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Year 11 GE and STEM CELLS Test 2015
SACRED HEART COLLEGE SENIORYEAR 11 BIOLOGY TEST
BIOTECHNOLOGY: GE and STEM CELLS
NAME: ___________________________________________
Please circle your choiceof the correct answer for the 5 Multiple Choice Questions below.
1. J K L M
2. J K L M
3. J K L M
4. J K L M
5. J K L M
Stage 1 Biology Test on BiotechnologyPage 2 of 12
Answer questions 1 to 5 based on the following diagram related to genetic engineering.
1. Genetic engineering is a type of biotechnology because:
J. Bacterial cellscan benefit from the human genes inserted into them by humans.
K. Human cells can benefit from the bacterial genes inserted into them by humans.
L. Humans can benefit from the products made by the genetically modified bacteria.
M. Humans can use the genetically modified bacteria as a food source.
2. Restriction enzymes are used in genetic engineering because they:
J. cut DNA molecules at specific sites called recognition sites.
K. join DNA at specific sites called recognition sites.
L. cut DNA at random sites so that the pieces of DNA can later be joined.
M. join DNA at random sites.
A Genetically Modified bacterial cell
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3. Plasmids shown in the diagram above are:
J. circular pieces of DNA found in human cells.
K. used by genetic engineers to hide a gene of choice so that it can be transferred to human cells.
L. used by genetic engineers as food for bacteria.
M. used by genetic engineers to hide a gene of choice so that it can be transferred to bacterial cells.
4. EcoR1 is the name of the restriction enzyme shown in the diagram above. The reason that the same enzyme is used on both the plasmid and the gene of choice (the gene for human growth hormone) is because:
J. EcoR1 creates the blunt ends needed in joining DNA’s from different organisms.
K. EcoR1 creates complementary sticky ends needed to join DNA’s from different organisms.
L. it is the only restriction enzyme available for genetic engineers to use.
M. it can join the sticky ends together in the same way that ligase enzymes work.
5. Ligase enzymes are not shown in the diagram. Their function in genetic engineering is that they:
J. join DNA’s from different organisms if the sticky ends are complementary.
K. cut DNA’s from different organisms if the sticky ends are complementary.
L. identify the gene needed to be transferred into the bacteria
M. are easy to use and cheap.
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6. Human insulin can be made by GM bacteria. The process is shown below.
(a) Explain why all the daughter cells are able to make the human insulin protein.
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(b) Explain how the insulin produced by the genetically modified bacteria benefits society.
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Binary Fission
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7. Genetic Engineering can make GM plants using either the Agrobacterium method or the Gene Gun (Biolistics) method.
Describe the steps in either method.
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8. Cystic fibrosis is an inherited or genetic disease of the mucus glands. It causes chronic, progressive damage to the respiratory system, chronic digestive system problems, and can affect other organs. In cystic fibrosis patients, cells lining the lungs and intestines produce secretions that are thicker than normal, causing disruptions in the body's water balance and ability to handle salt. Over time, mucus build up and infections lead to permanent lung damage, including the formation of scar tissue (fibrosis) and cysts in the lungs.
(a) State the meaning of a genetic disease.
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(b) Draw a simplified diagram and explain how the normal Cystic Fibrosis Transfer gene creates the CFTR protein that pumps salt (Cl-) out of a normal lung cell.
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(c) Explain how the adenovirus can be used to transfer the normal CFTR gene into lung cells.
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(d) Describe an alternative method for transferring the normal CFTR gene into lung cells.
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Matt Evans New Scientist 22/7/2007
9. Write a paragraph to describe a benefit of this GM tomato to society (Use the TEN method).
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State the full reference for this article.
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10. Read the following article.
Stem cell bust as mice reject own tissueAndy Coghlan NewScientist Magazine, 12 May 2011
HOPES that people might one day be given transplants made from their own cells have been dashed by experiments trying out the procedure in mice.
The mice rejected transplants of stem cells even though they had been generated from skin cells genetically identical to their own. The finding casts doubt on claims that so-called induced pluri-potent stem (iPS) cells generated from a person's own tissue will ever be medically useful.
Xu and his colleagues made iPScells from skin cells of genetically identical mice by two methods. The first involved using a virus to ferry four genes into each skin cell. These turned the cells into iPS cells, which were then transplanted back into genetically identical mice.
