A1.2 Nucleic acids
Explore how nucleotide components, bonding, base pairing and sequence give DNA and RNA their structures, information capacity, shared code and experimental significance.
- Syllabus
- First assessment 2025
- Topic
- A1.2
- Level
- HL
Explore how nucleotide components, bonding, base pairing and sequence give DNA and RNA their structures, information capacity, shared code and experimental significance.
DNA is the molecule that stores the base sequence inherited by cells and organisms.
The sequence of bases carries information because different triplets can specify different amino acids or regulatory signals. Copying the sequence lets daughter cells receive the same genetic instructions, while a changed sequence can alter a gene product.
Use the sequence itself as the information-bearing feature:
A mutation that changes one DNA base can change a codon; if that codon encodes a different amino acid, the resulting protein may change.
DNA stores information in base order, not in the phosphate or sugar names alone.
This objective is assessed through multiple choice, commonly using State.
State
Build the answer around this relationship: DNA as genetic material should be described using precise molecular vocabulary.
Representative question
The Human Genome Project completed the sequencing of the human genome by the year 2003. Which could have been a source of the entire genome in humans?
The contents of a red blood cell
The nucleus and mitochondria of a skin cell
The nucleus and acrosome of a sperm cell
The nucleus and ribosomes of any somatic cell
B
A nucleotide is made from a phosphate group, a pentose sugar and a nitrogenous base.
The sugar is the central connector: the phosphate attaches to one carbon of the sugar and the base attaches to another. Nucleotides can then join into a nucleic-acid strand through sugar–phosphate links, so the same three-part unit can be repeated many times.
Identify the three components:
In a DNA nucleotide, deoxyribose plus phosphate plus one base such as adenine forms one repeating unit of the DNA strand.
A base alone is not a nucleotide; the sugar and phosphate are required parts.
This objective is assessed through structured response, commonly using Identify / Draw.
Identify / Draw
Build the answer around this relationship: Components of a nucleotide should be described using precise molecular vocabulary.
Representative question
Draw a labelled diagram to show the structure of a DNA nucleotide.
i
a. deoxyribose drawn as a pentagon and labelled;
b. (nitrogenous/nucleic) base linked correctly (to C1) of deoxyribose and labelled;
c. phosphate linked correctly (to C5) of deoxyribose and labelled;
Allow a named/abbreviation base other than uracil/U.
Do not accept ribose nor pentose sugar.
Nucleotides join when a phosphate links the sugar of one nucleotide to the sugar of the next, forming a repeating backbone.
The covalent sugar–phosphate links make the strand continuous and give it a direction. Bases project from the backbone, so their order can vary without breaking the structural chain.
When reading a strand, separate:
Joining many nucleotides produces a strand with an alternating sugar–phosphate backbone and a base attached to each sugar.
The bases do not form the backbone; confusing the code with the support structure reverses the roles.
This objective is assessed through structured response, commonly using Identify / Outline.
Identify / Outline
Build the answer around this relationship: Sugar-phosphate bonding should be described using precise molecular vocabulary.
Mixing up covalent sugar-phosphate bonds with hydrogen bonds between complementary bases.
Representative question
Outline the bonding between DNA nucleotides.
hydrogen bonds between nucleotides of opposite strands/complementary bases/adenine and thymine and cytosine and guanine;
covalent bonds between nucleotides within strands/between sugar/deoxyribose and phosphate;

The genetic code is stored in the order of nitrogenous bases, not in the repeating sugar–phosphate backbone. DNA uses A, T, G and C; RNA uses A, U, G and C. Groups of three bases form codons, and the order of codons carries the instructions for the amino-acid sequence of a polypeptide.
RNA is a single-stranded polynucleotide formed by condensation of nucleotide monomers. Its main types have different roles in protein synthesis:
Answer chain: base sequence → genetic instructions; condensation → RNA polymer; mRNA, tRNA and rRNA → different steps in gene expression.
This objective is assessed through structured response, commonly using Draw.
