Topic 3: Voice of the Genome
PEARSON EDEXCEL
A-Level
The cell is the basic unit of every living organism, from a bacterium to a blue whale. All cells are bounded by a plasma membrane, a phospholipid bilayer that controls what enters and leaves. Inside is cytoplasm, where metabolism occurs, and genetic material in the form of DNA, which stores the instructions for proteins. Ribosomes are present in every cell and assemble polypeptides. These shared features define life and allow organisms to be grouped. For example, a human liver cell and a wheat root cell both have a membrane, cytoplasm, DNA and ribosomes, yet differ in size and internal detail. Recognising the common core lets you compare prokaryotic and eukaryotic cells and explain why viruses, which lack these features, are not classed as living organisms.
50
Objectives
50
Exam Tips
51
Pitfalls
64
Key Terms
97
Mark Points
Subtopics in this area
3.1 Know that all living organisms are made of cells, sharing some common features.
3.2 Know the ultrastructure of eukaryotic cells, including nucleus, nucleolus, ribosomes, rough and smooth endoplasmic reticulum, mitochondria, centrioles, lysosomes, and Golgi apparatus.
3.3 Understand the role of the rough endoplasmic reticulum (rER) and the Golgi apparatus in protein transport within cells, including their role in the formation of extracellular enzymes.
3.4 Know the ultrastructure of prokaryotic cells, including cell wall, capsule, plasmid, flagellum, pili, ribosomes, mesosomes and circular DNA.
3.5 Be able to recognise the organelles in 3.2 from electron microscope (EM) images.
3.6 Understand how mammalian gametes are specialised for their functions (including the acrosome in sperm and the zona pellucida in the egg).
3.7 Know the process of fertilisation in mammals, including the acrosome reaction, the cortical reaction and the fusion of nuclei.
3.8 i) Know that a locus (plural = loci) is the location of genes on a chromosome. ii) Understand the linkage of genes on a chromosome and sex linkage.
3.9 Understand the role of meiosis in ensuring genetic variation through the production of non-identical gametes as a consequence of independent assortment of chromosomes and crossing over of alleles between chromatids (details of the stages of meiosis are not required).
3.10 Understand the role of mitosis and the cell cycle in producing identical daughter cells for growth and asexual reproduction.
3.11 i) Understand what is meant by the terms ‘stem cell, pluripotency and totipotency’. ii) Be able to discuss the way society uses scientific knowledge to make decisions about the use of stem cells in medical therapies.
3.12 Understand how cells become specialised through differential gene expression, producing active mRNA leading to synthesis of proteins, which in turn control cell processes or determine cell structure in animals and plants, including the lac operon.
3.13 Understand how the cells of multicellular organisms are organised into tissues, tissues into organs and organs into systems.
3.14 i) Understand how phenotype is the result of an interaction between genotype and the environment. ii) Know how epigenetic changes, including DNA methylation and histone modification, can modify the activation of certain genes. iii) Understand how epigenetic changes can be passed on following cell division.
3.15 Understand how some phenotypes are affected by multiple alleles for the same gene at many loci (polygenic inheritance) as well as the environment and how this can give rise to phenotypes that show continuous variation.
CORE PRACTICAL 5: Prepare and stain a root tip squash to observe the stages of mitosis.
Topic 3: Voice of the Genome Revision Guide
Learning Objectives
What you need to know and understand
- List the features common to all living cells.
- Describe the function of the plasma membrane, cytoplasm, DNA and ribosomes.
- Use the shared features to distinguish living cells from non-living entities such as viruses.
- Identify the listed organelles on a diagram of a eukaryotic cell.
- Describe the structure and function of each named organelle.
- Compare rough and smooth endoplasmic reticulum and explain how organelle structure supports its role.
- Describe the structure of the rough endoplasmic reticulum and explain its role in synthesising and folding proteins.
- Outline the route by which a protein moves from the rER to the Golgi apparatus and then to the plasma membrane.
- Explain how the rER and Golgi apparatus cooperate in producing and secreting an extracellular enzyme such as amylase.
- Identify and describe each named structure in the ultrastructure of a prokaryotic cell.
- State the function of the cell wall, capsule, plasmid, flagellum, pili, ribosomes, mesosomes and circular DNA.
- Compare prokaryotic ribosomes and genetic material with those of eukaryotic cells.
