BLUEPRINT OF LIFE
BLUEPRINT OF LIFE
(Last updated 5th May 2011 by SR/IR)
CONTEXTUAL OUTLINE:
Because all living things have a finite life span, the survival
of each species depends on the ability of individual organisms to
reproduce. The continuity of life is assured when the chemical
information that defines it is passed on from one generation to the
next on the chromosomes.
Modern molecular biology is providing opportunities to alter the
information transferred from one generation to the next in
technologies such as cloning and in the production of transgenic
species.
The segregation and independent assortment of the genetic
information within a species provides the variation necessary to
produce some individuals with characteristics that better suit them
to surviving and reproducing in their environment. Changes in the
environment may act on these variations. The identification of
mutations and their causes becomes important in preventing
mutations and in identifying and potentially nullifying the effects
of mutations in living organisms.
Outline the impact on the evolution of plants and animals
of:
changes in physical conditions in the environment
changes in chemical conditions in the environment
competition for resources
Things to consider:
What does outline mean?
What is the question asking?
Underline key words
There have been many factors that have impacted on the evolution
of plants and animals. The following are some impacts that have
altered the evolution of plants and animals:
Changes in chemical conditions in the environment:
Life has been evolving for millions of years. Early earth was an
anoxic environment which meant there was no free oxygen. The
organisms during the anoxic period metabolised simple organic
molecules. A product of this was carbon dioxide. Eventually the
build up of carbon dioxide led to the evolution of photosynthetic
organisms (plants) that metabolised the carbon dioxide to produce
energy and oxygen. This in turn led to the environment changing
from anoxic to oxic. This in turn also meant that plants started to
evolve according to the environment as well as animals. As more and
more plants evolved many more animals evolved due to the food
chain.Other reasons as to how plants/animals evolve:
DDT
Antibiotics
Changes in physical conditions in the environment:
The Earths conditions are constantly changing. Due to these
changes organisms are constantly evolving. The following are some
reasons as to why organisms have evolved:
Sea levels
Land formations (fossil evidence)
Meteorite which formed a dust cloud changed the environment
(theory)
Continental drift
Volcanoes (similar effect as the meteorite)
The above reasons illustrate that organisms must have evolved
according to the conditions they faced at the time. Fossil evidence
has shown many changes which indicate a change in the environment.
One key Australian example is the evolution of the eucalypt.
Australia was once covered by lush beech forest. As Australias
climate changed so to did its vegetation. The soils became drier
and the rainfall dropped. This in turn led to the evolution of the
eucalypt.Therefore, it is evident that changes in the physical
environment have led to the evolution of plants and animals.
Competition for resources:
Competition for resources usually results in the extinction of a
species or a species occupying another niche. There have been many
cases whereby competition for resources has led to the evolution of
another species. One Australian example is the flycatcher. Due to
this species having the same diet there has been diversification of
the species. A whole new species has evolved to occupy a different
niche. The leaden flycatcher catches its prey around trees while
the restless flycatcher catches its prey just above the ground by
emitting a call that disturbs the insects. This example shows that
if the flycatcher had not evolved, occupying a separate niche,
there would have been competition for resources and in turn the
species may have become extinct.Describe, using specific examples,
how the theory of evolution is supported by the following areas of
study:
palaeontology, including fossils that have been considered as
transitional forms
biogeography
comparative embryology
comparative anatomy
biochemistry
Things to consider:
What does describe mean?
Underline key words
How would you go about answering this question
Outlined below are specific examples which support the theory of
evolution:
Palaeontology, including fossils that have been considered as
transitional forms:
Palaeontology, the study of fossils is a specific example that
accounts for the theory of evolution. Fossils are formed under
strict circumstances and include such traces as bones, teeth,
footprints and faeces. There are many reasons as to why fossils aid
in the theory of evolution. Firstly fossils can be compared
structurally. This can lead to evolutionary relationships and
explain an evolutionary pathway. Secondly through carbon dating
fossils can be dated as to when they formed/existed. Knowing how
old a fossil can determine evolutionary relationships. Thirdly
knowing the type of rock the fossil formed in can indicate the time
the fossil was formed. Comparing this fossil to another fossil
found in the same rock helps scientists make comparisons between
the two fossils. Fourthly transitional fossils support the theory
of evolution. Archaeopteryx is a transitional fossil that
illustrates the relationship between dinosaurs, reptiles and birds.
The lobe fin fish is a transitional fossil that illustrates the
evolutionary pathway of fish to amphibians.
Therefore from the above evidence palaeontology supports the
theory of evolution as it illustrates evolutionary relationships
between organisms.Biogeography:
Biogeography supports the theory of evolution in many ways.
Firstly Darwin and Wallace, through their studies identified that
there were striking similarities between current organisms from
differing countries. (As well as fossils.) This eventually led to
the fact that continental drift affected evolution. This is
supported by: Pincushion coneflower (South Africa) VS Holly Leaved
Banksia (Australia)
Opossum in South America and its closest relative in
Australia.
The above evidence suggests that these landforms were previously
much closer together. Over time these continents drifted apart
causing the organisms of that continent to evolve according to its
environment.Comparative embryology:
Comparative embryology supports the theory of evolution. The
embryos of the fish, salamander, tortoise, chicken, pig, rabbit and
human are all very similar in embryonic stage. These organisms then
evolve with each structure having a different specialised function,
supporting the theory of evolution.Comparative anatomy:
Comparative anatomy supports the theory of evolution in a number
of ways. It is evident that the fore limb also known as the
pentadactyl limb supports the theory of evolution. The limb has a
similar structure in many organisms; however the organism has
evolved to use that limb for a specialised function such as
swimming or flying.Biochemistry:Biochemistry supports the theory of
evolution including evolutionary relationships and evolutionary
pathways. Virtually all organisms use cytochrome C, a protein, for
energy. Through studies of this protein scientists can compare the
similarity between organisms. A change in DNA leads to a different
amino acid sequence which in turn produces a different organism.
The study of biochemistry therefore supports the theory of
evolution. Explain how Darwin/Wallaces theory of evolution by
natural selection and isolation accounts for divergent evolution
and convergent evolution.
Things to consider:
What does explain mean?
What is natural selection?
What is isolation?
What does account mean?
Background info:
NATURAL SELECTION: is the process by which an organism will
adapt to its environment due to natural pressures such as the
environment or competition. This leads to desirable characteristics
being passed on from one generation to the next. Also known as
survival of the fittest. e.g. Peppered moths in England.ISOLATION:
is the process by which a group of organisms is isolated from the
original species. This new group usually undergoes natural
pressures such as environmental change. This leads to mutation and
natural selection which in turn produces a new species. e.g. The
apple maggot fly and the Hawthorn maggot fly.
ADAPTIVE RADIATION: the process by which an organism adapts to
its niche over millions of years.
Darwin and Wallaces theory of natural selection and isolation
accounts for divergent evolution. For example when a species is
occupying a certain environment it will be exposed to those
environmental pressures. This organism will adapt and continue to
evolve over thousands and millions of years, according to these
environmental pressures, (natural selection.) However, this same
species may become separated or isolated due to flood waters,
mountain ranges or even deserts, (isolation.) This then means this
organism, due to its new environmental pressures evolves according
to its new niche, (natural selection.) Evolution of this species
continues to occur until the species become two separate species
and are no longer able to reproduce with one another. This is known
as divergent evolution. (A species diverges from its original
species.)
Darwin and Wallaces theory of natural selection and isolation
accounts for convergent evolution. Convergent evolution is the
process by which organisms with different ancestors have acquired
the same characteristics according to the similarity of their
niche. Analyse information from secondary sources to prepare a case
study to show how an environmental change can lead to changes in a
species.Things to consider:
What does analyse mean?
Underline key words
Ensure you use an example to show how environmental change can
lead to changes in the species. e.g. Red kangaroo
A chief example of an environmental change that lead to a change
in a species were the peppered moths in England. Peppered moths are
either pale in colour or dark in colour. In an unpolluted area the
pale moths are well camouflaged by the lichen on the surrounding
trees, while the darker moths are much easier to see. The birds
within the ecosystem prey on the darker moths as they are much
easier to see. This then equates to the paler moths occupying the
ecosystem and passing on the desirable characteristic of the pale
colour.
