YEAR 10

BIOLOGICAL SCIENCES
TERM 2, 2018

Year 10 Achievement Standard

- Evaluate the evidence for scientific theories that explain the origin of the universe and the
diversity of life on Earth.
- Explain the processes that underpin heredity and evolution.
- Analyse how the models and theories have developed over time and discuss the factors
that prompted their review.
Learning objectives

Transmission of heritable characteristics from one generation to the next involves DNA and
genes (ACSSU184)

- Describe the role of DNA as the ‘blueprint’ that influences the characteristics of organisms
- Illustrate the process of meiosis and mitosis
- Describe and analyse how the bases in DNA code for different amino acids
- Show how Punnett squares predict the genotypes and phenotypes in dominant/ recessive gene
pairs
- Analyse and apply the process of gene technology and how it can be used to produce recombinant
genes

The theory of evolution by natural selection explains the diversity of living things and is
supported by a range of scientific evidence (ACSSU185)

- Understand that sexual reproduction results in variations in organisms

- Describe the processes involved in natural selection and the formation of new species
- Evaluate and interpret the evidence for evolution – fossil records, biogeography, embryo similarities
and comparative DNA studies

Scientific understanding, including models and theories, is contestable and is refined over time
through a process of review by the scientific community (ACSHE191)

- Use evolution to illustrate that scientific theories are contestable and are refined over time

Advances in scientific understanding often rely on technological advances and are often linked
to scientific discoveries (ACSHE192)

- Understand that the mapping of the human genome has led to better understanding of human
diseases

People use scientific knowledge to evaluate whether they accept claims, explanations or
predictions, and advances in science can affect people’s lives, including generating new career
opportunities (ACSHE194)

- Research and evaluate the way in which GM foods, cloning and human gene therapy are affecting
people’s lives

Values and needs of contemporary society can influence the focus of scientific research
(ACSHE230)

- Discuss issues associated with DNA fingerprinting and testing for genetic diseases
Chromosomes

1. What are chromosomes? When can you see them?

2. In mitosis, the chromosomes in the two daughter cells are identical to those in the original cell. How
does this occur?

3. How do the chromosomes in human sperm cells differ from those in ova?

4. In humans, most cells contain 23 pairs of chromosomes. In which parts of the body would you find
cells with 23 single chromosomes?

5. The father’s sperm determines the gender of the child. Is this statement true or false? Give a
reason for your answer.
Dominant and recessive

1. Explain the differences between these terms:

a. Dominant and recessive genes

b. Heterozygous and homozygous

c. Genotype and phenotype

2. Suppose a characteristic in humans is represented by the alleles G and g.

a. Which one is recessive?

b. Show two genotypes that produce the same phenotype.

Punnett Square

Use the following information for questions 1-3:

In dogs, the gene for fur color has two alleles.

The dominant allele (F) codes for grey fur and the recessive allele (f) codes for black fur.

1) The female dog is heterozygous. The male dog is homozygous recessive.

Use a Punnett Square to predict the most likely phenotypic ratio and genotypic ratio of their possible
puppies.

2) The female dog has black fur. The male dog has black fur.

Use a Punnett Square to predict the most likely phenotypic ratio and genotypic ratio of their possible
puppies.

3) The female dog is heterozygous. The male dog is heterozygous.

Use a Punnett Square to predict the most likely phenotypic ratio and genotypic ratio of their possible
puppies.
Use the following information for questions 4-6:

In fruit flies, red eyes are dominant (E). White-eyes are recessive (e).

4) A female fly has white eyes, and the male fly is homozygous dominant for red eyes.

Use a Punnett Square to predict the most likely phenotypic ratio and genotypic ratio of their possible
offspring.

5) A female and male fly are both homozygous dominant for eye color. Use a Punnett Square to predict the
most likely phenotypic ratio and genotypic ratio of their possible offspring.

6) If both of the parent flies are heterozygous, use a Punnett Square to predict the most likely phenotypic
ratio and genotypic ratio of their possible offspring.
Source Analysis: Designer babies (http://news.bbc.co.uk/2/hi/health/7918296.stm)

The task:

• Read and analyse the source in the link above for relevance, credibility and bias. You should identify
elements by annotating the articles to show indicators of relevance, bias and credibility. You should
try to use a number of different indicators to demonstrate clear understanding of these terms.
• Answer the questions below:
1. Describe the intended audience for “Designer baby row over US clinic” based on the annotations
you have made.

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2. Do you think the article is credible? Support your answers using specific examples from your
annotations of the article.

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3. Do you think the article is biased? Support your answers using specific examples from your

annotations of the article.

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4. You are researching whether people should be allowed to use Genetic Techniques to design their

own babies. Would this article be useful for you research? Explain your answer.