- Identify the organelles from 3.2 (including nucleolus and centrioles) in a given electron micrograph using structural features.
- Justify an identification by referring to specific ultrastructural evidence.
- Relate each recognised organelle to its function within the cell.
- Describe how the acrosome and mitochondria adapt a sperm cell for reaching and penetrating the egg.
- Explain how the zona pellucida and egg cytoplasm support fertilisation and early development.
- Relate haploid gamete nuclei to the restoration of the diploid number in the zygote.
- Describe the acrosome reaction and its role in allowing sperm penetration.
- Explain how the cortical reaction prevents polyspermy.
- Outline the fusion of the sperm and oocyte nuclei to form a zygote.
- Define locus and distinguish it from allele.
- Explain how linkage affects inheritance of genes on the same chromosome.
- Describe sex linkage and predict inheritance patterns for X-linked recessive traits.
- Describe how independent assortment of homologous chromosomes produces genetically different gametes.
- Explain how crossing over between non-sister chromatids generates recombinant chromatids and new allele combinations.
- Relate the production of non-identical gametes to genetic variation in the offspring produced at fertilisation.
- Describe the main events of the cell cycle, including DNA replication in interphase and separation of sister chromatids in mitosis.
- Explain why mitosis produces daughter cells that are genetically identical to the parent cell.
- Relate mitosis to growth and to asexual reproduction, using a named eukaryotic example.
- Define stem cell, pluripotency and totipotency accurately.
- Explain how stem cells can be used in medical therapies.
- Discuss the scientific, ethical, legal and economic factors society considers when making decisions about stem cell use.
- Evaluate the benefits and risks of stem cell therapies using examples.
- Describe how differential gene expression produces active mRNA and proteins that specialise cells.
- Explain how proteins control cell processes or determine cell structure in animals and plants.
- Outline how the lac operon controls gene expression in response to lactose.
- Describe how cells are organised into tissues, tissues into organs and organs into systems.
- Give named examples of tissues, organs and systems in multicellular organisms.
- Explain how organisation at each level supports the function of the organism.
- Explain how genotype and environment interact to produce phenotype, using a named example.
- Describe DNA methylation and histone modification and state their effects on gene activation.
- Explain how epigenetic changes are passed on following cell division and why this matters for cell identity.
- Define polygenic inheritance and distinguish it from single-gene inheritance.
- Explain how multiple loci and environmental factors produce continuous variation.
- Interpret a frequency distribution to identify continuous variation in a polygenic phenotype.
- Describe how to prepare and stain a root tip squash safely and effectively.
- Identify cells in prophase, metaphase, anaphase and telophase using a light microscope.
- Explain the purpose of each step in the root tip squash method.
- Evaluate sources of error and suggest improvements to the practical procedure.
Marking Points
Key points examiners look for in your answers
- States that the cell is the basic structural and functional unit of all living organisms.
- Identifies shared features: plasma membrane, cytoplasm, DNA as genetic material and ribosomes.
- Explains that the plasma membrane is a phospholipid bilayer controlling exchange with the environment.
- Explains that DNA carries the genetic code used to make proteins, and ribosomes are the sites of protein synthesis.
- Applies the shared features to classify an unfamiliar organism or to justify why viruses are not considered living.
- Names each organelle and describes its structure, such as the nucleus as a double membrane with pores and the mitochondrion as a double membrane with cristae.
- Links the nucleolus to ribosomal RNA production and ribosome assembly.
- Distinguishes rough ER, which bears ribosomes and handles protein folding and transport, from smooth ER, which synthesises lipids.
- Explains that mitochondria are the site of aerobic respiration and that cristae increase the surface area for the reactions.
- Describes centrioles as paired microtubule structures that form the spindle, and lysosomes as enzyme-containing vesicles for digestion.
- Describes the Golgi apparatus as modifying, packaging and sorting proteins and lipids into vesicles.
- The rER is a system of membrane-bound flattened sacs (cisternae) whose surface is covered with ribosomes, so it is the site where proteins destined for secretion are synthesised and folded.
- Proteins enter the rER lumen, where folding and initial processing such as glycosylation occur before transport vesicles bud from the rER membrane.
- Vesicles carrying protein fuse with the Golgi apparatus, a stack of flattened membrane-bound cisternae, where further modification and sorting take place.
