Download 1 - SACE

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
Demonstrates some
basic knowledge and
partial understanding
of concepts related to
genetics, i.e. two
divisions in meiosis
with four daughter
cells.
4 daughter cells
2.
What happens to the chromosome number after:
double he daughter cells will have half the number of
chromosomes of the
(a) meiosis
half The daughter cells will have the same number of
chromosomes as the
(b) mitosis.
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 1 of 8
Knowledge and
Understanding
Answers to Questions
2 – 5 demonstrate
some knowledge and
understanding of
concepts related to
mitosis and inheritance
of sex with
explanations.
Stage 1 Agriculture and Horticulture annotated student response
Ref: A200055 (revised January 2013)
© SACE Board of South Australia 2013
4.
Explain incomplete dominance giving one example.
Dominance is incomplete. No one colour is dominant. For example you get pink
snapdragons as well as red ones and white ones.
5.
Explain how the sex of an animal is determined (use diagrams if needed).
By male (XY) and female (XX). Males have an X and a Y chromosome but females
only have two X chromosomes, so if a baby gets an X and a Y chromosome it will
be a boy and if it gets two X chromosomes with will be a girl.
6.
Define the following terms and give examples where possible:
(a) haploid
Cells have full set of chromosomes, for example muscle cells.
(b) phenotype
This is the animals appearance if it looks back or white or brown.
(c) heritability
Can the thing be passed on such as horns.
Application
Demonstrates
generally effective use
of appropriate
agriculture and
horticulture
terminology and
conventions
associated with
genetics in answers to
Question 6.
(d) crossbreeding
The breeding of two different breeds like is someone used a Jersey cow and a
Friesian bull the calf would be a cross breed.
(e) gamete
These are Sex cells like ova or sperm
(f) homozygous
Cells that contain 2 identical genes for a trait like BB or bb
7.
What type of cell division does a zygote undergo to become a multicellular adult?
?
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.
Page 2 of 8
Stage 1 Agriculture and Horticulture annotated student response
Ref: A200055 (revised January 2013)
© SACE Board of South Australia 2013
Bull
Cow A =
100% horned
H
H
H
HH
HH
H
HH
HH
HH = horned
PP = polled
HP = carrier of horns
The calf must be horned.
Bull
Cow B = 100%
carrier horn
H
H
P
HP
HP
H
HH
HH
This can produce a
horned calf because of
the HP calf.
Bull
Cow C = 50%
carrier horn
P
and 50%
polled
P
H
P
HP
PP
HP
PP
Knowledge and
Understanding
Demonstrates some
knowledge and
understanding of
concepts related to
inheritance of genes,
i.e. how
dominant/recessive
genes are passed on
and expressed in
phenotypes with
some confusion e.g.
representing horned
as a dominant gene.
HH = horned
50% Carrier horns
50% polled
The bull has genotype of HH a horned bull.
9.
Explain the term Selection.
A sheep farmer chooses its best sheep and culls the rest every year. They do this and
the standard goes up of the animal.
10. A population of pure line broiler chickens were weighed at 7 weeks pf age. The table
shows the weights.
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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 student response
Ref: A200055 (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).
60
50
A
40
Knowledge and
Understanding
Shows ability to use
a variety of forms to
communicate
knowledge of
agriculture e.g.
displays data and
information
graphically with
accurate plotting and
some labelling.
30
20
10
0
0.8
0.9
1
1.1
1.2
1.3
1.4
(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 shows the biggest chickens and its better
to have the big birds to breed from.
(d) What does polygenic inheritance mean? Give one example.
Don’t know
(e) State three non-genetic factors that may affect the phenotype of live weight.
A disease; lack of feed and water; a bad environment
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.
Analysis and
Evaluation
Uses generally
organised analytical
skills to examine
connections between
data, concepts and
findings in
agriculture i.e. used
knowledge to locate
region of graph to
choose a desirable
hereditary trait for
chickens.
Knowledge and
Understanding
Shows knowledge of
genetics to explain
the effects of other
factors on offspring.
Note: Genotypes are HH and Hh = non-stressful and hh = stress.
Page 4 of 8
Stage 1 Agriculture and Horticulture annotated student response
Ref: A200055 (revised January 2013)
© SACE Board of South Australia 2013
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.
Sow
Boar
H
h
H
HH
Hh
h
Hh
hh
No cause there is a 25% chance
that this pig might inherit it.
Analysis and
Evaluation
Analyses data and
their connections to
concepts to
formulate an
appropriate
conclusion about
different phenotypes.
(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?
h
h
H
Hh
Hh
H
Hh
Hh
This shows that if he has a pig
that’s not affected, he should
purchase a boar with HH
(c) If a blood test was available to detect carrier boars what would eventually
happen to the stress gene in the pig population?
Application
Shows ability to
apply agricultural
and horticultural
concepts and
evidence to suggest
some solutions to
farmer’s problem.
It would slowly disappear and the pigs would become more calm and not
stressed. People wouldn’t want to breed from boars that carried the stressful
gene. This process would take a long time.
12. Hemophilia (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.)
Carrier female
Normal male
XH
Xh
XH
XHXH
XHXh
Y
XHY
XhY
50% chance male will get it
25% chance female will be
carrier
Knowledge and
Understanding
Demonstrates ability
to use knowledge of
genetics with some
logic to explain
possible phenotypes
and genotypes and
the chances of
carrying a sex linked
recessive gene.
13. Which organism would more closely resemble its parent - one produced by asexual
reproduction or one produced by sexual production? Why?
Asexual because asexual reproduces by itself and doesn’t have a male or female so
the offspring of asexual would look exactly like its parents.
Page 5 of 8
Stage 1 Agriculture and Horticulture annotated student response
Ref: A200055 (revised January 2013)
© SACE Board of South Australia 2013
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.
He needs to worry about genetics. It is important to improve the livestock
with better selection and breeding. By breeding bigger and stronger livestock
the farmer won’t need to use as much chemicals because the animals will be
able to fight off disease by theirselves. This is much better for the
environment.
Application
Shows ability to
apply knowledge and
understanding of
genetics to make
recommendations to
address the farmer’s
reluctance to
consider the impact
of genetics on the
quality of stock.
Additional comments

