L 90948

_j

lllllllllllllllllll ~ NZ~

NEW ZEALAND QUALIFICATIONS AUTHORITY MANA TOHU MATAURANGA 0 AOTEAROA

Level 1 Science, 2014

SUPERVISOR'S USE ONLY

90948 Demonstrate understanding of biological ideas relating to genetic variation

Achievement

Demonstrate understanding of biological ideas relating to genetic variation.

9.30 am Monday 10 November 2014 Credits: Four

Achievement with Merit Achievement with Excellence

Demonstrate in-depth understanding Demonstrate comprehensive of biological ideas relating to genetic understanding of biological ideas variation. 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.

TOTAL

© New Zealand Qualifications Authority, 2014. All rights reserved.

Low Excellence

25 ASSESSOR'S USE ONLY

No part of this publ ication may be reproduced by any means without the prior permission of the New Zealand Qual ifications Authority.

2

QUESTION ONE: GENETICS AND THE ENVIRONMENT

(a) 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 A gene 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 w rllch 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 1 he o~en9t ~pe. 1 his results dl genetic ~ar1atron betl-Jeen trtdlVIOUc ls, _

·K_ .

ASSESSOR"S USE ONLY

C<..\a._\-,~ • .,."',~ '<:).Q...h..,JQ.Q..'"'\ ~~V'IIL ~ o-_\\q_.\Q. C\ .

e..~ ... ,,~ 0\o...,'-"CL...\ ~'-\ f'~~ N"'"'~ \-o a..~''"'"'"'\. .

"' <- "' <::>.."' ~Q.. "' \-"' '-

~C...':;:...._ ~ C<..c "'q_ "-~ "''-<l.. -.....) Y.._\ <:... "'- \-> (' Q c\ '-" (.4_ ")

o. "'~-....::> ~::.rolr-Q.·," or v ~ \ \ ro 1<2...<:. p <!. \""\

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. ~ drought 2. di.seose.

-~-~-·-~

(ii) 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 n ihe 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

'

Pian t 1---1 h tel\\ 5 n·r .Sui1e.d IN el\ t ~ There is mm:e space.for your . . answer to this questiOn on the

Surv(ve rhe drouqht, and It Is now following page.

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 't· -- ~-

t='xp\c:;,'-"'.!::. "'-c-..:> '.""'"""~<"\-\-<:...~\q. /

f'c...c:. \-oc-,. C...O...V'\ ~tL. ~<:...~':o.<L~ O'V\. ~"'-,'c:..

, , lt.

V\ c-.\- '-l. t"'o..\ ~ .q_\ tL. c.~' 0 -A

(._ -----

ASSESSOR USE ONL)

5

QUESTION TWO: VARIATION IN HUMANS

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 l41031more-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 your answer to this question on the following page.

ASSESSOR'S USE ONLY

6

f ASSESSOR'l

"' USE ONLY

(d) 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.

-

Melosl s t: 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 . 0 fl~Qif\~ Ferrl!,sailon \5 wn€n the 5perr~ and egg conDine~ Tne SperM conia\ns ~3 chronosorres ((ron the raihfrJ -­and the egg also conta\1\s~ 23 chror)osoMes ( frort fhe 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

is c o r1 p 1 e t e \~ u n I q u e - and thIs Is w h '0 r1 e I o s 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 ·

0

9enot~pes wll\ -be ex_pressed dHferen11~~ '--

')::,; " '-'-".," ._, ..,,,., '"'- • ~ \-~r '---" u . 1- "' """' '--' o ~" \- / • \"

\.-.. o w .._ ~ '--"'- bra '"' • ~ ._ ~.;. " '-'(" """'' '"' "' 7 _, V: ~ C...<...J""'-~;""""~~~""" C)\· ~\\Q.\Q..~ ~"'-'<-""'- t"'""L~-........\~~ .. """ v...

/

/ ;'

/ /

/ /

/

/

------ -----------

ASSESSOR'S USE ONLY

8

QUESTION THREE: ANIMAL BREEDING

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/" p1\\ p-contcntluploads 20 13/02/shccp.jpg http://verrasnotebool...t) pepad. coml.a/6a00c54fd05e9e88340 1 0534be51 f4970b-p

(a) 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: Aa I AA / Black wool: gQ

<..c<'~c..\-\\ ~ ~ ~ "'- ~·, ~ :~'l. ~o'""'-' t'o..<;,~· ,~\Q.. ~Q.."'\ 0 ~ r<L~ ~0" v..j,._\\--~ v.::x>o '~~ ~~ Q..I!.~ 0..-.Ad b\c::...c...\<..

