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AP Exam Prep: Week 5
Molecular Genetics

Multiple Choice Answers
1. C
2. A
3. B
4. B
5. D
6. E
7. D
8. B
9. E
10. B
11. E
12. C
13. B

Grading Rubric for Essay #6

PART A. Explain how the principles of gel electrophoresis allow for the separation of DNA
fragments. (4 points max.)

Electricity..........Electrical potential (charge, field) moves fragments
Charge..............Negatively charged fragments move toward (+) anode
through gel (-) charge due to phosphate groups
Rate/size..........Smaller fragments move faster (farther)relative to larger
fragments. Describe logarithmic relationship
Calibraton.........DNAs of known molecular weights are used as
markers/standards
Resolution........Depends on concentration of gel; is determined by pore size
Apparatus.........DNA is stained for visualization of bands/explains use of
wells, gel material, tracking dye, buffers.

PART B. Describe the results you would expect from electrophoretic separation of
fragments from the following treatments of the DNA segment above.
(4 points max.)

Treatment I........Describes 400, 1300, 1500, 1700,bp fragments
or 4 bands _ or correct diagram with explanation.
Treatment II.......Describe 900, 4000 bp fragments or 2 bands _
or correct diagram with explanation.
Treatment III......Describe 400, 500, 1200, 1300, 1500 bp fragments
or 5 bands or correct diagram with explanation.
Treatment IV.....Describe 4900 bp fragment or 1 band or correct
diagram with explanation.

PART C1
.
The mechanism of action of the restriction enzymes (4 point max for both C1 and C2; For a
10 must have at least one point from each section in part C)

Recogntion................. Binding of enzyme to target sequence / specific short bp
sequences of double stranded DNA are targeted / Recognizes
specific targets 4-8 bp long / Site may be palindromic.
Cutting.........................Enzyme cuts at every target location / may cut frequently or rarely. Cuts but does not alter the sequence.

Alternate: One point may be given if instead of the above it is clear
that the student says that the enzyme cuts at specific point.

Detail point...................Fragment lengths correspond to leangths between cutting
sites / May generate blunt or sticky ends.
Methylation or modification.
Breaks the phosphodiester bond / Describes mechanism in
living systems.
Restriction site may function as a genetic marker.
PART C2.
The different results if mutation occurred at the recognition site for enzyme Y.

Change in II...................Uncut / 1 band (looks like IV)

Change in III..................Like I / 4 bands

Alternate: One point may be given instead of the above, if it is clear
that the student says that Y sequence is no longer recognized and cut.

Detail Point...................Describes that RFLPs (markers) might correlate with
phenotypic variation.
Y site might become an X site.
Deletion/Insertion at Y site changes fragment size
Silent alteration:
(pyrimidine>pyrimidine or purine>purine) in some
target sequences.

This question expected students to focus on conceptual material in the area of molecular biology
as well as on a laboratory experience in the AP Biology curriculum. The question was written with
three distinguishable parts, the third of which is further subdivided into two. The first of these
sections is on principles of gel electrophoresis; the second on expected results of an experiment;
the third on the mechanisms of restriction enzymes and the effects of mutation at a restriction site.

In Part A, students could earn points for demonstrating understanding of the roles of electrical
potential and charged particles in electrophoresis, for recognition of the rate/size relationship of
the movement of fragments, for a description of calibration, and for the factors which affect
resolution; an additional point could be awarded for an explanation of the use of apparatus. In Part
B, one point was awarded for a correct description of each of the four expected sets of results. In
Part C1, points were awarded for the mechanisms of recognition and cutting of the DNA, with a
possible additional point for particular details. Since C2 asked for a change in results when
mutation occurs, points were awarded for each of the two possible changes as well as for the
theoretical possibilities of how such a mutation might have altered the target sequence.