However, due to an environmental change the darker moths have
flourished. Due to industrial pollution the trees within the area
have darkened in colour. Consequently the darker moths have greater
camouflage compared to that of the paler moth. This in turn means
that paler moths are picked off by the bird population; therefore
the darker moths through years of natural selection have a higher
survival rate in a polluted area.
TREE COVERED IN LICHEN. (CAN YOU SEE THE PALER MOTH)
TREE AFFECTED BY POLLUTION. NOTE THE DIFFERENCES BETWEEN THE TWO
PICTURES.Perform a first-hand investigation or gather information
from secondary sources (including photographs/ diagrams/models) to
observe, analyse and compare the structure of a range of vertebrate
forelimbs.Things to consider:
What does observe, analyse and compare mean?
Ensure you include diagrams in your research.
ORGANISMSTRUCTURE/FUNCTIONPICTURE
Crocodile The crocodile has a short structured forelimb which
contains five digits, a humorous, ulna and radius. The forelimb is
quite compact with the ulna and radius packed tight together while
the humorous is short and quite dense. The angle of the forelimb
suggests that the crocodile uses this limb for pushing off, wading
in water and walking on land.
HumanThe human forelimb is long in structure. It contains five
digits, a humorous, ulna and radius. The humorous is the largest
bone. It is thin and long in nature. The ulna and radius are
similar in size and structure; they connect to the carpals and
phalanges. The human forelimb has many functions including
balance.
BirdThe birds forelimb contains a humorous, ulna, radius and
three digits. The bones are at different angles suggesting that at
rest the forelimb folds up. The density of the humorous, ulna and
radius are quite similar. The function of the birds forelimb is
mainly for flying.
BatThe bats forelimb is thin in structure and contains a small
humorous, thin ulna, thin radius and five long digits. The angle of
the bones suggests that the limb folds up when not in use. The
bones are quite thin suggesting that the creature is small and
light. The main function of this limb is for flying.
WhaleThe Whales forelimb is very dense in structure. It contains
a large square humorous, an ulna, a radius and five digits. Due to
the structure of the whales forelimb it appears that the whole limb
moves as one. Therefore, it is apparent that the main use of the
whales forelimb is for swimming.
FrogThe frogs forelimb contains a humorous, ulna and radius. The
humorous is long and thin in structure while the ulna and radius
are short and thin in structure. The five digits are long and thin
in structure. The function of the forelimb is for balance and to
some degree pushing off the ground.
Use available evidence to analyse, using a named example, how
advances in technology have changed scientific thinking about
evolutionary relationships.
Things to consider:
What does analyse mean?
Ensure you use an example to explain your answer
Relate your example to evolutionary relationships
One example of an advance in technology that has changed
scientific thinking about evolutionary relationships is DNA
hybridization. DNA hybridization is used to identify the
similarities between two different organisms by comparing their
DNA. The process of DNA hybridization is outlined below. 2 strands
of DNA are collected. One from one species the other from another
species.
These 2 strands are heated which causes the strands to
separate.
One strand from each organism is then combined to form a hybrid.
Not all of the bases in each sequence will match up.
Pairing of the DNA strands depends on the similarities of the
organisms being compared. Organisms are said to have come from a
recent ancestor if their sequence is highly similar. Conversely if
the sequence has a low degree of pairing the organisms are said to
unalike.
DNA hybridization has changed scientific thinking about
evolutionary relationships as it directly enables scientists to
compare organisms genetically. This process allows scientists to
determine whether a species recently diverged from a common
ancestor or diverged from a common ancestor a very long time ago.
Therefore it is evident that this advance in technology has changed
thinking about evolutionary relationships.Analyse information from
secondary sources on the historical development of theories of
evolution and use available evidence to assess social and political
influences on these developments.
Things to consider:
What does analyse and assess mean?
Underline key words
Be succinct
HISTORY:
The main constituents of evolutionary theory were Darwin and
Wallace. Darwin, a naturalist is recognised mostly for his work in
South America. Darwin sailed to the Galapagos Islands in the 1830s
on his ship called the beagle to observe the local flora and fauna.
What he discovered was the beginning of his theory on natural
selection. In Darwins observations he noticed that depending on the
island and the habitat certain finches, from a common ancestor,
portrayed different physical characteristics. The main
characteristic Darwin concentrated was the shape of the finchs
beak. He noticed that the finches had acquired a certain shaped
beak according to their niche. Darwin concluded that: All these
finches came from a common ancestor.
The finches then occupied individual niches.
These niches had an abundance of food.
Over time the finchs evolved a beak according to the food they
ate.
Darwin concluded by calling his theory, The Theory of Natural
Selection.
At the time of Darwins research another scientist by the name of
Wallace was completing similar research in Indonesia. In Indonesia
it has been documented that Wallace collected 125 660 species,
producing over one thousand new species to science. Through his
research he was coming to similar conclusions to that of Darwin. He
sent his research and documentation to Darwin, who in turn
subsequently produced the book The Origin of Species. Darwin and
Wallace have both been attributed with the theory of natural
selection.
SOCIAL AND POLITICAL INFLUENCE:
Darwins book caused uproar among certain English social and
political groups. People could not believe in the theory of
evolution because at that time it seemed completely impossible and
a threat to religious, social and political beliefs.
However, through further scientific research and support the
theory of natural selection has become more accepted in social and
political groups. This is evident in the 1860s where groups
borrowed the ideas of Charles Darwin and transferred them to the
social domain. They proposed that societies could evolve just like
plants or animals. This view was known as social Darwinism and was
proposed by Herbert Spencer. This theory rose to prominence in the
late 19th and early 20th century. Spencer suggested that life was a
struggle an only the people who were the fittest would survive (not
documented). This directly had an impact on social and political
influences.Social Darwinism is outlined below:
Struggling for existence within society was part of
evolution.
This meant only the fittest members of society would
survive.
Weakest members would fail.
State Reforms were said to interfere with evolution. (Welfare)
Social classes were natural.
Also influenced political groups. The stronger/fitter groups
would run the nation. Governing over the weaker.
War was a positive as it was seen to eliminate the weakest.
Subsequently through common sense biological evolution no longer
is applied to social groups. E.G. poverty can not be attributed to
laziness.
Therefore, it is evident that Darwins/Wallace theory of natural
selection did have an impact on social and political groups. Plan,
choose equipment or resources and perform a first-hand
investigation to model natural selection.
Things to consider:
What does plan mean?
Underline key words?
Ensure your experiment models natural selection.
AIM:
To use coloured tooth picks to models natural selection.
MATERIALS:
20 green tooth picks
20 red tooth picks
METHOD:
1. Mark out an area of approximately 1metre x 1metre on a
grassed area.
2. Group member 1 is to place the tooth picks within the marked
out area while the group member 2 is looking away.
3. Group member 1 then instructs group member 2 to turn around
and collect as many tooth picks as possible over 10 seconds. Group
members are then to record their result in their results table.
4. Repeat steps 2 and 3 five times.
RESULTS:
TRIALNO. OF GREEN TOOTH PICKSNO. OF RED TOOTH PICKS
1
2
3
4
5
QUESTIONS:
1. Identify any control(s) you used in this experiment.
The controls we used in this experiment were;
The amount of tooth picks (20)
The area in which we dropped the tooth picks
The time allocated to picking up the tooth picks
2. Identify the independent variable(s) of this experiment.The
independent variable of this experiment was the colour of the
toothpicks.
3. Identify the dependent variable(s) of this experiment.The
dependent variable of this experiment is the amount of tooth picks
that are picked up.
4. How does this experiment model natural selection?
The purpose of this experiment was to model natural selection.
The green tooth picks were to blend in with the natural
surroundings that being the grass while the red tooth picks were
meant to stand out. This example in an ecosystem would mean that
the red tooth picks would be easier to see therefore easier to pick
off, by a predator. This experiment also relates to the peppered
moths in England.