(b) 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

-

ASSESSOR': USE ONLY

9

0® AA I AA

@ :AA j AA I

ASSESSOR'S USE ONLY

The Obove punnensquare11 shuws ihat 1f .. ung~d a .~ ~ sheep with. ihe qenot~pe of AAiw[th a sheep 0ho - r­

has ihe 3enot~ pe of A a (carries the fl4n recessive~ _,_ for b1ack wool),~ 1here would be a 50 Yo c.hanc€ ihat - r--

1 h e o f f s p r In 9 c a r r I e d the recessive a I\ e! e fc r b 1 a c k w o o I o ~ 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 1 hat Is pure bre€d lng) he shou Ia use a na \e ~ --r-fe~3le sheep h!hose genof~pes both were AAV ,.-~

\de_""\;"·.~,· ~'=>\-'-"<:>... \- ~r- o... f> '-"-r- ~'=>,....q_.ll-<::l,·""' ~ ~\ o'-1 <.

~<:>...r....-.1'\.c.. •- ~"-.o-....\0 "-'""~ ""'o"""o~\~o ....... ~ ( \"'......_,., \

~ o"""'' "' o...""\- ~~{'q_"'"'~ ~ c:...~ V\o 'v.,_,· ~~.Q..'"" , r>~<:...JL~.._,,:Vct.

c.-..\ \ q_ \ IL~ P ""-~"" Q.. ~ 0-" \-o {)~~~p P ~...,... \ '

A~

10

QUESTION FOUR: FAMILY TREE

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"'lt l'\?\nt )

3

7

t ''\'. (re.<..~~'J i~e..)

4

8 9

2

5 6

10 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 DoMIN ANi and is -shown b~ the allele f, Because Ind ividual 5 is a -

non·ton9ue roll~r> ~~· both• ~ ~.al\€\es ore recessive -this r~eans rer qenot~pe r.usr

ASSESSOR'S USE ONLY

11

bert

_ _.

, .. ---------~- -- - - -.:::'--

(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~lnaotolle le for tonsu i:: rol!fng o (T) . howev~r) Indiv idual 6's offsprin9 are lion tongue

rollers, ( w!th 3 enot~ pes o{ ti) w nich 11 e an s I nd !~i'du a 1 6 ~,u si a\so carry 1h~ recessive allele. io pass don to h r s I her 0 f f~ d n 9/' I h ( s e K pI a ins In d l ~ ld u a I 6 •'s -9enot~pe ofTto , _ - ~-----------;

~"' ,·~'"~d.~ o...\ \:::,<L ~"" ~ o... ~\ L -\-o

C... r-"J:l.C....Q...~<,i'\1~ 0...\\ct..\.._ r L '-C... '-".. 0 q_

----- ------ _. ------ ---- -----

Question Four continues on the following page.

ASSESSOR'S USE ONLY

12

(c) Explain why the genotypes for individuals 3 and 4 both must be Tt

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

T Tf

Tt

T ·-I T n TT ... IT -I TT

+ Tt tt

ASSESSOR'S USE ONLY

If both Individuals h-1d g,~not~pes of Tl at \ of1helr -­offsprfn9 WOUld have genotype-..ls of n i 0 0 ~ H 0 wever, -the pedigree chart shows thai_,gne_pfihelrcht\dren \s -­a Q_on -_tongue wHef\ w h[ ch M-eans both parents have to -carr~ the all~~ for non iongue lci\lng, In order tq pa~ s --H o n to clce s s l v:e· i ~ e! r _c h f I d r e..lli

1( both lndfvlduals hod genotypes of tt, all of 1he\r ---

. offsprlnq would have genor~pes of tt too~_r'~ e~nlrj ail 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:(~/

L 90948

_j

lllllllllllllllllll ~ NZ~

NEW ZEALAND QUALIFICATIONS AUTHORITY MANA TOHU MATAURANGA 0 AOTEAROA

Level 1 Science, 2014

SUPERVISOR'S USE ONLY

90948 Demonstrate understanding of biological ideas relating to genetic variation

Achievement

Demonstrate understanding of biological ideas relating to genetic variation.