Draw
Build the answer around this relationship: RNA as a polymer should be described using precise molecular vocabulary.
Representative question
Draw labelled diagrams to show the structure of RNA nucleotides and how they are linked together to form a molecule of RNA.
a. Ribose drawn as pentagon and labelled sugar/ribose.
b. Base drawn with correct link to C1 of ribose and labelled base/nitrogenous base.
c. Phosphate drawn with correct link to C5 of ribose and labelled P/phosphate.
d. Two (or more) ribonucleotides drawn with correct link C3 to C5.
official ribonucleotide diagram answer
[4 max]
DNA consists of two antiparallel polynucleotide strands whose complementary bases pair inside a double helix.
Hydrogen bonding between paired bases holds the strands together, while the sugar–phosphate backbones face outward. Because each base has a partner, either strand can guide construction of the other during copying. This arrangement combines stability with a built-in template.
The helix depends on three linked features:
If one strand reads A–G–C, the opposite strand reads T–C–G at the matching positions.
The two strands are not identical copies in sequence; they are complementary and run in opposite directions.
This objective is assessed through structured response, commonly using Describe / Explain / Deduce.
Describe / Explain / Deduce / Draw / Sketch
Build the answer around this relationship: DNA as a double helix should be described using precise molecular vocabulary.
Mixing up covalent sugar-phosphate bonds with hydrogen bonds between complementary bases.
Representative question
Draw a simple labeled diagram to show the structure of a double stranded DNA molecule, comprising four nucleotides.
The C1, C3 and C5 positions do not need to be labelled but must be shown correctly for the first three mark points to be awarded. phosphate labelled and each phosphate shown joined to C5 of sugar; nucleotides in each chain linked by a bond from phosphate to C3 of sugar;
deoxyribose labelled and each shown joined to a base by C1; hydrogen bonds labelled and shown linking each base to another base;
adenine / A joined to thymine / T and guanine / G joined to cytosine / C;
two strands shown inverted / antiparallel to each other as indicated by the sugars;
phosphate end labelled 5' and sugar end labelled 3' at ends of both strands.
Accept dotted or solid lines for H bonds and either two or three bonds, not one.
Do not penalise if the number of bonds between A-T and C-G is incorrect.
Allow marking point g even if the sugars are incorrectly drawn.
The diagram shows suitable shapes for the phosphates, deoxyriboses and bases.
Do not penalise if more than four nucleotides are shown.
DNA and RNA differ in sugar, one base and usual strand structure, and those differences fit their different cellular roles.
DNA uses deoxyribose and thymine and is usually double-stranded, making a stable long-term store. RNA uses ribose and uracil and is usually single-stranded, making temporary messages and folded functional molecules practical.
Compare the molecules:
A cell can transcribe a DNA sequence into RNA: the RNA copy uses uracil and can leave the nucleus while the DNA template remains protected.
‘RNA is always single-stranded’ is a usual structural description, not a rule that forbids every paired region.
This objective is assessed through structured response, commonly using Identify / State / Distinguish.
Identify / State / Distinguish / Determine
Build the answer around this relationship: Differences between DNA and RNA should be described using precise molecular vocabulary.
Listing a DNA feature as an RNA feature, especially thymine, uracil, ribose, or deoxyribose.
Representative question
Distinguish between the structures of DNA and RNA.
A table format is not required but clear distinctions must be apparent.
The full names of the bases must be given.
[3 max]
Complementary base pairing means each base has a specific partner, allowing a strand to determine the sequence of its partner.
Hydrogen bonds give the pairs selectivity: adenine pairs with thymine in DNA (uracil in RNA), while cytosine pairs with guanine. This matching is the mechanism behind faithful copying and template reading.
Apply the pairing rule in order:
The DNA sequence A–C–G–T has the complementary sequence T–G–C–A.
Complementary does not mean identical: the partner strand has different letters in the opposite direction.
This objective is assessed through structured response, commonly using Identify / Deduce.
