
genotypes possible in the offspring.
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This grid shows an SS genotype plant being cross-bred with a ss genotype plant. Remember that each
gamete will only get one allele or the other. All the offspring had a genotype of Ss and so all have a
phenotype of smooth peas because S is the dominant allele.
6
Which step of Mendel’s experiment does this grid show?
7
What is the phenotype of plants that have the genotype ss?
8
What two possible genotypes could plants have if they produced smooth peas?
9
a
Draw another grid to show what would happen when two Ss plants were bred together.
Start your grid like this:
S
s
S
s
b
10
What percentages of smooth and wrinkled peas do you get?
Tall pea plants (T) are dominant to small pea plants (t). Draw another grid to show what would
happen if you crossed Tt plants with pure breeding small pea plants.
Lesson 8 Revision
Go to:
www.scibermonkey and select the unit and lesson that you need to revise before the test. Use your
notes and the online tests to help you improve your knowledge of this topic
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9A Summary
Inherited variation
The features of organisms are called their characteristics (e.g. blue eyes). Offspring normally share
some characteristics with their parents and brothers and/or sisters. Offspring can inherit
characteristics from their parents. Characteristics can be different and this is known as variation (e.g.
brown eyes and blue eyes). Variation occurs in both plants and animals.
An organism’s characteristics are controlled by genetic information which is found inside the nucleus
of almost all of its cells. Genetic information is passed from parents to offspring during reproduction. In
sexual reproduction, a male sex cell or gamete (e.g. a sperm cell) and a female gamete (e.g. an egg cell)
fuse. This fusing (joining together) produces a fertilised egg cell which grows into the new organism.
Each gamete contains half the amount of genetic information that a normal body cell has. So the
fertilised egg cell gets half its genetic information from the male and half from the female.
In many animals, when two egg cells are each fertilised by a sperm cell, non-identical twins are born.
Sometimes a fertilised egg cell splits into two and identical twins form.
Species, breeds and varieties
A species is a group of organisms that are able to
produce offspring that are also able to reproduce.
Members of the same species have very similar
characteristics but there is some variation in these
characteristics.
A group of animals may have special differences in their
inherited characteristics from the rest of their species. A
group like this is called breed (e.g. different breeds of
dog). There are also breeds of plants and these are called
varieties.
9A TME 2012– Inheritance and Selection
All tigers have stripes but there is
variation in the stripes between each
tiger.
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Selective breeding
Farmers and plant breeders may choose or ‘select’ an animal or plant with certain characteristics (e.g.
good milk production in cows). This animal or plant is then used to breed from. The offspring that have
the best of these characteristics are then bred from again. This is called selective breeding and is how
many new breeds and varieties are created. Sometimes two different breeds or varieties are bred
together to produce offspring with characteristics from both breeds or varieties. This is called crossbreeding.
Plant breeding
In nature, pollen grains (the male gametes) are carried by the wind or insects to the stigma of another
flower. This is called pollination. Plant breeders transfer the pollen that they want to the stigma that
they choose, sometimes using a paintbrush.
A pollen grain grows a tube down through the style until it meets an ovule. It grows into the ovule and
meets an egg cell. The nucleus from the pollen grain goes into the egg cell and fuses with the egg cell
nucleus. This is fertilisation.
Many of the characteristics that plant breeders choose are visible (e.g. fruit size, yield) but some are not
visible (e.g. disease resistance).
Variation caused by the environment
Some characteristics vary due to an organism’s surroundings (environment). For example, plants
growing in different areas of a field may be different heights depending on the amount of light, water and
mineral salts that they get. These things are all physical environmental factors.
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9A Test Yourself
1
Look at these pictures of a mother and her two daughters.
a
Name one characteristic that the two sisters share. _____________________________
_______________________________________________________________
[1 mark]
b
Name one characteristic that both sisters share with their mother. _________________
____________________________________________________________________
[1 mark]
c
Explain why the sisters have some characteristics which their mother does not have.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
[1 mark]
d
Suggest another characteristic which is not shown in the pictures of the girls’ faces, that they
might have got from their mother.