9.30 am Monday 10 November 2014 Credits: Four

Achievement with Merit Achievement with Excellence

Demonstrate in-depth understanding Demonstrate comprehensive of biological ideas relating to genetic understanding of biological ideas variation. 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.

TOTAL

© New Zealand Qualifications Authority, 2014. All rights reserved.

High Excellence

32 ASSESSOR'S USE ONLY

No part of this publ ication may be reproduced by any means without the prior permission of the New Zealand Qual ifications Authority.

2

QUESTION ONE: GENETICS AND THE ENVIRONMENT

(a) 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\r 1 phosph~ te 1 lx!Ae~ i 1'\a~ ore I i nted tcgether, Chromcscmeo

ore made from DNA, (t?; and rolhchrcrtV®me carrie~ rttt~t1Y gene-J thor code for different hail{, ---

i.e. A get\e is u~echooof DNA on a chroiY\O~om e t~r cede~ (Dr a OOY tlcular traiL An allel~nanem:lhVe

Uersion of agm_eand ~s c1 d1ffere0t 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 , ...._, 9 \ ~ ,\ ~" ~ ... o \-~:"""

~ ~"' o c '-1. <... \-~ ~"' ~"' ' ·..._ "'- \ ~o.. '"' ~ '-"o

Science 90948, 2014

ASSESSOR'S USE ONLY

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. _ t:)utdtiDrLinSD.lL ~.--=-------~=-- :=------~~""-;--~----------- ______ _ _

(ii) 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_ri n: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.

ASSESSOR'S USE ONLY

4

other plant becouse theenvironrnen~ hos rwt enabled it to reach ils full genetic. porentbl,

cou~irg _variahon in rhe phe0t1t0pe. 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 c1 species becou)e it means thCit if the environrY)ent

c.hange.s[e.CJ. clroliQh~, newdl~eo)e) sorne inclividuo/5 mo~ haveo better cnonc.e of ·-------~urv[va l 1 ond t~e)e l~ivldua~)_vvill _s~\r vi_ve ID r~p~c~l~teorxJ po~~?Y2_t~eir fc\\JOWfCible

olle l e~ 1-o Offspring 1 so the specie.) vvil l c.ontintAe to survive, bLtt groduoiiiJ ChGlnge ~o rllCst-----~. -

in:liv1cluctl~ore suited for surviva l in the chonged envi1ronrnent. 1his is collecl mtlurcd se\ethon . \\ -----·----- ·- - ---------.

" \\.-,:,.._ ~ ~"'f"'""".-.,L c..\~ ... <-'-'"'>.0 '"'"'~,.',\-- c...~\.c_ + "\0"\-

"""'-,_ \~'"'Q..P,\- c._~\~ -fc...<-\-or-~ '->,:)'--\\c.."'-.~~'::.'--"-\--\· ~~"\ \J~r-\c..h~../\ ,·':"'- 'f"'- IL"" o-\--' \"?- . l"--t...'"~ ' \~ <-\ <2-c.. .-- \ ,·../\ \<.. c... ~e. ~ -\--v...::>.e_q_""

"'l c:,. -\c...+:~ - ~ ........ .-'1 \..:.t ~\

Science 90948, 2014

ASSESSO USE ON

5

QUESTION TWO: VARIATION IN HUMANS

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

j-J!b I chromosomes ~ chromosomes

~ ch•·omosomes

sources: www.thedrinksbusiness.com/wordpresslwp-content/uploads/20 14/03/more-sperm.jpg http://scm-13.technorati.com/11/ 1 0127/55025/zygote.jpg?t=20 Ill 027092220 http://static.guim.co.uklsys-images!Gunrdian/About/General/20 I Ill 0/ I 7/13 I 8873301247/ 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) Complete 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 similarities 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 an J9.9 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. to ~~

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.

