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
- SL
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 genetic material of all living organisms: its base sequence stores information that can be copied and inherited.
DNA occurs in chromosomes and also as smaller genomes in mitochondria and chloroplasts. Copying DNA allows cells and offspring to receive genetic information.
Apply the rule to living organisms, then handle the exception carefully: some viruses use RNA as genetic material, but viruses are not classified as living organisms.
A plant cell contains DNA in its nuclear chromosomes, mitochondria and chloroplasts; all of these DNA molecules carry heritable information.
The existence of RNA viruses does not contradict the statement about all living organisms, because viruses are not regarded as living organisms in this syllabus.
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 contains three components: a phosphate group, a pentose sugar and a nitrogenous base.
The sugar is the central connector: the base and phosphate are both attached to it. DNA nucleotides contain deoxyribose; RNA nucleotides contain ribose.
For the IB diagram convention, draw the phosphate as a circle, the pentose sugar as a pentagon and the base as a rectangle, with both phosphate and base connected to the sugar.
A DNA nucleotide can be represented as phosphate-circle -> deoxyribose-pentagon -> adenine-rectangle.
A nitrogenous base alone is not a nucleotide; the sugar and phosphate are also required.
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.
| DNA | RNA |
|---|---|
| double stranded | single stranded |
| deoxyribose | ribose |
| adenine, guanine, thymine, cytosine OR thymine instead of uracil | adenine, guanine, cytosine, uracil OR uracil instead of thymine |
| "all" helical | variety of forms OR mRNA, tRNA and rRNA |
DNA and RNA structural distinctions
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.