- The Golgi packages modified protein into secretory vesicles that move to and fuse with the plasma membrane, releasing contents by exocytosis.
- Extracellular enzymes are proteins that follow this whole route: ribosome to rER lumen, vesicle to Golgi, vesicle to plasma membrane, then secretion.
- Cells specialised for enzyme secretion, such as pancreatic acinar cells, show abundant rER and prominent Golgi stacks, linking structure to function.
- Prokaryotic cells have no nucleus; their DNA is a single circular molecule lying free in the cytoplasm.
- The cell wall lies outside the plasma membrane and maintains shape and protects the cell; some cells also have an outer capsule or slime layer.
- Plasmids are small circular DNA molecules separate from the main chromosome and can carry genes such as those for antibiotic resistance.
- Ribosomes in prokaryotes are smaller than eukaryotic ribosomes and are the site of protein synthesis.
- A flagellum is a helical appendage that rotates to produce movement, while pili are short projections involved in attachment and gene transfer.
- Mesosomes are infoldings of the plasma membrane that increase surface area and are linked to respiration and DNA segregation.
- Identifies a named organelle from its characteristic ultrastructure, for example cristae and a double membrane indicate a mitochondrion.
- Distinguishes rough from smooth endoplasmic reticulum by the presence or absence of bound ribosomes on the membrane surface.
- Uses a scale bar or stated magnification to judge organelle size and to separate structures of similar appearance.
- Links each identified organelle to its function, such as ribosomes for protein synthesis or Golgi apparatus for modifying and packaging proteins.
- Recognises that transmission electron micrographs show internal detail while scanning electron micrographs show surface topography.
- Applies correct terminology for membranes, compartments and folds rather than relying on colour or overall cell shape alone.
- Sperm tail and midpiece mitochondria provide motility and ATP for swimming to the egg.
- The acrosome contains digestive enzymes that break down the zona pellucida and allow the sperm to reach the egg membrane.
- The egg cytoplasm contains nutrient stores that support the early embryo before implantation.
- The zona pellucida is a glycoprotein layer that sperm bind to and penetrate, and it changes after fertilisation to block further sperm.
- Both gametes are haploid, so fusion restores the diploid chromosome number in the zygote.
- The egg cell-surface membrane fuses with the sperm membrane to allow the sperm nucleus to enter.
- Binding to the zona pellucida triggers the acrosome reaction, releasing hydrolytic enzymes from the acrosome that digest a path through the zona pellucida.
- The sperm cell membrane fuses with the oocyte cell membrane, allowing the sperm nucleus to enter the oocyte cytoplasm.
- The cortical reaction is triggered by sperm-oocyte membrane fusion: cortical granules fuse with the oocyte membrane and release their contents into the zona pellucida.
- The released contents harden the zona pellucida and remove sperm-binding receptors, preventing polyspermy.
- Fusion of the sperm nucleus with the oocyte nucleus restores the diploid number and forms the zygote.
- The secondary oocyte completes meiosis II only after sperm entry, producing the female pronucleus.
- A locus is the position of a gene on a chromosome; loci is the plural.
- Alleles of a gene occupy the same locus on homologous chromosomes.
- Linked genes are on the same chromosome and tend to be inherited together, so they do not assort independently.
- Crossing over between linked genes can produce recombinant gametes, with frequency depending on distance apart.
- Sex linkage refers to genes located on sex chromosomes, often the X chromosome.
- X-linked recessive traits are more common in males because males have only one X chromosome.
- States that meiosis produces gametes with half the diploid chromosome number, so gametes are haploid.
- Explains independent assortment: homologous pairs align independently at the equator, so maternal and paternal chromosomes of different pairs are distributed randomly into gametes.
- Uses the 2ⁿ relationship to show how many allele combinations independent assortment can generate for n homologous pairs.
- Describes crossing over as the exchange of corresponding segments of alleles between non-sister chromatids of a homologous pair at chiasmata.
- Explains that crossing over produces recombinant chromatids carrying new combinations of alleles, so gametes differ from either parent.
- Links both mechanisms to the production of non-identical gametes and hence to genetic variation in offspring after fertilisation.
- States that DNA replication in S phase of interphase produces two identical sister chromatids per chromosome before division.