ASSESSOR'S USE ONLY

6

but rheceil d1vicle~ tvvice 1 (ffav re~u lting in getmet6 ~rVith 'B chrorvwsome) _ectch[pcwel"tCe l~ f'ttg

46. c.hromo~orfles\ In milo~i) 1 whic.h is how the ?.~Qok~ rnol(es, cell~ Lvhich re(,ulr tn tne adull',

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 ~ _ . -~-

ASSESSOR'S USE ONLY

:1_'--\~ ~~ T~ .~ \ ~,;:~-.-----;~ ~~--~-~·.,;:_~;~-~-h~\--v0~~~ --C:S,c.. -~<&~ C\1\: ~c"""c -..o·~

: ........ """~IL~'~ -\- ~ ~-o~ c::....\- ~r-4-·, \, ~o.... \- ,o"' ~A. ~ t.:..VV'\.1!...\~') ~'-'-~"-'.._ .,.... ,_'-\ ~ 0~ ( R. <,.-\-'0~\"' ~ -\-·'--,.... C..<::> ('" (' Q.._...A- "'"" VV\~<U' •

(d) 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 the combinc,tion cf ct.ll.ele) thol resull in a trait (e.g. BB 1 Bb1 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 i r ~pli b 1

sections of the c.hroMosorfles ~cro~M .. ver '' ~ with ec(h other 1 so DNA, om thtrefcre gere:J --lnclepencle(I~Ct)~ortrtlen.l : This refev~ tothefoct ·trot whm. homclogoLI.)Chr.orm~omeb line ----~--------~- -----

up in rhe .. middle.d fh.e cell,.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\ there ore

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.ferhliso t.ion occurs I \lmiorion Is increosecl bewu<.e rhe sperm rhot fertil.iSfS the ---·- - --B;)g i). random. This.rf)eo(\s thnt .. thereoreevenmcre ~sibll it ie~ 1 and show~ t_hot .. ---- --- .---

Science 90948, 2014

7

~ibl ing<. _will O!Lb.edifferef\tc J hereforf it ic; completely pa,sib\~ for two brothefS to h:we

.Jljfferen.tg~Yiot~pes bECclt-1 '>~ t~_g_ene-ticlmtericll fJo.)been JYt[Ked_L\Q so muc~ _meio~i) _Gtnd --fertiliSG\Ulll- _' __ _ ___ _ _.

A. <-\ e.o..r- ':::'-"" ~ q__r- ·~\- "" ""c:\~1""\~ o'; \" \A<t.. -pf"OC.<L~~~ ~y _ r1\~~_?~l~

C.../\~ _ ~Q.,. \-: -~ y~_,c:.. h ~"' ~~ 4.. _ c\ Q.~_v:- ::.h· a...+<L-c\ __ ~-~~\ \ '~\_ L-~

\ \ - \

\

\

\ \

·-- - - - .. ---- \

\ - --- -\ -

I

. -- _,__ .

' - --- - \. _____ .

\ ---- - \ - -- --- --

\

\---\

Science 90948, 2014 I \

ASSESSOR'S USE ONLY

8

QUESTION THREE: ANIMAL BREEDING

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 http://verrasnotebook. type pad. com/.a/6a00e54fd05e9e88340 1 0534be51 f4970b-p

(a) 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: (\.bAa ~

Black wool: ~ \t\

(b) Discuss how a fa rmer 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 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 a grc.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(

-~· I@l.offwrirgprOO.!..lf~flCirtwhitt, ~ the~heep ispJAkbreEdi~_

Science 90.948, 2014

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9

Ac1

8 8 Ac1 Ac1 /~u

C\Cl

/~a Ac1 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~ to b.~ "----­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.~ 6-~t. VV\ 0 "\ ~\-r.,__ \: IL c.\__ ~.r.-~~~

_ ___ __ __ o_\_~-~ \-- q_<:,\---~~~~~~~- \-o ~ ~~rvv\~~ -~~-~(.')~\ ~~- :?£. ---~~-C?~j~·"'\ ~

S. \--a ~ > ._:J'-\ l'u \\ ,..._(? r-e_.oeu.-\--~ ..\..-Q..~t~ \1-:)0..~ c\ JL-.N\Q"'~·h'o-k---- --------- --·--. -~-------~-·----· ---~--- 1------- ----------------------......___

C. \~o..r \--. ~ ...... c) '"""'-.~ qV'\.) o"""" V"\c:.._~"'r ~ o f a_c.,c_ "'. ~<2. ~-\- ·, 1,\ .-... h~"' . ---·---- -----·--\---------~----- :..,;:~ --------------- - ----

""-.... ------------------------ ---~~

- -·--------------------- --- ------~--------------------------- - ------------------ ------------------------------------::--------

Science 90948, 2014

10

QUESTION FOUR: FAMILY TREE

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 (2), while those who cannot

roll their tongue are shown as CQ).

