elisabeth
Member
C'mon, my fellow genetics guys and girls, what did you all think of this year's paper?
I was actually really worried and stressed because I hadn't really learned about all of the 8th part of the syllabus, which had never been tested. But nothing on that! *all info on HOX genes flows out of brain* But alas, I'd been cramming this to the detriment of other dot points.
I was quite suprised that it seemed to be mostly questions which had been asked before, unusual considering there's a lot of hard stuff that has never been included.
What were you ratios for BbRr? And what did you put for the DNA model? I said it wasn't useful, because there was nothing to represent sugar/phosphate bonds; no different scale for bases/sugar/phosphate and no complementary structures to show that A could only join to T, C to G... but only because I couldn't think of more than one reason why it was useful. Not sure if that's right.
Anyone had their bio teacher have a look at it?
Is it alright if we post the Qs?
I was actually really worried and stressed because I hadn't really learned about all of the 8th part of the syllabus, which had never been tested. But nothing on that! *all info on HOX genes flows out of brain* But alas, I'd been cramming this to the detriment of other dot points.
I was quite suprised that it seemed to be mostly questions which had been asked before, unusual considering there's a lot of hard stuff that has never been included.
What were you ratios for BbRr? And what did you put for the DNA model? I said it wasn't useful, because there was nothing to represent sugar/phosphate bonds; no different scale for bases/sugar/phosphate and no complementary structures to show that A could only join to T, C to G... but only because I couldn't think of more than one reason why it was useful. Not sure if that's right.
Anyone had their bio teacher have a look at it?
Is it alright if we post the Qs?
(a) During your study of this option you constructed a model of DNA. The diagram represents a model made by a student.
(i) In this model, name TWO of the parts labelled X, Y and Z. (2mks)
(ii) Is this a useful model of a DNA molecule? Support your choice with two reasons. (2mks)
(b) The diagram shows the arrangement of human chromosomes. A chromosomal abnormality is circled.
(i) Determine how many chromosomes this person has and name the type of chromosomal disorder. (2mks)
(ii) Compare the effect of germ line and somatic cell mutations on a species. (4mks)
(c) The HGP has identified the DNA-base sequence of all human chromosomes. A significant amount of work still needs to be done so that this information can be used to benefit humans. Using examples, evaluate the limitations and expected benefits of the HGP. (7mks)
(d) Indian corn has four grain types that involve combinations of colour (b) and appearance (r). Four genes are involved, whicha re located on two pairs of homologous chromosomes (each gene on a separate chromosome). The alleles are:
B = black
b = yellow
R = round
r = wrinkled
(i) The table below shows the results of a dihybrid cross between two hererozygous parents (BbRr x BbRr).
Grain phenotype Observed number of offspring
Black, round 144
Black, wrinked 48
Yellow, round 48
Yellow, wrinked 16
Total 256
Using this data, calculate the ratio of phenotypes in this cross (1mk)
(ii) If, however, B and r are on one chromosome and b and R are on another, draw a Punnett square of a dihybrid cross (BbRr x BbRr). Include the phenotypic and genotypic ratios of the offspring. (3mks)
(iii) Explain how cross-breeding experiments can identify the relative positions of linked genes. (4mks)
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