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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.
(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, _
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· -- ~-
(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 ·
(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 ,.-~
(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.
(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
(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 .