- Describes mitosis as separating sister chromatids so each daughter nucleus receives an identical copy of every chromosome.
- Explains that the daughter cells are genetically identical to each other and to the parent cell, with the same chromosome number.
- Links mitosis and the cell cycle to growth, such as increasing cell number in multicellular organisms.
- Links mitosis to asexual reproduction, giving eukaryotic examples such as runners in plants or budding in yeast.
- Recognises that the cell cycle includes interphase and division, and that checkpoints regulate progression.
- Define stem cell as an unspecialised cell that can divide by mitosis to self-renew and differentiate into specialised cells.
- Define totipotency as the ability of a cell to differentiate into all cell types, including extra-embryonic tissues such as placenta.
- Define pluripotency as the ability of a cell to differentiate into cells of all three germ layers but not extra-embryonic tissues.
- Explain that stem cells can be used in medical therapies to replace damaged or lost cells, e.g. bone marrow transplant for leukaemia, or potential therapies for diabetes or spinal cord injury.
- Discuss how society uses scientific knowledge: weighing evidence of efficacy and safety, ethical considerations (e.g. use of embryos), legal frameworks, cost, and availability.
- Consider different stakeholder perspectives, such as patients, researchers, religious groups, and policymakers, and how these influence decisions.
- Evaluate the balance between potential benefits and risks, including tumour formation, immune rejection, and informed consent.
- Specialisation depends on differential gene expression: all cells contain the same genes, but only some are transcribed and translated in each cell type.
- Transcription of a gene produces mRNA, which must be processed into active mRNA before it can direct protein synthesis at the ribosome.
- The proteins made are the direct cause of specialisation: enzymes and regulatory proteins control cell processes, while structural proteins determine cell structure.
- Animal examples include hormone-driven gene switching and transcription factors that activate or repress specific genes in particular cell lineages.
- Plant examples include genes switched by light and growth regulators, giving cell types such as palisade mesophyll and root hair cells.
- The lac operon illustrates prokaryotic gene control: lactose binds the repressor protein, freeing the operator so RNA polymerase transcribes the structural genes.
- Without lactose the repressor binds the operator and transcription of the lac structural genes is blocked, conserving resources.
- Cells with the same function and similar structure group together to form a tissue.
- Different tissues combine to form an organ, each tissue contributing a distinct role to the organ's function.
- Organs cooperate as an organ system to carry out a major function of the body.
- The hierarchy runs cell, tissue, organ, system, organism, with increasing complexity at each level.
- Examples such as xylem tissue, the stomach and the digestive system can be used to illustrate each level.
- Structure at each level is related to function, so damage at one level can affect the whole system.
- Phenotype arises from genotype interacting with environment, not from genotype alone; environmental factors such as diet, temperature, light, toxins, exercise and stress can alter gene expression and therefore observable characteristics.
- Epigenetic changes alter gene activation without changing the DNA base sequence, so they are not mutations; they affect whether, and how strongly, a gene is transcribed.
- DNA methylation involves adding methyl groups to cytosine bases, commonly in promoter CpG regions, and usually reduces transcription by making the promoter less accessible to transcription factors.
- Histone modification changes chromatin structure: acetylation of histone tails generally loosens chromatin and increases transcription, whereas certain histone methylations can condense chromatin and reduce transcription.
- Epigenetic marks can be retained through DNA replication and cell division, so daughter cells inherit the same pattern of gene activation, which is important in maintaining differentiated cell states.
- Epigenetic changes are reversible and can be influenced by environment, so phenotype is not fixed by genotype alone; this links molecular changes to variation within a population.
- Polygenic inheritance involves multiple alleles for the same gene at many loci, so several genes contribute to one phenotype rather than a single gene determining it.
- Each contributing allele adds a small effect, so the combined effect of many loci produces a graded range of phenotypes rather than discrete categories.
- Environmental factors also affect polygenic phenotypes, so the observed phenotype is the result of genotype interacting with environment, not genotype alone.
- Continuous variation is shown when phenotype values form a smooth range, often with a normal distribution when frequency is plotted against the measured value.
- Examples such as human height, mass or skin colour illustrate continuous variation, whereas a single-gene trait such as a simple dominant/recessive characteristic usually gives distinct classes.
- Because many genes and environmental factors are involved, predicting an individual's phenotype from genotype alone is difficult, and population data are needed to describe the variation.
