MYP 4 Midterm Exam: DNA & Biotechnology Criterion A: One World Level Descriptors The student: ^ explains how

the science is applied and how it may be used to address a ^ specific problem or issue in a local or global context M explains the effectiveness of the science and its application in solving the / p r o b l e m or issue J} d i s c u s s e s how the science and its application interact with at least one of the following factors: moral, ethical, social, economic, political, cultural or environmental The student: describes how the science is applied and how it may be used to address a specific problem or issue in a local or global context describes the effectiveness of the science and its application in solving the problem or issue describes how the science and its application interact with at least one of the following factors: moral, ethical, social, economic, political, cultural or environmental The student: states how the science is applied and how it may be used to address a specific problem or issue in a local or global context states the,effectiveness of the science and its application in solving the problem or issue The student does not reach a standard described by any of the descriptors above. A

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3-4

1-2 0

Criterion B: Communication in science Level

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Descriptors The student: fa/uses sufficient scientific language correctly y, Ifr communicates scientific information effectively fully documents sources of information correctly, when appropriate to the task The student: uses s o m e scientific language correctly communicates scientific information with some effectiveness partially documents sources of information, when appropriate to the task The student: uses a limited range of scientific language correctly communicates scientific information with limited effectiveness makes little attempt to document sources of information, when appropriate to the task The student does not reach a standard described by any of the descriptors above. 1

Criterion C : Knowledge and understanding of science Level Descriptors The student: Q usually recognizes and recalls scientific ideas, concepts and/or processes (s uses scientific ideas, concepts and/or processes correctly to construct scientific , explanations fj/ applies scientific information to solve complex problems in familiar and ^unfamiliar situations M analyzes and evaluates scientific information by identifying parts, relationships / or causes X makes judgments supported by scientific understanding The student: often recognizes and recalls scientific ideas, concepts and/or processes describes scientific ideas, concepts and/or processes applies scientific understanding to solve complex problems in familiar situations analyzes scientific information by identifying some parts, relationships or causes The student: recognizes and recalls some scientific ideas, concepts and/or processes applies scientific understanding to solve simple problems in familiar situations The student does not reach a standard described by any of the descriptors above.

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3-4

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Describe the relationship between a gene, a chromosome, and DNA. You can draw a labeled diagram to help communicate your understanding of how these three structures are related. Do not simply use an analogy to communicate your understanding.

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3. Personal genomics is a branch of science concerned with analyzing individual genomes. What is a genome?

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Describe the types of information that can be learned by analyzing your genome. Provide

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Explain how the information in a gene is used to create a protein (the processes of transcription and translation). You can write out your answer in paragraph form and/or you can draw a well-labeled and annotated diagram with text boxes that provide short descriptions of the steps involved and the functions of all of the key components. See Example 1 below.

Transpiration - Loss of water from the leaf surface to the atmosphere

Absorption - of light energy and Carbon Dioxide

Xytem Are found Just below the bark and transport water and nutrients up the tree Respiration ^ Oxygen is absorbed and combines with j carbohydrates to produce usable^ ' energy or food

Photosynthesis - Light energy combines with Carbon Dioxide and water to produce carbohydrate Phloem vessels - are found immediately below the bark and transport carbohydrates from the leaves to the remainder of the tree

Fibrous roots Uptake water and nutrients

Woody rootsFood storage and anchorage

Example 1. This is an annotated and labeled diagram of how plants function. If assessed with Rubrics B & C, it would earn a 6.

Example 2. This is just a labeled diagram of a tree. Nothing is described or explained, so it would only earn a 3.

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Using the attached codon table, translate the following genetic code into a polypeptide, by first transcribing and then translating it.

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6. To demonstrate your understanding of a silent "base substitution" mutation, change the DNA sequence written above to show a base substitution that would lead to production of the same polypeptide. Write the mutated DNA sequence below. v\\

7. To demonstrate your understanding of a "base deletion" mutation, change the DNA sequence written above to show a base deletion that would prevent a polypeptide from being made. Write the mutated DNA sequence below.

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Directions: For the question below, you may write your answers in paragraph form or you can use a chart to explain yourself. Use the space on the following page to write your answer. 8. Provide two to three specific examples of how genetically-modified organisms are used to solve human problems. For each example, briefly describe the science behind the GMO.

Example (written in paragraph form): In many developing nations, people go blind due to a deficiency in Vitamin A. In order to address this problem, scientists identified genes in daffodils and a bacterium that code for the synthesis of beta-carotene (a precursor to Vitamin A). They inserted these genes into a species of rice, creating a new transgenic organism known as golden rice, which contains beta-carotene. Example (written in chart form): Problem Blindness due to a deficiency in Vitamin A Solution Golden Rice How -Scientists inserted genes from daffodils and a bacterium into rice seeds -Result is a new variety of transgenic rice that makes beta-carotene (a pre-cursor of Vitamin A) 5

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9. Evaluate the use of genetically modified organisms in our society. Do you think it's a good idea? Why or why not? Discuss the positive and negative impacts of genetically modified organisms (GMO's). Use 2 or 3 specific examples to support your arguments.
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10. Many wounded veterans from the wars in Iraq and Afghanistan have been provided ears, bones and skin that have been grown in a lab from their own stem cells. This is an example of what type of cloning?

11. a) Explain why the term "embryonic stem cell" is misleading.

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"Embryonic" stem cells can be obtained either by somatic cell nuclear transfer (SCNT) or from in-vitro fertilization. Answer the following questions based on your understanding of these two procedures: j ^ A r e sperm used in one or both of these procedures? Explain.

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13. Describe the important step that is missing from this diagram (indicated by the large question mark).

14. Explain why the nucleus must be removed from the egg cell.

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16. How might reproductive cloning of certain animals be beneficial? Briefly describe at least one potential benefit that is supported by a specific example.

17. How do the goals of reproductive cloning and therapeutic cloning differ?
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18. What is the name of the procedure used in DNA fingerprinting that is shown in the figure above?

9. Describe what is going on in steps A and B.

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20. Which set of DNA bands moved through the gel faster, set C or set D? Explain why.

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21. If the far left lane in the gel contained DNA that was found at the scene of a crime, and the other two lanes contained DNA taken from two suspects, would there be enough evidence to arrest and convict one of the suspects? Explain your answer.

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22. The diagram above shows the DNA fingerprint pattern of an unknown soldier who died in a combat mission, and four sets of parents with a son on the MIA (missing in action) list. A team of DNA experts have figured out whose son the remains belong to. Which set of parents would be contacted by the military to notify them that their son had been identified?

Explain how you arrived at your conclusion.

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23. During a homicide (murder) investigation, DNA was extracted from blood that was found at the scene of the crime. Based on the DNA fingerprinting analysis shown below, Suspect 1 was arrested for this crime.

Think about the source of the crime scene DNA and provide a reasonable explanation for why Suspect 1 w a s arrested, even though his DNA fingerprint pattern did not exactly match the pattern found in the blood. m

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