Identify / Deduce
Build the answer around this relationship: Complementary base pairing should be described using precise molecular vocabulary.
Mixing up covalent sugar-phosphate bonds with hydrogen bonds between complementary bases.
Representative question
Deduce the base indicated by X on the diagram.
cytosine / C;

DNA can vary in both length and base sequence. If a sequence has n positions and each position can contain one of four bases, there are 4ⁿ possible sequences. Even relatively short sequences can therefore store a very large number of different instructions.
Genome size and gene number vary widely between organisms, but neither is a simple measure of organismal complexity. The key idea is that variation in sequence length and order gives DNA an enormous capacity for information storage.
The genetic code is highly conserved across life: the 64 codons have nearly the same meanings in different organisms. Shared codon meanings, together with conserved genes involved in transcription, translation and ribosomes, support the inference that living organisms share a common ancestor.
“Nearly” matters because there are minor exceptions. A synonymous mutation can change a base or codon without changing the amino acid specified, so a change in DNA sequence does not always change the polypeptide sequence.
This objective is assessed through structured response, commonly using Explain.
Explain
Build the answer around this relationship: Diversity of DNA base sequences should be described using precise molecular vocabulary.
Representative question
Explain the diversity of possible base sequences in nucleic acids.
a. four bases in DNA / bases in DNA are adenine cytosine guanine and thymine
OR
four bases in RNA / bases in RNA are adenine cytosine guanine and uracil;
b. purines and pyrimidines
OR
uracil instead of thymine in RNA;
c. bases/nucleotides can be arranged in any sequence;
d. many/4 n possible permutations/combinations/sequences (of the four bases)
OR
64 possible triplets of bases/codons;
e. nucleic acids/RNA/DNA can have any number of nucleotides / unlimited in length;
f. mutations can change base sequence/increase diversity;
g. many different proteins/proteins so many sequences needed to code for them;
h. three/triplet of bases needed to code for each amino acid
OR
degeneracy of genetic code/more than one codon per amino acid;
Marking guidance:
Award mark point a and mark point b if the answer includes the four bases in both DNA and RNA.
Do not accept letters instead of base names in mark point a.
Mark points d and g are different: mark point d is for the idea that the four bases in any sequence gives many possible base sequences; mark point g is for the idea that the many different proteins necessitate many different base sequences in the genome.
4
max
This objective is assessed through multiple choice, commonly using Explain.
Explain
Exam questions often connect this idea to biotechnology or evolution.
Representative question
Some yeast genes can be replaced by human genes that then continue to produce the same human proteins in the yeast cells. Which statement helps to explain this evidence?
The DNA of yeast and humans is identical.
Yeast and humans have the same number of chromosomes.
The genetic code is universal.
Yeast and humans are both eukaryotes.
C
The core chain is: nucleotides have three parts; condensation builds the sugar-phosphate backbone; base order stores information; complementary pairing lets DNA copy and express that information.
Nucleic-acid strands have direction: one end is 5′ and the other is 3′, and polymerases extend a new strand at its 3′ end.
The labels refer to carbon positions in the sugar. Because the two DNA strands are antiparallel, a template is read in the opposite direction from the strand being synthesized.
For any strand diagram, check:
A template written 3′–A–G–C–5′ produces a complementary strand written 5′–T–C–G–3′.
DNA or RNA is not read equally well in both directions; reversing the labels changes the sequence interpretation.
This objective is assessed through structured response, commonly using Identify / State.
Identify / State
Build the answer around this relationship: Directionality of RNA and DNA should be described using precise molecular vocabulary.
Representative question
Identify the terminal indicated by Y on the diagram.
5' (terminal);
DNA pairs a two-ring purine with a one-ring pyrimidine, keeping the double helix at a nearly constant width.
A purine–purine pair would be too wide and a pyrimidine–pyrimidine pair too narrow. The A–T and C–G pairings also provide the hydrogen-bond pattern needed for stable, selective matching.
Classify before pairing:
Replacing an A–T pair with a G–T pair would put two pyrimidines together and disrupt the normal geometry and pairing pattern.