Outline the experiments carried out by Gregor Mendel.
Things to consider:
What does outline mean?
Be succinct
Gregor Mendel was one of the first scientists to research and
develop ideas about genetics and the passing on of genes from one
generation to the next. He performed many experiments which
supported his research. One of these experiments involved crossing
two pea plants. Mendel crossed a homologous tall pea plant with a
homologous short pea plant. These parents produced all tall
offspring. He called this generation the F1 generation, F meaning
filial (son). Mendel then interbred all of the first generation.
The first generation then produced a range of tall and short plants
in the ratio of 3:1. (Generation 2 F2) The experiment performed by
Mendel was accurate, valid and reliable because he used pure
breeding plants and he yielded large results. He produced over 400
plants as part of generation 2 and still managed to have a ratio of
3 to 1. (REFER to p. 137 to 141)
Other outcomes of Mendels experiments:
The law of segregation- Mendel established that all organisms
carry factors (genes). These factors control characteristics. These
factors at the point of reproduction separate. They then pair up
with another factor. The dominant factor will be expressed.
The law of independent assortment- This law basically states
that chromosomes separate independently of one another and are
arranged in the gamete independently of one another. Describe the
aspects of the experimental techniques used by Mendel that led to
his success.
Things to consider:
What does describe mean?
Underline key words
Understand what the question is asking before you answer the
question.
There are five main points that led to Mendels success. They
are:
He studied a large number of characteristics. Concentrating on
one characteristic would have been an arduous task. Broadening the
field for certain characteristics enabled Mendel to produce a
larger set of results.
He carried out a large number of crosses. Mendel completed a
large number of crosses which in turn yielded more plants. This
large result would have made his research and conclusions more
accurate and reliable as he repeated the process and obtained
similar if not precise results over and over.
He used pure breeding lines. This enabled Mendel to concentrate
on certain characteristics. Pure breeds are homozygous which means
they carry two identical genes either being recessive or dominant.
Pure breeding plants also enabled Mendel to obtain reliable and
accurate results.
He made exact counts of characteristics. Exact counts of
characteristics produced quantitative data which enabled Mendel to
analyse and make conclusions about his results.
Mendel studied separate identifiable characteristics. This
enabled Mendel to concentrate on characteristics which could be
seen and easily documented.
Ultimately the stringent criteria that Mendel followed led to
the discovery of genetics.
Outline the reasons why the importance of Mendels work was not
recognised until some time after it was published.
Things to consider:
What does outline mean?
Underline key words
Use scientific language
There are many reasons as to why Mendels work was not recognised
until some time after it was published. Firstly he only presented
his work to a small group of scientists. These scientists may not
have understood his research as it was a new concept or they
understood his work but did not realise the significance of it.
Secondly Mendel was not a famous scientist. He was an Austrian monk
who worked in a small team within his monastery. He worked quietly
with his team and then produced and published his results from
obscurity. This may have been one reason as why his work was not
received with open arms.
Biological research began to evolve in the 1900s where Mendels
work became recognised. Subsequently through his research Mendel
became known as the father of genetics.
Describe outcomes of monohybrid crosses involving simple
dominance using Mendels explanations.
Things to consider:
What does describe mean?
What is a monohybrid cross?
Ensure you include Mendels explanations in your answer.
Monohybrid crosses are crosses which involve only one specific
characteristic. These characteristics could include eye colour,
hair colour or in Mendels case the height of pea plants. When
performing a monohybrid cross we need to obtain certain
information. Information necessary to produce a cross includes
whether or not the cross is between homozygous or heterozygous
pairs and whether or not the characteristic is dominant or
recessive. For example Mendel crossed a homozygous tall pea plant
(TT) with a homozygous short pea plant (tt). We know that the tall
gene is the dominant gene because the first generation of plants
were all tall. Some of the first generation, although all tall,
would have been carrying a short gene. This in turn was shown in
the second generation whereby the short gene was expressed in the
ratio of 3 tall plants to 1 short plant. Through simple monohybrid
crosses scientists are able to determine the dominance of a gene as
well as hypothesise what the outcome could be between certain
crosses involving certain characteristics.Distinguish between
homozygous and heterozygous genotypes in monohybrid crosses.
Things to consider:
What does distinguish mean?
Underline key words
Best way to represent this information?
HOMOZYGOUSHETEROZYGOUS
Homozygous genotypes are pure bred for that specific
characteristic.
Homozygous alleles are either both dominant and recessive.
Dominant homozygous alleles are always expressed as capital
letters. e.g. AA.
Recessive homozygous alleles are always expressed as lower case
letters. E.G. aa.
The letters used to illustrate the specific characteristic are
known as the genotypes. Heterozygous genotypes contain different
alleles that express different characteristics.
Heterozygous alleles always contain a dominant gene and a
recessive gene.
Heterozygous alleles are always expressed as a capital and then
a lower case letter. e.g. Aa.
The letters used to illustrate the specific characteristic are
known as the genotypes.
Distinguish between the terms allele and gene, using
examples.
Things to consider:
What does distinguish mean?
Ensure you use examples in your answer
ALLELEGENE
Alleles are pairs of genes situated in the same location on a
homologous pair of chromosomes.
Alleles contain information for the same characteristic but not
necessarily the same information. For example, the allele will be
for hair colour. One allele could specify for brown hair while the
other allele could specify for blonde hair.
Genes are found on all chromosomes. Each gene can be represented
as a band on a chromosome.
In a double stranded chromosome each gene is represented twice
as indicated below.
Genes code for certain characteristics. For example certain
genes according to their chemical make up code for hair colour or
eye colour.
Explain the relationship between dominant and recessive alleles
and phenotype using examples.
Things to consider:
What does explain mean?
Underline key words
Be succinct
When considering phenotypes we need to keep in mind whether or
not certain alleles are dominant or recessive. Dominant alleles
dominate over other alleles and are always expressed. When
expressing dominance in a cross the letter is always written as a
capital. Recessive alleles are rarely expressed in an offspring.
The only occasion when recessive alleles are expressed is when
there is an absence of a dominant gene. Dominant and recessive
alleles can be linked to the phenotype of an offspring. The
phenotype of the offspring is the actual physical characteristic
that is being expressed. For example, a dominant black haired
person (BB) produces offspring with a recessive blonde hair person
(bb).
BB
bBbBb
bBbBb
As indicated by the punnet square above 100% of the offspring
will have the phenotype of black hair. This is represented by all
the alleles containing a capital B (dominant) and a lower case b
(recessive). Perform an investigation to construct pedigrees or
family trees, trace the inheritance of selected characteristics and
discuss their current use.
Things to consider:
What does perform mean?
What does discuss mean?
Underline key words
Understand what the question is asking before you complete the
question.
Refer to family tree produced in example below. Then answer
questions. Suggested answers have been supplied.
QUESTIONS 1 4 ARE BASED ON A FAMILY TREE EXAMPLE.5. Family trees
can be used to provide genetic counselling. The family tree in
figure 12.1 shows the occurrence of a rare lung disease, which is
caused by a recessive gene. Children suffering from the disease
rarely live more than 2 years. The probability of an individual in
the population carrying the recessive gene is about 1 in 400
(1/400).
(a) There are no known cases of the disease among any of Marinas
relatives. Prior to Jen and Bob having children, what would have
you estimated the probability of them having a child with the
disease would be?
(b) After having Sue and Sean, what would the probability have
been of the next child suffering the disease?
(c) After having Marina, what is the probability that their
fourth child might have the lung disease?
(d) Use a punnet square to show the genotypes of Jen, Bob, Sue,
Sean and Marina.
(e) If you were providing genetic counselling to Jen and Bob,
what would you tell them?
(f) Su Chi and Mark have not yet had children. If you were
providing genetic counselling to them, what would you tell
them?
(g) Research genetic counselling to find out how the prospective
parents are advised. Compare the type of information provided with
the advice you gave.
ANSWERS:(a) Due to the nature and the prevalence of the disease
I would have estimated that there would have been an extremely low
to zero possibility that Jen and Bob would have a child that would
suffer from the lethal lung disorder.