- Root tips are used because meristematic cells are actively dividing by mitosis, providing cells in all stages.
- Hydrochloric acid macerates the tissue and separates cells, allowing a single layer when squashed.
- A DNA-specific stain such as acetic orcein or Feulgen makes chromosomes visible by binding to DNA.
- Squashing the stained tip under a coverslip spreads cells into a single layer so individual chromosomes and stages can be distinguished.
- Stages are identified by chromosome behaviour: prophase (chromosomes condense and become visible), metaphase (chromosomes align at the cell equator), anaphase (sister chromatids separate to opposite poles), telophase (chromosomes decondense and nuclear envelopes reform).
- A light microscope at suitable magnification is used to observe cells; a graticule or eyepiece micrometer may be used to measure cell or stage dimensions.
Examiner Tips
Expert advice for maximising your marks
- 💡Use the phrase 'all living organisms are made of cells' as the opening of any comparison answer, then list the shared features before noting differences.
- 💡When asked to compare cell types, structure your answer around membrane, cytoplasm, DNA and ribosomes first, then add the features that differ.
- 💡Link each shared feature to its function, such as membrane to selective exchange and ribosomes to protein synthesis, to reach higher-level marks.
- 💡When labelling a diagram, give both the name and one function for each organelle so you cover structure and role in one answer.
- 💡Use comparative language such as 'rough ER has ribosomes whereas smooth ER does not' to make differences explicit.
- 💡For longer answers, group organelles by role, for example protein production and transport, energy release, and digestion, to keep the response organised.
- 💡Use the full sequence in order: ribosome, rER lumen, transport vesicle, Golgi, secretory vesicle, plasma membrane, exocytosis.
- 💡Link each organelle to its job with a verb, for example the rER folds and the Golgi modifies and packages, rather than listing names alone.
- 💡When asked about extracellular enzymes, name a specific example such as amylase and trace its route from synthesis to secretion.
- 💡Label a prokaryotic cell diagram with every named structure and add a one-line function for each.
- 💡Use comparative language, for example prokaryotic ribosomes are smaller than eukaryotic ribosomes, to show precise knowledge.
- 💡Distinguish clearly between the circular DNA and plasmids when writing about genetic material.
- 💡Read the scale bar first so you can estimate real size before naming a structure.
- 💡Annotate the image with the feature that justifies each identification, such as double membrane or cristae.
- 💡If two organelles look similar, compare membrane number, internal folds and presence of ribosomes before committing to an answer.
- 💡Name the gamete structure and then state its specific role in fertilisation in the same sentence.
- 💡Use the terms haploid and diploid correctly when explaining the outcome of gamete fusion.
- 💡When asked about blocking polyspermy, refer to changes in the zona pellucida after the first sperm enters.
- 💡Use precise terms: acrosome, zona pellucida, cortical granules, polyspermy, pronucleus, zygote.
- 💡Sequence the events clearly: approach, acrosome reaction, membrane fusion, cortical reaction, nuclear fusion.
- 💡Link each event to its function, for example the cortical reaction prevents polyspermy, to gain explanation marks.
- 💡Define locus precisely as a position on a chromosome, not as the gene itself.
- 💡When explaining linkage, refer to the proximity of genes and the effect on gamete frequencies.
- 💡For sex linkage, use genetic diagrams showing X and Y chromosomes and state why males are more affected by X-linked recessive alleles.
- 💡Use the phrase 'non-sister chromatids of a homologous pair' when describing crossing over, and state that exchange occurs at chiasmata.
- 💡When asked why gametes are non-identical, give both mechanisms and explain the consequence of each rather than naming them only.
- 💡Apply the 2ⁿ idea to a stated diploid number to calculate the number of independent assortment combinations, showing your substitution.
- 💡When describing the cell cycle, name interphase (G₁, S, G₂) and the mitotic phase, and state what happens in S phase.
- 💡For questions on asexual reproduction, give a named eukaryotic example (like strawberry runners) and state that offspring are genetically identical clones.
- 💡Use the phrase 'genetically identical daughter cells' and specify that chromosome number is maintained.
- 💡Define key terms precisely using scientific language.
- 💡In discussion questions, present balanced arguments covering scientific, ethical, legal and economic perspectives.