____________________________________________________________________
[1 mark]
2
When sexual reproduction occurs two sex cells join together.
a
What is the name of this process? __________________________________________
[1 mark]
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b
What is the name of the male sex cell in
i
animals? _________________________________________________________
ii
Plants? __________________________________________________________
[2 marks]
3
Carrot plants vary from their parents. The graph shows the results of an experiment using five
carrots from two different varieties.
a
In what way are the varieties of carrots different? _____________________________
[1 mark]
b
Which shows greater variation of carrots? The same variety or different varieties of carrots ?
____________________________________________________________________
[1 mark]
c
Which variety shows the greater variation? ___________________________________
d
[1 mark]
Apart from the characteristic shown in the graph, name two other characteristics that would
be useful to a carrot grower.
e
i
_______________________________________________________________
ii
_______________________________________________________________
Suggest how the variation between the different varieties has been caused.
[1 mark]
____________________________________________________________________
[1 mark]
f
Suggest how the variation between members of the same variety has been caused.
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____________________________________________________________________
[1 mark]
4
The pictures show how a certain kind of dog was bred.
a
What characteristic of the dogs is the breeder choosing? _________________________
[1 mark]
b
What is this type of breeding called? _______________________________________
[1 mark]
c
Farm animals are often bred in this way. Name two characteristics that a farmer might
choose when breeding dairy cows.
i
_______________________________________________________________
ii
________________________________________________________________
[1 mark]
d
Which parts of a plant or animal contain the genetic information for characteristics like this?
____________________________________________________________________
[1 mark]
being sunburnt
9A TME 2012– Inheritance and Selection
eye colour
mass
natural hair colour
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Caused only by
inherited factors
5
Caused only by
environmental factors
Caused by both inherited
and environmental
factors
The box shows four human characteristics that vary. Complete the table to show which features
are caused by inherited factors, which are caused by environmental factors and which are caused
by both.
[2 marks]
6
A plant breeder wants to breed two different varieties.
a
She takes pollen from one variety and puts it onto a part of the flower of another
variety. What is the name of this part? ________________________________
[ mark]
b
Label this part on the diagram.
[ mark]
c
What is this process of transferring pollen called? ______________________
[1 mark]
d
She wants to stop pollen from another plant getting to the flower that she has just added the
pollen to. Describe one way in which she might do this.
____________________________________________________________________
[1 mark]
9A TME 2012– Inheritance and Selection
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7
Having freckles on the face is a
recessive characteristic. The
dominant gene for no freckles is N
and the recessive gene is n.
a
Complete the genetic cross
table to show the possible
combinations of these genes in
two parents’ children.
[1 mark]
b
What percentage of their children will have freckles?
[1 mark]
c
Sometimes genes from one organism can be placed into the cells of another organism.
What is this process called? _______________________________________________
[1 mark]
9A TME 2012– Inheritance and Selection
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9A TME 2012– Inheritance and Selection
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My %
My mark
Qu. Level
Q
Traffic
light
Type
(KN, AP, LIT, NM, ID, HSW)
Subject Areas
Total
total
KN – Knowledge
NM - Numeracy
Overall Grade:
AP – Application of Knowledge
HSW – How Science Works
ID – Interpreting Data
LIT - Literacy
My Targets for improvement:
1.
2.
3.
9A TME 2012– Inheritance and Selection
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Unit 9A Review
My target grade for this term is ________
My grade for this unit was ________
Which parts of this unit do you think you did very well at?
Which parts of this unit did you find difficult to understand?
Aspect
  
Recalling key facts
Understanding keywords
Using key words in my written work
Using correct conventions for drawing diagrams
Actively reading questions
Writing clear and concise answers
Understanding key concepts
Catching up on missed work
Reviewing my work between lessons
Actively revising
Sharing my ideas in group/pair/class work
Completing tasks in lesson time
Asking for help when I need it
Using my checklist to assess my learning
Trying my hardest with problems before asking for help
My Target for next unit:
9A TME 2012– Inheritance and Selection
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