In the second method, Xu's team introduced the proteins that the four genes code for, without using a virus. They did this by immersing the cells in a solution containing the proteins.
The transplants produced with a virus were rejected by the patient faster and more vigorously than those produced with the second method. The reason for rejection turned out to be proteins produced by the iPS cells. One strong trigger for rejection was Oct4, one of the proteins. The protein is normally only produced fleetingly during embryonic development and could be dangerous if produced in adult organisms. The reason virally produced iPS cells were rejected more strongly was because the gene coding for Oct4 remained switched on long after the reprogramming had finished.
(a) State two important properties of stem cells.
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(b) State the meaning of pluripotent.
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(c) Name the 2 types of stem cells used before the development of iPS cells.
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(d) State the location of the 2 different types of stem cells.
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(e) Based on the article above, state the 2 ways the iPS cells were created from the skin cells.
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(f) Explain why induced pluri-potent stem cells (iPS cells) overcome a controversy of scientists experimenting with human embryonic stem cells.
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(g) State a specific example of the use of stem cell treatments in medicine.
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(h) Describe a possible concern of the use of stem cell treatments in medicine.
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11. Stem cells can be grown in the laboratory on specially made food called media. The manufactures of one medium called NutriStem® claim it enables excellent growth of human Stem Cells.To test this claim, 30 stem cells were grown on plates containing NutriStem® medium. For comparison, another 30 stem cells were grown on a medium made by another company, Medium X. The cells were grown at the same temperature, grown in the same sized dish and taken from the same embryo. The number of cells grown on each medium were determined every 24 hours for 5 days with the results shown below.
Time (hours) that stem cells are in the medium 0 24 48 72 96 120
Number of cells in NutriStem® medium 30 105 180 251 349 406
Number of cells in Medium X 30 70 140 190 225 370
(a) Graph the number of cells in each media over the 5 days (120 hours) on the same graph to compare brands of media. (6 marks)
(b) State a conclusion based on the results of growing stem cells on the different media.
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(c) Name 3 controlled variables in this experiment.
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Performance Standards for Stage 1 Biology Test Name: ________________________________________________
Grade Investigation Analysis and Evaluation Application Knowledge and Understanding
A
I4 Obtains, records, and displays findings of investigations using appropriate conventions and formats accurately and highly effectively.
AE1 Uses perceptive and thorough analytical skills to examine connections between data, concepts, and issues in biology.
A1 Applies biological concepts and evidence from investigations to suggest solutions to complex problems in new and familiar contexts.
A2 Uses appropriate biological terms, conventions, formulae, and equations highly effectively.
KU1 Consistently demonstrates a deep and broad knowledge and understanding of a range of biological concepts.
B
I4 Obtains, records, and displays findings of investigations using appropriate conventions and formats mostly accurately and effectively.
AE1 Uses clear and well-organised analytical skills to examine connections between data, concepts, and issues in biology.
A1 Applies biological concepts and evidence from investigations to suggest solutions to problems in new and familiar contexts.
A2 Uses appropriate biological terms, conventions, formulae, and equations effectively.
KU1 Demonstrates some depth and breadth of knowledge and understanding of a range of biological concepts.
C
I4 Obtains, records, and displays findings of investigations using generally appropriate conventions and formats with some errors but generally accurately and effectively.
AE1 Uses generally organised analytical skills to examine connections between data, concepts, and issues in biology.
A1 Applies biological concepts and evidence from investigations to suggest some solutions to basic problems in new or familiar contexts.
A2 Uses generally appropriate biological terms, conventions, formulae, and equations with some general effectiveness.
KU1 Demonstrates knowledge and understanding of a general range of biological concepts.
D
I4 Obtains, records, and displays findings of investigations using conventions and formats inconsistently, with occasional accuracy and effectiveness.
AE1 Describes basic connections between some data, concepts, and issues in biology.
A1 Applies some evidence to describe some basic problems and identify one or more simple solutions, in familiar contexts.
A2 Attempts to use some biological terms, conventions, formulae, and equations that may be appropriate.
KU1 Demonstrates some basic knowledge and partial understanding of biological concepts.
EI4 Attempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness.
AE1 Acknowledges that connections exist between data, concepts, and/or social issues in biology.
A1 Identifies a basic problem and attempts to identify a solution in a familiar context.
A2 Uses some biological terms or formulae.
KU1 Demonstrates some limited recognition and awareness of biological concepts.