- 💡Use examples of specific therapies or potential therapies to support points.
- 💡Refer to how decisions are made, e.g. by regulatory bodies, considering evidence and public opinion.
- 💡Link each stage of the pathway — gene, active mRNA, protein, cell effect — in one continuous explanation rather than listing terms.
- 💡Use the lac operon as a named example of gene control and state clearly what binds to what.
- 💡When asked about animals and plants, give one example of each so both clauses of the statement are covered.
- 💡Use the sequence cell, tissue, organ, system when structuring an answer so no level is missed.
- 💡Give a named example at each level to show understanding rather than definition alone.
- 💡State the function of the example so the link between organisation and function is clear.
- 💡Use the phrase 'without changing the DNA base sequence' whenever you describe methylation or histone modification, because this distinguishes epigenetics from mutation.
- 💡Link each epigenetic mechanism to a clear effect on transcription: methylation of promoter DNA usually reduces transcription; histone acetylation usually increases it.
- 💡When explaining passage through cell division, refer to DNA replication and the copying of epigenetic marks so that daughter cells retain the same gene activation pattern.
- 💡State clearly that polygenic inheritance involves many loci, and distinguish this from multiple alleles at one locus.
- 💡Use a named example such as human height and explain that both many genes and the environment contribute to the continuous range.
- 💡When describing data, refer to frequency plotted against a measured value and identify a normal distribution as evidence of continuous variation.
- 💡When explaining the purpose of each step, link it to the goal of observing individual cells and chromosomes clearly.
- 💡For stage identification, describe chromosome position and behaviour rather than cell shape alone.
- 💡If asked about errors, consider over-staining, under-staining, air bubbles, thick areas, and cells obscured by debris, and suggest improvements.
- 💡Use correct terminology: stain, macerate, squash, coverslip, meristem, chromosome, chromatid, equator, pole.
Common Mistakes
Pitfalls to avoid in your exam answers
- Saying all cells have a nucleus; the correction is that only eukaryotic cells have a nucleus, while prokaryotic cells hold DNA free in the cytoplasm.
- Saying all cells have mitochondria; the correction is that prokaryotic cells lack mitochondria and many anaerobic organisms do not use them.
- Treating the cell wall as a universal feature; the correction is that animal cells have no cell wall, so it is not a shared feature of all cells.
- Confusing rough and smooth ER; the correction is that rough ER is studded with ribosomes and processes proteins, while smooth ER lacks ribosomes and makes lipids.
- Saying the nucleolus is the same as the nucleus; the correction is that the nucleolus is a region inside the nucleus where ribosomal RNA is made and ribosomes are assembled.
- Describing mitochondria as having a single membrane; the correction is that mitochondria have an outer membrane and a folded inner membrane forming cristae around the matrix.
- Saying the Golgi synthesises proteins: correct this by stating that proteins are synthesised on ribosomes, often on the rER, while the Golgi modifies, sorts and packages them.
- Confusing the direction of vesicle traffic: correct this by describing vesicles budding from the rER and fusing with the Golgi, then vesicles leaving the Golgi to fuse with the plasma membrane.
- Treating exocytosis as simple diffusion of protein through the membrane: correct this by explaining that the secretory vesicle membrane fuses with the plasma membrane and releases contents outside the cell.
- Stating that prokaryotes have a nucleus: correct this by saying the circular DNA lies free in the cytoplasm with no nuclear envelope around it.
- Confusing plasmids with the main chromosome: correct this by describing plasmids as small, separate circular DNA molecules carrying accessory genes.
- Describing pili as organelles of movement: correct this by stating that pili are used for attachment and gene transfer, whereas the flagellum provides motility.
- Confusing a lysosome with a secretory vesicle because both appear as small circles; correct this by checking for a single membrane and dense contents and by using context and size.
- Labelling any folded membrane as rough endoplasmic reticulum; correct this by confirming the presence of attached ribosomes before using that name.
- Assuming colour can identify an organelle in an electron micrograph; correct this by using shape, membrane number and internal structure instead.
- Saying the acrosome is the whole sperm head; correct this by describing the acrosome as a vesicle at the tip of the head containing enzymes.
- Claiming the zona pellucida provides energy for the sperm; correct this by linking energy release to mitochondria in the midpiece.