(b) Due to the nature of punnet squares and probability, and
knowing the outcome already of the family tree it was a 50% chance
that the next child could have the disease. However prior to having
this child, the nature of the disease and knowing that no other
member of the family had the disease it would also be accurate in
saying that there was 0% chance of the next child having the lung
disease.
(c) Due to the disease being a recessive disease the probability
that the next child will have the disease is 0%.
BOBJEN
Ll
LLLLl
lLlll
L = Healthy lungsl = The recessive gene for the lung
disorder
The following are the possible genotypes of the parents and
their offspring.
Jen = Ll
Bob = Ll
Sue = LL or Ll
Sean = LL or Ll
Marina = ll
(d) If I was providing genetic counseling for Jen and Bob I
would tell them that it is extremely rare for them to conceive
another child with the disease. It is almost a zero percent chance
that there next child would have the disease. I would also tell
them that there other healthy children; Sue and Sean could possibly
be carrying the recessive gene for the disease based on
probability.
(e) If I was providing genetic counseling to Mark and Su Chi I
would tell them that it would be extremely rare that they would
have any offspring that would have the disease. Based on the family
tree Mark is highly unlikely to be carrying the recessive gene.
(f) Genetic counseling is a process undertaken by professionals
whereby a family pedigree is assembled and assessed according to
the parents genetic variations. All variables such as certain
diseases and hereditary problems are discussed with the parents.
Parents are informed of the chances of whether their offspring will
have a certain disease or not. The genetic counselor then offers
advice on community programs or a plan of care for the child. This
is often passed onto the family physician. This type of information
is similar to the advice I gave. However, a plan of action was not
discussed nor the probability of other diseases.
Solve problems involving monohybrid crosses using Punnett
squares or other appropriate techniques.
Things to consider:
What does Solve mean?
What is a monohybrid cross?
Students are to complete questions 1 5 on page 151 of the
textbook.1. (a) Bb (All black)(b) 1BB : 2 Bb : 1bb (3 black : 1
white)(c) 2Bb : 2 bb (2 black : 2 white)2. (a) Cc (C is curly wing
c is straight wing)(b)Cc
CCcCc
cCccc
Genotypes = CcPhenotypes = 3 curly wing : 1 straight wing (c)
Cc
CCCCc
cCccc
Genotype = CC : Cc : cc 1 : 2 : 1
25% : 50% : 25%
Phenotype = Curly : Straight 3 : 1 (75% : 25%)3. (a) The green
pod must be dominant as it mask the yellow pod gene in the
heterozygous peasGG
gGgGg
gGgGg
Genotype = Gg : Gg
100% GgPhenotype = All green pods(b) Gg
GGGGg
gGggg
Genotype = GG : Gg : gg 1 : 2 : 1
25% : 50% : 25%
Phenotype = Green : Yellow 3 : 1 (75% : 25%)4. (a) Jordan is bb.
Claire is Bb. Chloe is bbWhy does Jordan have blue eyes? This
answer depends on the phenotypes of the parents. Consider all
possible phenotypes:
BB x BB
BB x Bb
Bb x Bb
BB
BBBBB
bBbBb
Bb
BBBBb
bBbbb
BB
BBBBB
BBBBB
Genotype = BB Genotype = BB : Bb Genotype = BB : Bb : bb
1 2 : 2 1 : 2 : 1
100% 50% : 50% 25% : 50% : 25%
Phenotype = Brown eyes Phenotype = Brown eyes Phenotype = Brown
: Blue
1 4 3 : 1
100% 100% 75% : 25%
Therefore the only possible chance that two brown eyed parents
have a blue eyed baby is if both there genotypes are Bb. This means
that the parents have a 25% chance of having a blue eyed
baby.Bb
bBbbb
bBbbb
(b)
Genotype =Bb : bb
2 : 2
Phenotype = 2 brown : 2 blue
The chance of having another blue eyed child is 50%
5. A test cross is when you cross your unknown with a homozygous
recessive to test if there your unknown has a hidden recessive
gene.The brown guinea big you are testing could be homozygous brown
or heterozygous brown. This answer depends on the phenotypes of the
parents. Consider all possible phenotypes:
BB x bb Bb x bbBb
bBbbb
bBbbb
BB
bBbBb
bBbBb
Genotype = Bb
Genotype = Bb : bb
1 2 : 2
100% 50% : 50%
Phenotype = Brown Phenotype = Brown : White
1 2 : 2
100% 50% : 50%
Process information from secondary sources to describe an
example of hybridisation within a species and explain the purpose
of this hybridisation.Things to consider:
What does process mean?
What does describe mean?
What does explain mean?
Firstly hybridisation is the pairing between single stranded
complimentary DNA segments from organisms from the same or even
different species.
If we look at hybrid plants, hybrid plants are a more vigorous
and higher yielding plant compared to that of their homozygous
parents. A specific example of hybridisation in plants is hybrid
corn. The reason why farmers produce hybrid corn is the fact that
the plant is a much stronger plant as well as producing a greater
yield of corn which in turn produces more money for the farmer.In
the 1930s corn production was increased due to farmers
interbreeding corn which produced large fruit while the other breed
of corn was a sturdy vigorous plant. The result from this cross was
a hybrid that was strong, vigorous and produced large fruit.
Ultimately the purpose of hybrids is to increase the genetic
pool of a certain organism. This increases the likelihood that a
desirable plant/animal will be produced. On the other hand
hybridisation can produce unwanted characteristics. For example, if
a horse reproduces with a donkey the resultant offspring is a mule.
Mules are infertile this means that they can not reproduce, which
in turn eliminates the species. Therefore, hybrids are chosen in
certain circumstances to produce high quality reproducing plants
and animals.
Outline the roles of Sutton and Boveri in identifying the
importance of chromosomes.
Things to consider:
What does outline mean?
Ensure you learn these scientists contribution to biology as
scientists are frequently referred to in the HSC.
Be succinct.
In 1902 Sutton proposed a chromosomal theory of inheritance.
Sutton built his theory around Mendels work, where Mendel concluded
that inheritance was due to certain factors (genes). Sutton
elaborated on Mendels work to suggest that genes were carried on
chromosomes. Sutton discovered this while observing meiosis in
grasshoppers. His findings were as follows:
During meiosis in grasshoppers the chromosomes lined up in
pairs.
Each pair of homologous chromosomes separate so that each gamete
receives the same amount of chromosomes.
After fertilisation the zygote had a full set of chromosomes.
(Half from male half from female.)
At around the same time as Sutton, Boveri drew a link between
hereditary characteristics and chromosomes. Together these two
scientists were recognised as the founders of the chromosomal
theory of inheritance. Their research into the activities of
chromosomes showed that chromosomes are the mode for
inheritance.
Describe the chemical nature of chromosomes and genes.
Things to consider:
What does describe mean?
Identify the chemicals first then their chemical make up.
Genes are organised into larger structures known as chromosomes.
These chromosomes carry many different genes containing different
types of information such as hair colour and eye colour to name a
few. Each chromosome (genes are within a chromosome) is made up of
approximately 60% protein and 40% DNA. This means that chromosomes
contain many different amino acid sequences which make up proteins.
As chromosomes are made up of DNA chromosomes and genes would
contain the chemicals adenine, cytosine, thymine guanine, various
types of sugars and phosphates. These bases are responsible also
for the chromosome containing a large amount of protein.
Identify that DNA is a double stranded molecule twisted into a
helix with each strand comprised of a sugar phosphate backbone and
attached bases adenine (A), thymine (T), cytosine (C) and guanine
(G) connected to a complimentary strand by pairing the bases, A T
and G C.
Things to consider:
What does identify mean?
The dot point basically states the answer within it. Ensure you
understand the structure of DNA.
The DNA molecule is referred to as a double stranded helical
structure. If you were to unwind this structure so that it lay flat
it would look like a ladder. The DNA molecule is made up of a
number of subunits called nucleotides. Nucleotides are comprised of
a sugar generally represented by a pentagon in a diagram, a
phosphate generally represented by a black dot and one base varying
from adenine (A), thymine (T), cytosine (C), and guanine (G). These
bases can only match up to the corresponding base. For example, in
the DNA double helix structure A can only match up to T and G can
only match up to C.
