DEPARTMENT OF PLANT SCIENCE DEPARTEMENT PLANTKUNDE BOT 161 SECOND SEMESTER TEST / TWEEDE SEMESTERTOETS 2009 MEMORANDUM

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Maude Richards
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1 DEPARTMENT OF PLANT SCIENCE DEPARTEMENT PLANTKUNDE BOT 161 SECOND SEMESTER TEST / TWEEDE SEMESTERTOETS 2009 MEMORANDUM QUESTION / VRAAG 1 : [3] 1.1 Distinguish between pollination and fertilization. Onderskei tussen bestuiwing en bevrugting. (2) Pollination is the transfer of pollen grains from an anther to a stigma (1) whereas fertilization involves the union of egg and sperm to form a zygote (1). Bestuiwing is die oordrag van stuifmeelkorrels vanaf die helmknop tot die stempel (1). Bevrugting is die versmelting van n eiersel en spermsel om n sigoot te vorm (1). 1.2 Draw a simple diagram to illustrate an umbel type of an inflorescence. No labels required. Teken n eenvoudige diagram om n skerm bloeiwyse voor te stel. Geen byskrifte word verlang nie. (1) QUESTION / VRAAG 2 : [5] The following questions are based on the diagram below. Die volgende vrae is op die onderstaande diagram gebaseer. 2.1 Identify structure A and the cell it contains (B). Identifiseer stuktuur A en die sel wat dit bevat (B). (2 x ½) A. ovule / saadknop B. megasporocyte (megaspore mother cell) / megasporosiet (megaspoor moedersel) 2.2 Name the processes represented by labels C and D, respectively. Noem die prosesse wat deur byskrifte C en D onderskeidelik voorgestel word. (2 x ½) C. meiosis / meiose D. mitosis / mitose

2 2.3 Provide the name of structure E. What does this structure become after double fertilization has taken place? Gee die naam van struktuur E. Wat word hierdie struktuur nadat dubbelbevrugting plaas gevind het? (2) Polar nuclei (central nuclei) (1) becomes the endosperm (1) Poolnukleusse (sentrale kerne) (1) word die endosperm (1) 2.4 What process in the angiosperm life cycle does the diagram represent? Watter proses in die angiosperm lewenssiklus word deur die diagram voorgestel? (1) development of the female gametophyte / ontwikkeling van die vroulike gametofiet QUESTION / VRAAG 3 : [5] Provide the correct scientific term for the following descriptions. Verskaf die korrekte wetenskaplike term vir die volgende beskrywings. (5) DESCRIPTION / BESKRYWING 3.1 A fruit that develops from many separate pistils (carpels) of one flower. n Vrug wat sy oorsprong neem vanuit n blom met baie onvergroeide stampers (vrugblare). 3.2 A simple dry fruit that splits open on both sides at maturity. n Enkelvoudige droë vrug wat by volwassenheid op albei kante oop splits. 3.3 The cotyledon of a Zea mays embryo. Die saadlob van n Zea mays embrio. 3.4 The type of germination where the cotyledons are carried above the soil. Die tipe ontkiemingswyse waar die saadlobbe bo die grond gedra word. 3.5 The covering of the young root of the embryo of a monocot seed e.g. maize. Die bedekking van n jong wortel van die embrio van n monokotiele saad bv. mielie. TERM Monofloral aggregate (aggregate) / monofloraal aggregaat (versamel) Legume / peul Scutellum / skutellum Epigeal / epigeaal Coleorhiza / koleorisa QUESTION / VRAAG 4: [9] 4.1 Discuss food security challenges within the context of global warming. Bespreek uitdagings in voedselsekuriteit in terme van aardsverwarming. (4) Food security within the context of global warming can mention any of the following (ANY 4): 1. Increased temperatures can result in reduced yields, increased pests and diseases resulting in famine 2. Increased rain and floods can result in destruction of crops 3. Global warming can result in less arable land, loss of top soil and resultant erosion, increased salinity 4. Less available water and poorer quality ultimately increasing human health 5. Global warming is contributing to retailers increased focus on the carbon footprint

3 4.2 Provide a historical overview of agricultural development. Gee 'n historiese oorsig van landbou-ontwikkeling. (5) Can mention 5 of the following (½ mark for main point and ½ mark for a description): 1. Mankind has engaged in agriculture for only 1% of its existence 2. Around BC: a. This period was around the end of the Ice Age and was recognized for a burst of new vegetation b. Man was primarily a Hunter following wild herds and females gathered vegetation for medicinal purposes and as an additional food source and his existence was Nomadic c. Man subsequently settled in Little villages 3. During the Agricultural Revolution: a. Realisation of Mans dominance b. Subsistence farming emerged with a focus on production enough for family c. Little of farm trading occured 4. Historic Agriculture: a. Man started Planting by hand b. Used sticks for plow c. Used Flint sickle to harvest d. Developed the Wheat grinding stone 5. Feudal agricultural age was characterised by the start of the famous potato famine that resulted in the major migration of Irish 6. During the Scientific Agricultural age the following emerged: a. Multiple cropping b. Pesticides c. Irrigation d. Mechnisation 7. The Green Revolution was characterized by: a. Breeding: b. Dwarf high yield cvs c. Drought resistant cvs d. Uniform crops e. Monoculture f. This resulted in Food production increased > 1000% Famine decreased 20% Caloric consumption increased 25% 8. Modern Agriculture was characterized by: a. Crop diversity b. Global Seed Banks c. GMO Food d. Global Trade QUESTION / VRAAG 5 : [6] 5.1 Name 6 different stress factors affecting plants. Noem 6 verskillende stresfaktore wat plante affekteer. (6 x ½) (Any 6-1/2 mark each) - Drought / droogte - Salt / sout - Cold / koue

