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3B Inheritance
Andy Todd
Q1.
Complete the passage by writing a suitable word or words on each dotted line.
(6)
A gene is a section of a double-stranded molecule known as
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The two strands form a double helix linked by a series of paired bases.
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These changes occur very rarely but their incidence can be increased by chemicals or
ionising radiation.
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Q2.
A dominant allele (D) results in high levels of blood cholesterol. A recessive allele
(d) results in low levels of blood cholesterol. This means that people who inherit the
dominant allele are most at risk of FH.
(ii) What are the two different genotypes of people who are at risk of FH?
(2)
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(b) (i) In the boxes below give the genotypes of the parents, and the genotypes of
all the possible children, for a cross between a heterozygous father and
a heterozygous mother. You should use the symbols D for the dominant
allele and d for the recessive allele in your answer.
(2)
(ii) What is the probability of these parents producing a child with FH?
(1)
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(c) High levels of blood cholesterol can lead to narrowing of arteries. Suggest how
this might affect the ability of the heart to function.
(5)
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Q3.
This condition is controlled by a gene with two alleles. The dominant allele (A) codes
for shorter than average height and the recessive allele (a) codes for average height.
(a) Two parents both had achondroplasia. They had a child who grew up to be of
average height.
Use a genetic diagram to show:
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(b) The parents had a second child.
(ii) Suggest why the number of people with achondroplasia is low, even though it
is a dominant condition.
(2)
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Andy Todd
Q4.
The table shows the different blood groups and their genotypes.
(b) A man with blood group A married a woman with blood group B. They had four
children, each with a different blood group.
Use a genetic diagram to show this cross.
(3)
Genotypes of the parents
Gametes
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Genotypes of the offspring
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Q5.
The photographs show an adult insect called an ash borer and an adult insect called
a wasp.
Ash borers reproduce by laying eggs which develop into maggots. The maggots eat their
way into ash trees and feed on carbohydrates in the trees. This can kill the trees because
the root cells lack the carbohydrate needed to release energy for the absorption of
mineral ions.
(ii) Name and describe the process used by root cells to absorb mineral ions.
(2)
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(iii) Describe how magnesium ions are used to help trees to grow.
(2)
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(b) Wasps defend themselves from predators by using a sting. This means that predators
avoid attacking wasps.
Ash borers look very similar to wasps.
Use your knowledge of natural selection to explain why ash borers have evolved
to look like wasps.
(4)
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Q6.
Most simple genetic crosses, such as those studied by Mendel, investigate phenotypes
determined by a pair of alleles, where one allele is dominant over the other allele.
Mendel crossed homozygous tall pea plants with homozygous dwarf pea plants.
All the offspring were tall.
(a) Use a genetic diagram to show the parent genotypes, the gametes formed and
the genotypes of the offspring.
(3)
(b) Mendel then made sure that the tall offspring plants could only self-pollinate,
rather than being pollinated by other plants. The seeds produced grew to give
new plants with a 3 : 1 phenotypic ratio.
(i) Suggest how Mendel made sure that the pea plants self-pollinated.
(2)
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(ii) Give the genotypes of the offspring he obtained from the self-pollinated pea plants.
(1)
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Q7.
Mendel crossed together pure breeding pea plants with purple flowers and pure
breeding pea plants with white flowers. The offspring plants all had purple flowers.
(a) Explain which phenotype is dominant.
(2)
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(b) In a second cross, the purple offspring plants were self-pollinated (pollen from a
flower put on the stigma of the same flower).
Suggest how Mendel made sure that all the purple offspring plants were
self-pollinated.
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(c) (i) Use a genetic diagram to show the ratio of plants expected by crossing the
purple offspring plants in part (b).
Show the parental genotypes and gametes, and the offspring genotypes and
phenotypes. Use F and f to represent the alleles.
(4)
Parent genotypes
Gametes
Offspring genotypes
Offspring phenotypes
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(ii) The plants actually produced in this cross were 36 purple and 8 white
flowered plants.
Answer ...........................................................
(iii) Suggest why the actual ratio of phenotypes differs from the one predicted by
your genetic diagram.
(2)
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(d) A student suggested that purple flowers are more likely to be visited by bees than
white flowers.
Use your knowledge of natural selection to suggest how this might affect the
number of purple and white flowers in the wild.
(5)
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Q8.
In mammals, males have two different sex chromosomes (X and Y) and females have
two similar sex chromosomes (X and X).
However, in birds males have two similar sex chromosomes (Z and Z), while females
have two different sex chromosomes (Z and W).
(a) Complete the genetic diagram to show how sex is inherited in birds.
(4)
(b) In birds, the egg is extremely large and contains food molecules that the growing
embryo needs in order to develop.
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(i) Suggest one food molecule that is present in a bird's egg and describe the
role of this molecule in the growth of the bird embryo.
(2)
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(ii) Suggest an advantage of the shell of the egg being made of a hard substance.
(1)
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(c) The number of chromosomes in eggs and in sperm is less than the number of
chromosomes in the body cells of animals.
Candidates had to fill in the gaps with the appropriate word in a passage
describing inheritance. Many scored full marks but some confused which bases
paired with adenine and cytosine. Some spelling errors were tolerated with
thymine and guanine, yet others could not be credited as they were not
recognisable.
Q2.
Q3.
Q4.
Finally this question described the inheritance of A B O blood groups in humans. In part (a) about
half of the responses correctly explained the meaning of codominance. Students did better in
part (b) with most being able to identify the genotypes of the parents and gametes that would
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lead to 4 different blood groups in one family.
Q5.
Q6.
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Q7.
This question provided a genetics question on flower colour in peas. In part (a)
almost all could identify the dominant phenotype and most could explain
how they knew. In (b) candidates had to suggest how Mendel could ensure
that the purple F1 plants self-pollinated. The best responses suggested how
he could isolate the plants and transfer pollen using a paintbrush. In (c) (i)
candidates had to use a genetic diagram to show the offspring of selfing the
F1 plants. Most could do this but some failed to gain full credit as they did
not clearly show the gametes or the phenotypes of the offspring. In (i) most
could calculate the ratio but only some could explain why the actual and
observed ratio are different. In (d) candidates had to suggest how natural
selection could affect the numbers of flowers since purple are more
attractive to bees. Most candidates scored some marks with the best
responses including the increased likelihood of purple pollen being carried
and transferred to purple flowered plants. How this would lead to increased
reproduction of purple flowered plants and how the purple allele would be
passed to future generations and how this would increase purple flowers
and reduce white flowers.
Q8.
Part (a) of this question tested understanding of sex inheritance and was well answered by most
students. A minority lost a mark for not stating the sex of the offspring and a very small number
lost credit for using X and Y symbols rather that the ones given in the question. The remaining
parts of this question were extremely well answered by the vast majority of students. Protein
providing amino acids for growth was the most popular response in part (b)(i), most appreciated
the role of the shell in protecting the developing embryo in (b)(ii), and a pleasing number knew a
source and a function of vitamin A in (b)(iii). In part (c), most were able to gain full marks though
there was occasionally evidence of confusion about the role of meiosis and mitosis.
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Q1.
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Q2.
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Q3.
Q4.
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Q5.
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Q6.
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Q7.
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Q8.
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