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Variations in organisms

1. Where does independent assortment occur in the body?

2. What is the importance of the word independent in the process of independent assortment?

3. Explain how independent assortment produces variations in organisms.

4. What is crossing-over? Use a diagram to show how it is a source of variation in organisms.

5. Explain why a mutation in the cells in the skin does not affect the variation in future generations,
whereas a mutation in the sex cells may.

6. Explain how variations in a population are caused by genetic factors as well as by environmental
factors.
The Theory of Evolution

1. Explain briefly the four conditions of Evolution by Natural Selection according to Charles Darwin.

2. Construct a timeline which shows the development of the Modern Theory of Evolution. Include a
minimum of 5 and a maximum of 15 significant events in your timeline.
3. Explain, using an example, how improvements in technology influenced the development and
review of the Modern Theory of Evolution.

4. Choose one scientist (other than Charles Darwin) involved in the development of the Modern
Theory of Evolution and describe why their work made a significant contribution to its development.

5. Choose one piece of evidence for the Modern Theory of Evolution and explain how it supports the
Theory. You may use pictures or diagrams to illustrate your answer.

6. Based on the evidence that is available, can the Modern Theory of Evolution be accepted as true at
this point in time? Explain your answer using one example from the evidence.
Fossils of hard mineral parts (like bones and teeth) were formed as follows:

1. Some animals were quickly buried after their death (by sinking in mud, being buried in
a sand storm, etc.).

2. Over time, more and more sediment covered the remains.

3. The parts of the animals that didn't rot (usually the harder parts likes bones and teeth) were encased
in the newly-formed sediment.

4. In the right circumstances (no scavengers, quick burial, not much weathering), parts of the animal
turned into fossils over time.

5. After a long time, the chemicals in the buried animals' bodies underwent a series of changes. As the
bone slowly decayed, water infused with minerals seeped into the bone and replaced the chemicals in
the bone with rock-like minerals.

6. The process of fossilization involves the dissolving and replacement of the original minerals in the
object with other minerals (and/or permineralisation, the filling up of spaces in fossils with minerals,
and/or recrystallization in which a mineral crystal changes its form).

7. This process results in a heavy, rock-like copy of the original object – a fossil. The fossil has the
same shape as the original object, but is chemically more like a rock! Some of the original hydroxy-
apatite (a major bone constituent) remains, although it is saturated with silica (rock).

8. Many millions of years pass and the rock remains buried deep within the bedrock; however tectonic
forces associated with the collision between neighbouring continental plates have begun to buckle
and uplift the bedrock, raising it above sea level and exposing it to erosion. Gradually, the exposed
rock is stripped away, until eventually the top of the bones are visible at the surface.

NB: Most animals did not fossilise; they simply decayed and were lost from the fossil record.
Paleontologists estimate that only a small percentage of the dinosaur genera that ever lived have
been or will be found as fossils.

• http://www.enchantedlearning.com/subjects/dinosaurs/dinofossils/Fossilhow.html
• http://www.discoveringfossils.co.uk/whatisafossil.htm
• http://www.oum.ox.ac.uk/thezone/fossils/intro/form.htm
• http://www.quantumenterprises.co.uk/fossilbeach/whatisafossil.htm
• http://www.bbc.co.uk/nature/fossils
Evolution and creation

It is normal to wonder where humans and everything else in the universe came from. From the time
that Charles Darwin first proposed the theory of evolution, it has been opposed by many creationists.
Creationists believe that God created the Earth and all life on it as recorded in the Bible or the Koran.
Other cultures such as Australian Indigenous people also have their own stories of creation that differ
from these religions.

You have probably developed your own opinions about creation and evolution, based on what those
around you have said or taught you. We live in a diverse community with various belief systems, who
may have a different opinion from yours. It is important that you respect their opinions, just as you
would expect them to respect yours.

Your task is to analyse the arguments put forward by evolutionists and creationists to form your own
opinion. Form groups and use the internet and other resources to research the questions below.

1. From your research, outline the main differences between evolution and creation.

2. Creationists believe that all things on Earth were created at the same time. This means that
humans and dinosaurs were on Earth together. How does this differ from what scientists tell us?

3. Scientists infer the universe is about 13.7 billion years old, and the Earth is 4.5 billion years old.
However, creationists say that the universe and everything in it was created between 6000 and 10
000 years ago. Why is there such a difference between the evolutionist view and the creationist
view?
4. Evolutionists say we didn’t evolve directly from apes, but we share a common ancestor with the
apes that exist today. Explain the difference.

5. What does it mean to interpret the Bible literally? In what other way can it be interpreted?

6. From what you have learnt about theories in science, do you think creation is a scientific theory?

7. Does evolution prove that God doesn’t exist? Explain your answer.

8. Someone once said ‘Scientists tell us how the world was created. The Bible tells us Who created it.’
What does this mean, and do you agree?
9. Is it possible to accept the theory of evolution and yet believe that God created all life on Earth?
Explain your answer.

10. What conclusion have you personally reached about evolution and creation? (There is no right or
wrong answer)