For example if my DNA strand was:
AATCGCTTAGCT
The complimentary strand would be:
TTAGCGAATCGA
DNA MOLECULE
http://www.biologycorner.com/resources/DNA-colored.gifNUCLEOTIDE:
NOTE: The nucleotide is highlighted by the box above.
http://www.accessexcellence.org/RC/VL/GG/images/nucleotide.gifExplain
the relationship between the structure and behaviour of chromosomes
during meiosis and the inheritance of genes.
Things to consider:
What does explain mean?
Understand what you are going to write before you write an
answer.
Be succinct
Chromosomes behave in certain ways during meiosis so that the
inheritance of genes is a possibility. Firstly in meiosis the
chromosomes line up in homologous pairs on the equator of the cell.
Each of these chromosomes contain many genes. Genes are the
building blocks of inheritance; they contain information for
specific characteristics such as hair colour. As the chromosomes
split up and sorted they move to different daughter cells. These
daughter cells divide again to produce four new cells. During the
production of these daughter cells crossing over occurs. Crossing
over is the process whereby chromosomes swap genetic information
which in turn causes variation from daughter cell to daughter cell.
Crossing over does not occur every time the chromosomes line up on
the equator of the cell. The closer the chromosomes are in
characteristic the less likely crossing over is going to occur the
further apart they are in characteristics the more likely crossing
over will occur.
Therefore, during meiosis chromosomes act in a certain behaviour
this causes a variation of inheritance in all daughter cells.
Explain the role of gamete formation and sexual reproduction in
variability of offspring.
Things to consider:
What does explain mean?
Underline key words.
Understand the key words before you answer. For example what
does variability mean?
Gametes also known as sex cells (sperm and ova) are produced in
the testicles of the male and the ovaries of the female. Gametes
are haploid (n = 23) which means they contain half the number of
chromosomes compared to a normal cell which contains a diploid (2n
= 46) number of chromosomes. During meiosis crossing over occurs.
Crossing over causes all the gametes to vary in their
characteristics meaning none of them are the same. All gametes are
unique and are different from their parent.As stated above all
gametes vary genetically due to meiosis. In sexual reproduction two
gametes (sperm and egg) are brought together. These gametes fuse
together to form a diploid (46 chromosomes) zygote. This new
organism is a unique combination of genes inherited from the
parents. Sexual reproduction causes variation within a species for
the following reasons:
Fertilisation is based on chance. Gametes are not pre chosen to
fuse together.
Meiosis causes a huge pool of unique gametes. The chances that a
genetically identical sperm and egg fuse together is nearly
impossible.
Describe the inheritance of sex linked genes, and alleles that
exhibit co dominance and explain why these do not produce simple
Mendelian ratios.
Things to consider:
What does describe mean?
Understand what the question is asking before you answer it.
Relate answer to Mendelian ratios.
Sex linkage refers to the inheritance patterns determined by
genes located on the sex chromosomes in humans. In females their
chromosomes are in the combination of X and X. Males on the other
hand carry an X and Y chromosome. The Y chromosome determines that
the offspring is a male. The Y chromosome also carries very few
genes. This causes in most cases, male offspring to inherit a sex
linked trait due to the fact that it will only take one recessive
gene from the mother to be expressed in the male offspring. This is
evident in the sex linked disease colour blindness. For example if
normal vision is represented by N and colour blindness is
represented by n we can illustrate how this condition is sex
linked.e.g. A heterozygous female with a normal vision male.
XN Xn
XNXN XNXN Xn
YXN YXn Y
In the resultant offspring both females have normal vision, one
male has normal vision and one male has colour blindness. This is
largely due to the fact that Y chromosome does not carry genetic
material and therefore is susceptible to inheriting characteristics
from the mother.
Co dominance is the process by which both alleles are expressed
which means neither are dominant over the other. These two alleles
are expressed and are not blended. For example roan cattle is the
result of both genes being expressed separately without blending.
(White and red).
http://www.ccs.k12.in.us/chsteachers/BYost/Biology%20Notes/CH11notescoincompletedom_files/image004.jpgSex
linkage and co dominance do not produce simple Mendelian ratios.
This is largely due to the fact that Mendel started with pure
breeding parents. Mendel then interbred the offspring which limited
the genetic pool, causing a steady ratio of plants with certain
characteristics. Ratios from other situations like sex linkage and
co dominance will not conform to Mendels ratios because Mendel did
not study these complicated forms of inheritance.
Describe the work of Morgan that led to the understanding of sex
linkage.
Things to consider:
What does describe mean?
Ensure you learn Morgans work as scientists are constantly
referred to in the HSC.
Morgan first discovered sex linkage through his work with the
Drosophila fruit fly. Morgan had been breeding Drosophila and one
day he noticed a male white eyed fly within the population of red
eye Drosophilas. This was an odd characteristic as all Drosophilas
were meant to have red eyes. Morgan investigated the problem
further. He bred the male white eyed fly with a red eye female. The
resultant offspring all had red eyes. Morgan then interbred the
first generation of offspring. The resultant second generation
contained white eyed Drosophilas. All of these offspring with white
eyes were males. Morgan then hypothesised from these results that
the white eye characteristic was sex limited. Morgan suggested that
sex limited, characteristics were carried on the X chromosome by
the female. The result from this experiment is known as sex
linkage.
Explain the relationship between homozygous and heterozygous
genotypes and the resulting phenotypes in examples of co
dominance.
Things to consider:
What does explain mean?
Link answer to co dominance. Be succinct.
Firstly homozygous genotypes are expressed by either capital
letters or lower case letters showing either dominant or recessive
genes. In comparison heterozygous genotypes are expressed by a
capital and lower case letter.
Homozygous and heterozygous genotypes play an important role in
co dominance. As we know co dominance means that both genes are
expressed but not blended. For example, lets use AR for red flowers
and AW. The results of a punnet square cross for these flowers
would be:
ARAR
AWAR AWAR AW
AWAR AWAR AW
As indicated by the punnet square above the first generation
(F1) of flowers all have the genotype AR AW. This means that the
phenotype for these flowers is pink. If we cross the F1 generation
using the above combinations the results are as follows:AR AW
ARAR ARAR AW
AWAR AWAW AW
As indicated by the punnet square above the second generation
(F2) of flowers have the following varying genotypes and phenotypes
of AR AR (red) AR AW (pink) and AW AW (white).
The above results still show that Mendels rules for inheritance
still apply. This is because both alleles are expressed in the
heterozygous manner and are both represented by their respective
capital letters.
Outline ways in which the environment may affect the expression
of a gene in an individual.
Things to consider:
What does outline mean?
Relate environment to gene expression.
There are many underlying principles that determine the
phenotype of any individual. Our physical characteristics are not
merely based on inheritance. The environment in which we live has a
determining factor on what genes are expressed and why they are
expressed. For example two people with the same genetic inheritance
for tallness may not be the same height. These factors are somewhat
regulated by the environment in which we live. Environmental
factors can include such lifestyle choices such as nutrition. For
example a person may have genetically inherited a gene for lean
muscle, if this person changed their nutritional requirements and
increased the amount of exercise in their life there is no reason
why genes would not be expressed in a different manner in order for
that person to gain bulk muscle. Another environmental factor that
causes changes in genetic expression is geographic location. For
example, a boy from Sydney and a boy from North Africa. These boys
live in complete differing environments. The boy from Sydney is
generally going to express genes for medium bones and strong
muscles whereas the boy from North Africa is generally going to
express genes for long bones and less muscle.
Overall the environment has a determining factor in the
expression of genes.
Process information from secondary sources to construct a model
that demonstrates meiosis and the process of crossing over,
segregation of chromosomes and the production of haploid
gametes.
Things to consider:
What does process and construct mean?
Identify the stages in which crossing over occurs, segregation
of chromosomes occurs and the production of haploid gametes.