The student has demonstrated their ability to use appropriate agriculture and horticulture
terms and conventions effectively (Application) throughout the task; overall this has been
assessed as ‘generally effective’

The student has also shown the ability to use prose and diagrams to generally communicate
knowledge and understanding of agriculture and horticulture effectively (Knowledge and
Understanding) in this task. This task would contribute to an overall assessment of the
student’s ability in this specific feature

While there are some errors in this work, the student has demonstrated knowledge of some
concepts in this topic. The teacher would need to consider more than one assessment task to
be able to indicate the level at which a student demonstrates knowledge and understanding
of a range of agricultural and horticultural concepts. (Knowledge and Understanding)
Page 6 of 8
Stage 1 Agriculture and Horticulture annotated student response
Ref: A200055 (revised January 2013)
© SACE Board of South Australia 2013
PERFORMANCE STANDARDS FOR STAGE 1 AGRICULTURE AND HORTICULTURE
A
Investigation
Analysis and Evaluation
Application
Knowledge and Understanding
Designs a logical, coherent, and detailed agriculture and
horticulture investigation.
Systematically analyses data and
their connections with concepts
to formulate logical and
perceptive conclusions and make
relevant predictions.
Applies agricultural and horticultural
concepts and evidence from
investigations to suggest solutions to, or
make effective recommendations to
address, complex problems in new and
familiar contexts.
Consistently demonstrates a deep and
broad knowledge and understanding of
a range of agricultural and horticultural
concepts and practices.
Critically and logically selects and consistently and
appropriately acknowledges information about agriculture
and horticulture and issues in agriculture and horticulture
from a range of sources.
Manipulates apparatus, equipment, and technological
tools carefully and highly effectively to implement wellorganised safe and ethical investigation procedures.
Logically evaluates procedures
and suggests a range of
appropriate improvements.
Obtains, records, and displays findings of investigations
using appropriate conventions and formats accurately and
highly effectively.
B
Designs a well-considered and clear agriculture and
horticulture investigation.
Logically selects and appropriately acknowledges
information about agriculture and horticulture and issues
in agriculture and horticulture from different sources.
Manipulates apparatus, equipment, and technological
tools carefully and mostly effectively to implement
organised safe and ethical investigation procedures.
Obtains, records, and displays findings of investigations
using appropriate conventions and formats mostly
accurately and effectively.
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Uses appropriate agricultural and
horticultural terms, conventions,
formulae, and equations highly
effectively.
Demonstrates initiative in applying
constructive and focused individual and
collaborative work skills.
Logically analyses data and their
connections with concepts to
formulate consistent conclusions
and mostly relevant predictions.
Evaluates procedures and
suggests some appropriate
improvements.
Applies agricultural and horticultural
concepts and evidence from
investigations to suggest solutions to, or
make recommendations to address,
problems in new and familiar contexts.
Uses appropriate agricultural and
horticultural terms, conventions,
formulae, and equations effectively.
Applies mostly constructive and focused
individual and collaborative work skills.
Uses knowledge of agriculture and
horticulture perceptively and logically to
understand and explain social,
economic, or environmental issues.
Uses a variety of formats to
communicate knowledge and
understanding of agriculture and
horticulture coherently and highly
effectively.
Demonstrates some depth and breadth
of knowledge and understanding of a
range of agricultural and horticultural
concepts and practices.
Uses knowledge of agriculture and
horticulture logically to understand and
explain social, economic, or
environmental issues.
Uses a variety of formats to
communicate knowledge and
understanding of agriculture and
horticulture coherently and effectively.
Stage 1 Agriculture and Horticulture annotated student response
Ref: A200054 (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.
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 connect data with
concepts, formulate a
conclusion and make a
prediction.
Attempts to use apparatus, equipment, and technological
tools with limited effectiveness or attention to safe or
ethical investigation procedures.
Acknowledges the need for
improvements in one or more
procedures.
Attempts to record and display some descriptive
information about an investigation, with limited accuracy or
effectiveness.
Page 8 of 8
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.
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.
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.
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.
Shows emerging skills in individual and
collaborative work.
Attempts to communicate information
about agriculture and horticulture.
Stage 1 Agriculture and Horticulture annotated student response
Ref: A200054 (revised January 2013)
© SACE Board of South Australia 2013