4 - Pollutants (including CO2) / lugbesoedelaars - Insects / insekte - Pathogens / patogene - Floods / vloede - Heat / hitte 5.2 What is / Wat is: Southern blotting? (1) DNA-DNA hybridisation / DNA-DNA hibridisering Northern blotting? (1) RNA-RNA hybridisation / RNA-RNA hibridisering Western blotting? (1) Detection of proteins blotted on a membrane by the binding of specific antibodies (proteinprotein hybridization) Waarneming van protïiene op n membraan deur die bind van spesifieke teenliggaampies (protein-protein hibridisering) QUESTION / VRAAG 6 : [7] You as a plant molecular biologist managed after intensive studies and experiments to create a genetically modified plant with increased resistance to drought. What kind of specialists would have been involved in producing this plant? Jy as plant molekulêre bioloog het dit reg gekry na intensiewe navorsing en eksperimente om n geneties gemanipuleerde plant met verhoogde weerstand teen droogte te ontwikkel. Watter spesialiste sou betrokke wees in die proses om hierdie plant te ontwikkel? (7) The following experts would be involved: (any 7) - Molecular geneticists / Molekulere genetikus - Plant physiologists / Plantfisioloog - Tissue culture experts / Weefselkultuur kundige - Plant breeders / Planttelers - Bioinformaticians / Bioinformatikus - Entomologists / Entomoloog - Environmental specialists / Omgewingsspesialiste - Bioethics experts / Etiekkenner - Marketers / Bemarker - Statisticians / Statikus QUESTION / VRAAG 7 : [9] 7.1 You, as a molecular biologist, plan to develop a genetically modified maize plant with resistance to the corn borer insect. Complete in the correct order each of the four missing steps of your plan. Write down a detailed sentence to complete each step. U, as molekulêre bioloog, het besluit om n genetiese gemodifiseerde mielieplant met bestandheid teen die mielieboorder insek te ontwikkel. Voltooi in die korrekte volgorde die vier stappe van jou plan wat nie hieronder voltooi is nie. Skryf n volledige sin neer om elke stap te voltooi. (i) Isolate insect resistance gene from Bacillus thuringensis and manipulate gene in lab

5 Isoleer insek bestandheid s geen van Bacillus thuringensis en manipuleer geen in laboratorium (ii) Develop tissue culture (1) method for maize plants / Ontwikkel weefselkultuur metode vir mielie plante (iii) Transformation using the biolistics apparatus (gene gun) Transformasie deur middel van biolistics apparaat (iv) (v) Regenerate and select maize cells/plants (1) transformed with the insect resistance gene Regenereer en selekteer transgeniese mielie selle/plante (1) getransformeer met Bt geen Field test GM maize plants to test for insect resistance Veldproef van GM mielieplante om te toets vir insekbestandheid (vi) Plant breeding (1) to transfer gene into maize varieties suitable for different farming regions Plantteling (terugkruising) (1) om geen in te bou by plaaslike mielielyne (vii) Biosafety (0.5) evaluation (Environment and Food)(0.5 for either Enviroment or Food) Bio-veiligheid (0.5) evaluasie (Omgewing en Voedsel)(0.5 vir Omgewing of Voedsel) 7.2 Where can a scientist find the DNA sequence information of Arabidopsis thaliana? Waar kan n wetenskaplike die DNS volgorde inligting van die genoom van Arabidopsis thaliana vind? Internet/WWW (1) or or Genbank or Where can a scientist obtain seed of the many Arabidopsis thaliana ecotypes? Waarvandaan kan n wetenskaplike die saad van die verskeidenheid Arabidopsis thaliana ekotipes kry? (1) Arabidopsis stock centre (UK)(1) or (USA) of Nottingham Arabidopsis Stock Centre, UK or Ohio, US 7.4 List three applications of the Arabidopsis thaliana genome sequencing? Lys drie toepassings van die Arabidopsis thaliana DNS volgorde bepaling? (3) Answer (any 3 of the following; 1 mark each) a. Hormone biosynthesis (brassinosteroids) b. Understand basis of Green Revolution in wheat by identifying Dwarf genes in Arabidopsis c. Seed dispersal (prevent premature seed shattering in Canola) d. Biological clocks (identify biochemical components/mechanisms of biological clocks such as cryptochromes that are common between plants and mammals) e. Vernalization (temperature control) f. Flowering switch g. Drought tolerance h. Disease resistance plant-pathogen interactions i. Salinity tolerance j. High carbon dioxide tolerance (1)

6 QUESTION / VRAAG 8 : [6] Define which compounds are classified as secondary compounds. Provide five examples of groups of secondary compounds. No chemical structures are required. Definieer watter verbindings as sekondêre verbindings geklassifiseer word. Gee voorbeelde van vyf groepe sekondêre verbindings. Geen chemiese struktuurformules hoef verskaf te word nie. (6) Not used for growth and development (½) Not present in all plants (½) Saponins steroids Alkaloids Non-protein amino acids Phenolics Terpenoids Nie vir groei en ontwikkeling gebruik nie (½) Nie in alle plante teenwoordig nie (½) Saponienne Steroïede Alkaloïede Nie-proteïen aminosure Fenole Terpenoïede

Page 3. 18) The diagram below illustrates some key steps of a procedure in one area of biotechnology.

Page 3. 18) The diagram below illustrates some key steps of a procedure in one area of biotechnology. Name: 1117 1 Page 1 1) A small amount of DNA was taken from a fossil of a mammoth found frozen in glacial ice. Genetic technology can be used to produce a large quantity of identical DNA from this mammoth's