To complete the dot point accurately and efficiently you must
complete the following tasks: read through the information for
Modelling meiosis on page 166. Once you have completed the readings
construct a diagram of the process of meiosis. Finally answer
questions on Student Resource CD.Solve problems involving co
dominance and sex linkage (Questions 1 9 p. 181 182 of text.)Things
to consider:
- What does solve mean?
- What is co dominance?
- What is sex linkage?
Identify data sources and perform a first hand investigation to
demonstrate the effect of environment on phenotype.
Things to consider:
What does identify mean?
What is phenotype?
Ensure you perform an accurate and reliable experiment and
record all relevant results.
For example, we constructed an experiment involving tomato
plants. These plants were placed in 3 environments. Environment 1
the plant was placed in the garden. Environment 2 the plant was
placed in the house. Environment 3 the plant was placed in the
garden shed. All the plants received 20mL of water per day. As
environment 1 was outside it also received water in the form of
rain.
Your task:
Describe the physical appearance of each plant and relate this
to the environment in which the plant was exposed to. Suggested
activity is to observe the effect of light on the growth of plants.
Start by watching Clickview: The Scientific Method (15 mins).
Design an experiment to test the hypothesis plants need light to
grow.
Describe the process of DNA replication and explain its
significance.Things to consider:
What does describe and explain mean?
Be succinct.
DNA is unique in the sense that it is the building blocks of all
life forms but it is also capable of replicating itself exactly.
This is possible because of the double helix structure being able
to unwind. The process of DNA replication or copying takes place in
meiosis and mitosis.
The process of DNA replication is outlined below: DNA
replication begins with the two strands separating. The bonds break
between the bases so that the two strands of DNA unzip. (Binding
proteins prevent the strands from reattaching to one another)
A complimentary copy of each strand is constructed from new
sugar phosphate base units. This process is catalysed by the enzyme
DNA polymerase.
So in a brief summary; the DNA molecule unzips, a complimentary
strand is produced, these two strands come together to form a new
molecule of DNA.
This process is significant as DNA is the building blocks of
life. Being able to replicate DNA means our body can repair itself
when it is damaged (mitosis) or variation within a species
(meiosis).
Outline, using a simple model, the process by which DNA controls
the production of polypeptides.
Things to consider:
What does outline mean?
Underline key words
Be succinct
Polypeptides:
Is a chain or link of amino acids.
DNA controls the production of polypeptides in a process known
as protein synthesis. This involves the following steps:
A gene on the DNA strand contains information required to build
that specific polypeptide. This is in the form of a specific codon.
(3 base sequence.)
Messenger RNA (mRNA) a special type of RNA carries the
information from the DNA in the nucleus, to the ribosomes in the
cytoplasm.
Transfer RNA (tRNA) brings amino acids to the ribosomes to help
build the polypeptide. There are over 20 types of tRNA each
carrying a different type of amino acid. Each tRNA contains
complimentary bases to that of the mRNA.
Ribosomes act as the site for the synthesis of polypeptides.
Ribosomes contain three active sites, one site to hold the mRNA
strand and the other two for the tRNA. These sites temporarily bind
these molecules in order for amino acids to link up and produce a
polypeptide chain.
Enzymes also aid in catalysing the process. (Speed it up.)
Explain the relationship between polypeptides and proteins.
Things to consider:
What does explain mean?
Illustrate your answer by showing how polypeptides relate to
proteins.
Proteins are large complex molecules which contain carbon,
hydrogen, oxygen and nitrogen. These large complex molecules are
made up of smaller molecules called amino acids. Amino acids are
the building blocks of all proteins. There are only twenty known
types of amino acids. These amino acids are linked by peptide bonds
eventuating into a polypeptide bond. (POLY = many)
Explain how mutations in DNA may lead to the generation of new
alleles.
Things to consider:
What does explain mean?
Refer answer to DNA and alleles.
Mutations in DNA can lead to the generation of new alleles.
Firstly a mutation is a change in a gene. It is an alteration in
the DNA of a certain gene. It may be a substitution whereby a base
is substituted for another base. It may be a deletion whereby a
whole base or bases are deleted completely from the sequence or it
could be an insertion where an extra base or bases are added to the
sequence. If this mutation takes place in a specific location on
the gene it may alter the production of a specific protein. This
alteration also effects the production of polypeptides, which in
turn affects the gene. An example of a mutation that occurs in
humans is sickle cell anaemia. This mutation occurs when there is
one substitution in the DNA sequence resulting in the disease.
Mutations cause variation within an organism. Mutations may lead
to the generation of new alleles in an organism. This would result
in changes to the information carried by the DNA on the chromosome.
Most mutations are lethal and the cell ultimately dies. However if
the cell survives it increases the variation within a population of
organisms. Mutation can occur during meiosis, consequently the
mutation gets passed on from the parents to the offspring.
Therefore it is evident that mutations can lead to the generation
of new alleles.
Discuss evidence for the mutagenic nature of radiation.
Things to consider:
What does discuss mean?
Ensure you support your answer with relevant cases as well as
statistics.
Mutagen Environmental factors that induce mutation.
During the 20th century there has been increasing evidence to
suggest that radiation has mutagenic qualities. For example
ultraviolet radiation from the sun, ionising radiation from atomic
bombs (Hiroshima), nuclear accidents (Chernobyl) and simple x rays
have all been linked to causing mutations within a population.
Sunlight is a known mutagen. U.V. light causes a deletion of
certain bases in the DNA strand. Another known effect is that
thymine bases begin to link together. This subsequently causes the
DNA not to replicate and the cell to die. Mutation rates such as
skin cancers have increased over the years due to the increase in
U.V. light. It is known that due to an increase in pollution the
hole in the ozone is getting larger. This has led to a higher rate
of skin cancers in those people who are regularly exposed to U.V.
light.
Atomic bombs such as the one in Hiroshima have shown the
mutagenic nature of radiation. The ionising radiation in atomic
bombs can break strands of DNA or even whole chromosomes. The
atomic bomb of Hiroshima supports the mutagenic nature of radiation
as many people died from leukaemia from years following the attack
as well as descendents of people effected have displayed
mutations.
The Chernobyl disaster of 1986 caused many deaths. However the
full extent of the disaster has not been fully realised. Over 9
million people have been exposed to the radiation through food,
soil and water contamination. It is believed that the life span of
the people in the area will dramatically drop due to radiation
induced cancers. The effects of the disaster can also be seen in
that in every 3 calves that were born in the area 2 were still
born. (First 5 years.)
X rays have also been linked with causing mutations within
patients. In the 1950 and 1960s X rays were used to measure feet,
resulting in early induced cancers. Nowadays X rays are only used
under strict circumstances by doctors, dentists and scientists.
Explain how an understanding of the source of variation in
organisms has provided support for Darwins theory of evolution by
natural selection. (Page 213)
Things to consider:
What does explain mean?
Relate source of variation to Darwins theory of evolution.
Be succinct.
Firstly Darwins theory of evolution by natural selection states
that organisms may vary according to changes in their physical
environment. Through Darwins research he knew that certain
desirable characteristics were passed on from one generation to the
next however he did not know how these characteristics were passed
on. Mendel showed how genes were passed on from generation to
generation. Boveri and Sutton outlined how genes and chromosomes
interacted and how they could be inherited. Then through the work
of Watson and Crick the DNA molecule was discovered. Darwin knew
that variation within a species was essential for natural selection
to occur. The source of this variation is caused by changes in DNA
eventually resulting in variation within the species.
Describe the concept of punctuated equilibrium in evolution and
how it differs from the gradual process proposed by Darwin. (Page
134)
Things to consider:
What does describe mean?
You will have to define punctuated equilibrium.
Show the difference in your answer.
Punctuated equilibrium is the process by which an organism
rapidly undergoes evolution followed by a period of stasis (no
change/lull). This theory was proposed by Gould and Eldredge. Gould
and Eldredges theory suggests that when a sudden change occurs in
their environment the organism either moves out of the area or dies
out. Populations on the edge of their niche may survive the sudden
change in the environment. This species then evolve and migrate
over time and then suddenly appear on the fossil record. This
theory of evolution differs from Darwins theory of evolution as
Darwin stated that evolution is a gradual process that takes
millions of years.