2

3 4

7 8 9 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 1 e1 e q i• J ht!ii~ Non -rclling P1Lt1\ be a rece~\ive n·oir becoL1se ( lat,d1)

the parenh cf illd(\lldtlcd S Ore both t-onguerollers I bu~ S i) no! . 'TI'\i) Mecm<. ~hc1~ I a 11cl '2 ore

b0th hetero-zygoLI~ (T~) find Wr.t(j tbe allele f<.~r n011 -rolling. /-low eVer 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

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I

-\--

I t

TT 'Tt"

·~ H~ I

2()/o monee of off)pi ll'19

beingu non-roller

11

of thfxece~shLe flW -rolling allele Ct). --~~wm~ ~ So_ tor sotlle(ne to be Ct non- r.olle!',

Jhf-kJD1U~~tbCl\LL'2 wpi~soJ ~e_rece~si_veDII el_g _coxi genoJ~pe rL ~ - -~--- __

···· · ····~-·-············-·······-·-- ·········· ~--·-·················· --···-··········· ·-~···· ········· ·-

(b) Use the family tree to explain why individual 6 must be Tt.

5

. . . . _ . 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 rhe domimmt 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, \\ ---~ . -----------------------1f TT ·.

b It Ti :

b

'1 lj 1

t Tr t- 1\ "" It

t Tt ___ s

+- 11-- Tt

·- - -- - -- _j

All offspfi~t~re

- ----· -- - ·--·-.. · 5Cf/. (fuf\c.e of

rton-rol\ 1 ·~ Ort\ori..a - - -- ------- -- . -- - --- --- -- - ~--- --,- '::J..~.

----- -~ . ---·--- .. --- ·---- -, -~=- --- --- --- ------·-- ---- ·- --- -------- ----- ----- - -- ·-· ~----·-· ------- -- - .

Science 90948, 2014

--...____,_

Question Four continues on the following page.

ASSESSOR'S USE ONLY

12

(c) Explain why the genotypes for individuals 3 and 4 both must be Tt.

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 r 1( one wos IT· .. l f bo~h TT ·.

T

+ ''"'"

2.S/· c\'Dtlce of non-rolling offsp1 h'IA:I

AI\ offsprlf19 ton9l1e rollers

1 1 I 1T -n

T TT TT

All offsprih~ tong~~" rollers

Connor be tr becQU)e the~ both display -.......__....__,

---------.__ ~mi 1'111\'1f trait UorQ~te rolling)~ -------

------........

------------A ~ \ q_o.. r- <::..>... .,..,.) -~~Kq_ ""-~"""" \v<t_ '-'-'-"A. .u- <::,--\-~""'- .d:, ""~ ' ----- :.:. -~

~ \=)~<:\~~..Q...Q, <- ""-<:>..t-~<::. """'.o..;s ,,:"-~t- r>JL\o..-\tL to Srpti..s:;~...

''""c) , ~'~"'""~ v..o~~ ·~""(:)":;)'"" · -(""-<!.''re:, \~ o \ 6.<;)V'f'i,"'c:::.,."""-\- +- r>~~'>.\.1-tt.. ~\\-L\L':. \ ....... bo.\-\,;:-~\...~

......

'\ot._,.,~ ~.._ .. ?V\!1..~\-?'L 'W:)<:>.,~ ~r-' :..,"".~<.,~ ~~\..

1 ntl.i~kluGI \ ~ 4'v\d lt ra&l~Lbt9~h be Tr be.co.llieJhe~ bol'h eli splctlj the tong~;~e ro~inc trait, ~et Y'Me

u_c_hi Ld _(~) .who i.s a Ml't::tOJ~r. __ The11JQi '--C0r\tw_tb~ ::rr '-~~c~ ~e tbe.h _all _o_Ub_e_off~pr iiL9 _

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 mth:klrg.kte_f-O~erL If on~olthera tw.d.t:he - ------

_g£.\tpt._l)p.e.tt,. the~ rfr14>tdtsB!e_~-Q:.00-::tDU 11~~k~ __ -·· .. ·- ·-=· ====-====-=-...,.__--=:..:-=====-----

Science 90948, 2014

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