Base-pair stability is not just the number of hydrogen bonds; fitting the helix and stacking interactions also matter.
A nucleosome is a segment of DNA wrapped around a core of histone proteins, compacting DNA while leaving it accessible for regulated use.
Positive histone proteins attract negatively charged DNA. Linker DNA connects neighbouring nucleosomes, and chemical changes to histones or DNA can alter how tightly the region is packed and therefore how readily genes are transcribed.
Identify the structure:
Wrapping a long DNA molecule around many histone cores lets it fit in the nucleus; loosening a selected region can make its genes easier for transcription machinery to reach.
Nucleosomes package DNA but do not erase its base sequence; accessibility changes how the information is used.
This objective is assessed through structured response, commonly using Identify / State / Outline.
Identify / State / Outline / Describe
Build the answer around this relationship: Structure of a nucleosome should be described using precise molecular vocabulary.
Treating a nucleosome as DNA alone instead of a DNA-protein packaging structure.
Representative question
Outline the structure and functions of nucleosomes.
found in eukaryotes;
b. consists of DNA wrapped around proteins/histones;
c. histones are in an octamer/group of eight;
d. are held together by another histone/protein;
e. in linker region;
f. help to supercoil chromosomes / to facilitate DNA packing;
g. (function is to) regulate transcription / gene expression;

Hershey–Chase experiment (1952)
T2 bacteriophages were prepared with either ³²P-labelled DNA or ³⁵S-labelled protein. After infection of E. coli, the ³²P signal was associated with the bacterial pellet and was found in progeny phages, whereas the ³⁵S protein label remained outside the bacteria.
Observation → conclusion: DNA entered the bacterial cells and was passed to new viruses; protein did not. Therefore DNA, rather than protein, is the genetic material in this system.
Chargaff’s data
Across DNA samples, the amount of purines equalled the amount of pyrimidines, with A = T and G = C. These results supported complementary base pairing and falsified the tetranucleotide hypothesis of a repeating, fixed base pattern.
Evidence rule: state the result first, then explain what it allows us to conclude; do not present the isotope labels as the conclusion itself.
This objective is assessed through structured response, commonly using Outline / Describe / Explain.
Outline / Describe / Explain
Build the answer around this relationship: Hershey-Chase experiment should be described using precise molecular vocabulary.
Remembering the experiment name without explaining what each radioactive label tracked.
Representative question
Explain how this data provides evidence that DNA is the genetic material of cells.
a. phosphorous/P is present in DNA AND sulphur/S in proteins/amino acids;
b. lower percentage of 32P remaining outside the cells show that 32P was (injected) in the bacteria / vice versa;
c. since phosphorus/P is a component of DNA therefore DNA is the genetic material / OWTTE;
d. high percentage of 35 S remaining outside the cells shows that 35 S was not (injected) in the bacteria / vice versa;
e. (since sulphur/S is component of protein), therefore protein is not genetic material;
b. and d. must indicate radioactive /isotopic P or S
3
Marking guidance:
max
This objective is assessed through structured response, commonly using Explain.
Explain
Build the answer around this relationship: Chargaff's data should be described using precise molecular vocabulary.
Representative question
Explain the reasons for expecting a thymine percentage of 32.4 %.
a. DNA has complementary base pairs;
b. cytosine pairs with guanine therefore 35.2 % is \% of cytosine and guanine;
c. adenine pairs with thymine so (100-35.2) 64.8 % is adenine and thymine (and half of this is thymine 32.4 % );
Marking guidance:
Allow A,T,C,G instead of names of bases.
Accept alternative numerical calculations e.g. use 50\% as the base (i.e. C and T must be 50\%).
2
max
HL adds directionality, helix geometry, DNA packaging, and classic evidence. These ideas stay separate: 5′/3′ explains strand direction; purine-pyrimidine pairing explains width; nucleosomes explain packaging; Hershey-Chase and Chargaff explain evidence for DNA and base pairing.