- Stating that the egg is motile like the sperm; correct this by explaining that the egg is non-motile and is moved by cilia and muscular contractions in the oviduct.
- Thinking membrane fusion triggers the acrosome reaction; it is triggered by binding to the zona pellucida, and occurs before membrane fusion to digest the zona pellucida.
- Confusing the cortical reaction with the acrosome reaction; the cortical reaction happens in the oocyte after sperm entry and blocks polyspermy.
- Stating that the sperm nucleus fuses with the oocyte nucleus before the cortical reaction; the cortical reaction is triggered by sperm entry and precedes nuclear fusion.
- Confusing locus with allele; a locus is a position, an allele is a version of a gene.
- Assuming linked genes always stay together; crossing over can separate them, producing recombinants.
- Thinking sex-linked traits are only on the Y chromosome; most examples are X-linked.
- Confusing independent assortment with crossing over: independent assortment shuffles whole chromosomes between gametes, whereas crossing over exchanges segments between non-sister chromatids.
- Thinking crossing over occurs between sister chromatids: it occurs between non-sister chromatids of a homologous pair, which is why new allele combinations form.
- Believing meiosis alone creates new alleles: it recombines existing alleles; new alleles arise by mutation, not by meiosis.
- Saying mitosis produces gametes: gametes are produced by meiosis; mitosis produces genetically identical body cells.
- Thinking DNA replication happens during mitosis: replication occurs in S phase of interphase, before mitosis begins.
- Confusing the terms chromatid and chromosome: after replication each chromosome consists of two sister chromatids, which separate during mitosis.
- Stating that bacteria undergo mitosis: bacteria reproduce by binary fission, which does not involve mitosis as they lack a nucleus.
- Error: confusing totipotency and pluripotency. Correction: totipotent cells can form all cell types including extra-embryonic tissues; pluripotent cells can form all three germ layers but not extra-embryonic tissues.
- Error: stating that stem cells are only found in embryos. Correction: stem cells are also found in adult tissues such as bone marrow and in umbilical cord blood.
- Error: ignoring ethical or legal aspects in a discussion. Correction: include ethical, legal, social and economic factors alongside scientific evidence.
- Error: claiming stem cell therapies are always successful. Correction: many are still experimental; discuss risks and the need for further research.
- Thinking that specialised cells lose the genes they no longer use; correction: the genome is retained, but expression is switched off.
- Confusing active mRNA with any mRNA; correction: active mRNA is the processed transcript able to be translated.
- Stating that lactose directly activates RNA polymerase in the lac operon; correction: lactose binds the repressor, removing repression of transcription.
- Calling a single cell a tissue; correction: a tissue is a group of similar cells working together.
- Treating an organ and a system as the same level; correction: organs form a system, which is the higher level.
- Giving an example that does not match the level, such as naming the heart as a tissue; correction: the heart is an organ made of several tissues.
- Thinking epigenetic changes alter the DNA base sequence: correct this by stating that methylation and histone modification change gene activation without changing the sequence of bases.
- Assuming all histone modification increases transcription: correct this by explaining that acetylation generally loosens chromatin and increases transcription, while some methylation can condense chromatin and reduce it.
- Believing epigenetic marks are never inherited by cells: correct this by stating that marks can be copied and passed on following cell division, maintaining gene activation patterns in daughter cells.
- Confusing polygenic inheritance with multiple alleles of one gene: correct this by stating that polygenic inheritance involves many loci, whereas multiple alleles refers to more than two allele forms at a single locus.
- Assuming continuous variation is caused only by genes: correct this by explaining that environmental factors also contribute to the phenotype and increase the range of variation.
- Describing continuous variation as discrete categories: correct this by stating that polygenic phenotypes form a graded range, often shown as a normal distribution, not separate groups.
- Error: using a non-dividing tissue such as a leaf. Correction: use a root tip because it contains meristematic cells undergoing mitosis.
- Error: skipping the hydrochloric acid step. Correction: the acid softens and separates cells so the squash produces a single layer for clear observation.
- Error: using a stain that does not bind DNA, such as iodine. Correction: use a DNA-specific stain such as acetic orcein or Feulgen reagent to visualise chromosomes.
- Error: pressing the coverslip without squashing or applying uneven pressure. Correction: squash firmly but carefully to spread cells without breaking the slide or coverslip.