Perform a first-hand investigation or process information from
secondary sources to develop a simple model for polypeptide
synthesis.
Things to consider:
As this is a choice between first hand or second hand we will be
completing this as a secondary source activity.
What does process and develop mean?
Although notes are in detail make sure you keep your answer
simple enough to understand it.
Polypeptide synthesis is the process undertaken by the DNA
molecule to manufacture (make) certain proteins. There are two main
steps involved in this process and they are outlined as
follows:
Transcription (Copying phase) The DNA strand unwinds in the area
of the gene that contains the information about the protein that is
going to be made.
RNA polymerase moves along the DNA strand linking complimentary
bases of RNA with the DNA to form the mRNA strand.
The start and stop codon limit the length of the mRNA
strand.
Once this process is complete the mRNA strand is modified to
only contain exons which are sections that only contain information
to code for particular proteins. (Introns are spliced out.)
mRNA then moves from the nucleus to the cytoplasm.
Amino acids
Amino acids become active in the cytoplasm by an enzyme and
begin to attach themselves to specific tRNA.
Translation (Change language)
mRNA binds to ribosome with the start codon AUG
tRNA carrying specific amino acid at one end and the anticodon
at the other binds to the mRNA on the ribosome.
A second tRNA binds to the next codon linking with the first
amino acid making a peptide bond.
First tRNA is removed from the ribosome.
Ribosome moves along mRNA strand one codon at a time.
Two tRNAs bound to the ribosome at any one time and their two
amino acids are linked together. Subsequently a polypeptide
forms.
When the stop codon is reached synthesis stops.
Polypeptide is then released into the cytoplasm.
http://www.dnaftb.org/dnaftb/21/concept/index.htmlhttp://www.accessexcellence.org/RC/VL/GG/protein_synthesis.htmlhttp://www.youtube.com/watch?v=NJxobgkPEAoAnalyse
information from secondary sources to outline the evidence that led
to Beadle and Tatums one gene one protein hypothesis and to explain
why this was altered to the one gene one polypeptide hypothesis.
(Page 314/Internet)Things to consider:
What does analyse, outline and explain mean?
There are two parts to this answer. Ensure you explain why their
hypothesis was changed.
The following evidence supports Beadle and Tatums one gene one
polypeptide, hypothesis:
Beadle and Tatum performed their experiments on bread mould
(Neurospora)
The bread mould was grown on a medium of sugar, salts and the
vitamin biotin. These were the minimal requirements for the bread
mould to grow. (Minimal medium.) They suggested that these
substances must be converted by the mould into amino acids and that
enzymes were responsible for this metabolism. To test this Beadle
and Tatum exposed the spores to X rays to cause mutations. They
then grew the mould on the minimal medium. If it grew it was
discarded if it did not grow it was kept for further testing. The
mould that did not grow was then exposed to a variety of media
containing a different amino acid. They found that if they
supplemented the minimal medium with a particular amino acid the
mould would grow. This suggested that the mutants had lost the
ability to produce particular amino acids because they lacked
certain enzymes. This means that a mutant that required tyrosine to
grow lacked the enzyme tyrosine. From this experiment Beadle and
Tatum hypothesised that each gene coded for a particular enzyme,
which was firstly known as the one gene one enzyme theory. The
theory was changed to one gene one polypeptide because genes code
for proteins and not enzymes, many proteins are made of more then
one polypeptide and each gene codes for a polypeptide.Process
information to construct a flow chart that shows that changes in
DNA sequences can result in changes in cell activity (Internet)
Things to consider:
What does process and construct mean?
Explain the flow chart so it makes more sense to you.
Changes in the DNA sequence can result in changes in cell
activity. For example if there is a substitution, insertion or
deletion of a certain base sequence this can and will change cell
activity. This is due to the fact that the change in the DNA
sequence changes the whole process of transcription and
translation. A change in a base is ultimately going to change the
mRNA strand, the amino acid and the polypeptide. The flowchart
below shows the result when thymine is deleted from the DNA strand.
The deletion of thymine results in a premature stop in the
formation of the amino acid.
(http://hsc.csu.edu.au/biology/core/blueprint/9_3_2/BIO934NET.htm#net10)
Cell activity, as we have learnt is regulated by enzymes. As
indicated by the flow chart above a change in the DNA sequence also
effects the formation of a functional enzyme.
Process and analyse information from secondary sources to
explain a modern example of natural selection (Internet peppered
moth)
Things to consider:
What does process, analyse and explain mean?
We have learnt about peppered moths before so you should have
some understanding on this topic.
There are three main examples which you could use to answer this
question:
Peppered moths
Mosquitoes (DDT) BacteriaPeppered Moths There were two observed
varieties of peppered moths located in industrial England, black
and white in colour. The white moths were much more common as they
were well camouflaged by the lichen on the surrounding trees. As
industry within the area developed in the 19th century soot began
to build up on the trees and turn their bark a darker colour. This
resulted in the white moths being eaten by birds while the black
moths began to reproduce at a higher rate to pass on their desired
characteristics. This example of natural selection was easily
observable as it occurred over a relatively short period of
time.
Mosquitoes (DDT) DDT was initially used to kill off insects and
mosquitoes which affected crops and the production of food. It was
initially a very successful insecticide until a small population of
mosquitoes survived. These mosquitoes then passed on their immunity
to the DDT onto further generations. This form of modern natural
selection was easily observed as mosquitoes have a high
reproduction rate. When the immunity is passed on it generates into
millions of mosquitoes becoming resistant to DDT.
Bacteria Bacteria much like mosquitoes have become resistant to
antibiotics. This is due to the fact that antibiotics are over
prescribed or the patient does not complete the course of
antibiotics. Much like the mosquitoes the bacteria that survive the
chemicals in the antibiotics reproduce. Their desirable immunity is
passed on from generation to generation resulting in the antibiotic
have little to no effect on the bacteria. This is an example of
modern day natural selection as it is easily observable in patients
as well as the fact that scientists/doctors are constantly
upgrading different antibiotics to become effective in the fight
against resistant bacteria.
Process information from secondary sources to describe and
analyse the relative importance of the work of:
James Watson
Francis Crick
Rosalind Franklin
Maurice Wilkins in determining the structure of DNA and the
impact of the quality of collaboration and communication on their
scientific research. (Internet research, page 192 - 194). DVD
Secret of Photo 51: History of Rosalind Franklin and the Double
Helix (52mins) Excellent!Things to consider:
What does process, describe and analyse mean?
Ensure you can link their work to current technologies that
involve DNA.
Learn these scientists and their names as scientists are
regularly tested on in the HSC.
James Watson, Francis Crick, Rosalind Franklin and Maurice
Wilkins all played a pivotal role in determining the structure of
the DNA molecule. However it has been publicised that they did not
all work together cooperatively and there is still some debate over
who should be accredited with the discovery of the DNA double
helix.
Watson and Crick both had a passion for science, in particular
the DNA molecule. They began their research together at Cambridge
University in England. They bonded almost straight away and became
a formidable research team. In contrast Rosalind Franklin and
Maurice Wilkins were also researching the structure of DNA. Unlike
Watson and Crick these two scientists did not get along. They
despised each other. Watson and Crick also admitted to having a
patronising attitude towards her. This was largely due to the fact
that Rosalind Franklin was a female in a male dominated area of
work. Franklin had few opportunities to express her ideas and to
develop a positive working relationship with Wilkins.
Watson and Crick worked together as a team. They used the ideas
of other scientists to solve the puzzle that was DNA. Ideas from
other scientists that manipulated Watson and Cricks ideas
included:
Linus Pauling showed that proteins are arranged in a shape of
spring coil.
A talk by Franklin in 1951 illustrating DNA images produced by X
ray crystallography initially causing Watson and Crick to produce
an inaccurate model of DNA.
Erwin Chargaffs work on nitrogen bases enabled Crick to suggest
that these nitrogen bases were complimentary to one another (A T, C
G). This was firstly rejected by Watson until he came up with the
idea that these pairs might be the rungs of the ladder.
While Watson and Crick were manipulating their ideas surrounding
the structure of DNA, Franklin had discovered from her X ray
diffraction pictures the double helix nature of DNA in 1953.
However, Franklin did not announce her findings. Unknown to
Franklin, Wilkins shared these images with Watson and Crick showing
the structure of the DNA molecule. Subsequently Watson and Crick
produced a 3 D model of the DNA structure as well as a theory
surrounding the DNA double helix. In 1962 Watson, Crick and Wilkins
were all accredited in determining the structure of DNA and were
awarded the Nobel Prize.
Ultimately Watson and Crick are the two main scientists
accredited to discovering the DNA structure.
Identify how the following current reproductive techniques may
alter the genetic composition of a population: (pages 218 to
223)
artificial insemination
artificial pollination
cloning
Things to consider:
What does identify mean?
Address each heading.
Be succinct
Artificial Insemination is the process by which sperm is
collected and inserted into the vagina of the female. The sperm
then swim to the egg, which becomes fertilised. Artificial
insemination has the potential to alter the genetic composition of
a population. If the same female or same male is constantly being
used this may limit the genetic variability of the population. This
then decreases biodiversity within the population increasing the
susceptibility of the population to disease and infection.
Artificial insemination could also be beneficial for the population
as desired characteristics are the main reason for artificial
insemination. These desired characteristics could enable the
population to be strong, fit and healthy.
Artificial Pollination is a similar process to that of
artificial insemination but this time with plants. The plant
breeder will brush the pollen from the anther (male) onto the
stigma (female). The plant is then covered to prevent cross
pollination. This results in the desired plant to grow. This
reproductive technique may alter the genetic composition of the
population in many ways. Firstly it will affect the genetic
diversity of the plant. Secondly this will affect the biodiversity
of the plant and thirdly if the plant is susceptible to a specific
disease as all plants are alike they have the potential to be wiped
out.
Cloning is the process in which an exact copy is made of an
organism (Dolly). Cloning can have an adverse affect on a
population. As clones are exacts copies of one another there is a
total lack of genetic variation. If a disease kills one clone it
will more then likely kill the rest of the population. Cloning
lacks total genetic variation and biodiversity.
Outline the processes used to produce transgenic species and
include examples of this process and reasons for its use. (pages
225 to 230)
Things to consider:
What does outline mean?
What are transgenic species?
State examples
A transgenic organism is an organism that has had a new piece of
DNA spliced into a chromosome in each of its cells. This new piece
of DNA is usually inserted to produce a new type of protein for
that type of organism. The new piece of DNA may come from a totally
different species or a different organism within the same
species.
The production of a transgenic species involves the following
steps:
The useful gene and the chromosome it is one are identified.
The gene is isolated and is cut off from its DNA strand.
Separate DNA sequences are added to the sequence to ensure the gene
will work. (This step may not be necessary) Multiple copies of the
gene are made. (Not in all cases) The gene is inserted into the
cell of another organism. Once inserted the gene must become part
of the genetic material of that organism. The organism is not a
transgenic species unless it is able to pass that specific gene on
from generation to generation. This desired gene needs to be
expressed.An example of a transgenic species within Australia is
the production of sheep with superior wool. Through research
scientists have discovered that cysteine is responsible for the
production of superior wool. Scientists are developing this
transgenic species by inserting the gene responsible for producing
cysteine into sheep. Once this gene is introduced into the sheeps
egg, the sheep grows, producing premium wool as well as breeding
and passing on the desired gene onto the next generation.
Discuss the potential impact of the use of reproduction
technologies on the genetic diversity of species using a named
plant and animal example that have been genetically altered. (pages
232 235)
Things to consider:
What do the terms discuss and impact mean? What is genetic
diversity? Will it lack or improve?Reproductive technologies can
have a positive and negative affect on the diversity of species.
For example in Australia new varieties of tomatoes have been
genetically altered to have a longer shelf life and a greater
taste. This in a sense is a positive because if the tomatoes are a
success in the market place they will continue to be genetically
engineered while other tomatoes will be discarded. This in turn
produces a larger yield of tomatoes for the farmer. The negatives
for the production of these tomatoes are that they are all
genetically similar. This in turn limits genetic variation within a
population of the tomatoes. This also makes the crop susceptible to
disease, which in turn could wipe out a whole crop. Tomatoes that
are not genetically modified have a greater chance of spreading
their desired characteristics from one generation to the next.
An animal example that has been genetically modified is
transgenic sheep. These sheep have had cysteine inserted into their
egg, this egg develops into a sheep, which produces high quality
wool and the cysteine gene is passed on from generation to
generation. Once again a positive for the development of this
species is that high quality wool is being produced for the market
place. The negatives for this transgenic species are that there is
a lack of genetic variation within the population causing a lack of
diversity. This species maybe susceptible to disease causing a
decrease in wool production and the loss of money.
Process information from secondary sources to describe a
methodology used in cloning. (Pages 223 to 225, Student Resource CD
and internet research)
Things to consider:
What does process and describe mean?
What is cloning? List the steps involved.The following is the
methodology in cloning Dolly the sheep:
Extracted an egg cell from a female sheep and destroyed the
nucleus.
Mammary cells were taken from a donor ewe.
The nucleus from the mammary cell was inserted into the egg
which lacked a nucleus.
The egg with a new nucleus developed into a sheep.
This sheep had exactly the same genetic make up as that of the
donor ewe. (Mammary cell.)
The above process was the simple process in order to clone Dolly
the sheep. However it was not as simple as outlined above.
Scientists encountered many mutations and premature deaths of the
developing sheep. It took years to develop and clone Dolly the
sheep.
Analyse information from secondary sources to identify examples
of the use of transgenic species and use available evidence to
debate the ethical issues arising from the development and use of
transgenic species. (pages 230 to 232, Student Resource CD and
internet research)
What does analyse and identify mean?
Be succinct. It is also valuable to contain some information
about the ethical issues so that you have that background
knowledge.
Some examples of transgenic species are:
Sheep are injected with a gene responsible for producing a
clotting factor in their milk. This clotting factor is administered
to humans who suffer from haemophilia.
In Scandinavia farmers are able to grow strawberries in the cold
climate by splicing a gene from the salmon into their DNA so they
can tolerate cold temperatures. Scientists have genetically altered
alfalfa so it produces higher cysteine levels. These higher
cysteine levels enable sheep that graze on the alfalfa to produce
higher quality wool. Scientists have also spliced cysteine into a
sheeps egg. This egg in turn develops into a sheep, which expresses
the gene, which in turn produces premium wool. This gene is
desirable and is passed on from generation to generation.Above are
some examples of what transgenic species are used for. However
there are many social, economic and ethical implications that arise
from the use of these new reproductive technologies. The issues are
as follows:
Food Safety and Health:
Are the genetically altered plants and animals safe to eat?
Has any of the nutritional information of the genetically
altered plant and animal been changed in any way for the good or
the bad?Environmental Protection:
What effect could the genetically altered organism have on the
natural ecosystem?
Could the genetically altered organism cause damage to the
surrounding ecosystem? Could the genetically altered organism
reproduce uncontrollably? Could there be a decrease in the
biodiversity of the genetically altered organism?Regulating
Issues:
Should the government produce certain regulations to protect
farmers, consumers and environment?
Should genetically modified foods be labelled or easily
identified in the supermarket?
Social and Economic Effects:
What effect would genetically modified organisms have on farming
practices?
Could biotechnology companies eventually take over farming and
have patents and copyrights on the production of certain
genetically modified organisms? This in turn would mean that these
groups would control world food production.
Could the money spent on genetic engineering be spent on
something more practical such as human health, housing and
nutrition?
Ethical and Moral Issues:
Why should we stop the production of these organisms if they
help cure/aid in the prevention of disease?
Why should we stop the production of these organisms if they
increase the production of food?
Should we tamper with the process of evolution?
Should we change the genetics of an organism for commercial
gain?
The above issues are slight indications on the effect transgenic
species have on people today. People will be in constant debate on
the benefits of transgenic species.