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Grade 10 · unit review

Review: DNA, Gene Expression and Mutation

Trace sequence information and distinguish changes in DNA from traits.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Which scientific label fits the specifically described step or feature? Supplied case: DNA template produces RNA.
Need a hint?
  • Look for the described feature: RNA produced from DNA template.
  • Compare the given mechanism with the other labels; do not infer unmentioned events.
2. Which scientific label fits the specifically described step or feature? Supplied case: TTAC becomes TGAC.
Need a hint?
  • Look for the described feature: one base replaced by another.
  • Compare the given mechanism with the other labels; do not infer unmentioned events.
3. Supplied case 5: coding-segment RNA bases=36, using the explicitly named quantities. Complete codon count equals coding-segment bases divided by three for these divisible-by-three cases. What result follows?
Need a hint?
  • Complete codon count equals coding-segment bases divided by three for these divisible-by-three cases.
  • The task concerns a supplied coding segment, not all RNA.
4. Which scientific label fits the specifically described step or feature? Supplied case: Different codons share same listed amino acid.
Need a hint?
  • Look for the described feature: changed codon encodes same amino acid in supplied table.
  • Compare the given mechanism with the other labels; do not infer unmentioned events.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Create a four-panel explanation for “DNA, Gene Expression and Mutation” using one supplied case from each lesson. Include the observation, scientific mechanism or calculation, result and a limitation. You may draw and speak your explanation; all inputs are supplied.

Work on paper or in your own document. Explain the choices you made.

  • Use one supplied case from each of the four lessons.
  • Name the relevant structure, quantity or process in every panel.
  • Show calculations with units or a causal evidence chain.
  • Distinguish source facts from fictional classroom data.
  • State a model limit or a condition that would change the result.
Compare with a model response

Panel 1: A cell copies DNA to DNA before division while another makes RNA from DNA. What differs? Which inference or prediction is best supported? Result: Replication preserves a DNA copy; transcription produces RNA information.. Reasoning: Template/output types distinguish the processes; expression does not require mutation. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 2: The supplied sequence ACGT becomes AGGT with the same length. What direct change occurred? Which inference or prediction is best supported? Result: One base was substituted without a length change.. Reasoning: Compare aligned positions: the second base differs; count remains four. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 3: Supplied case 1: coding-segment RNA bases=12, using the explicitly named quantities. Complete codon count equals coding-segment bases divided by three for these divisible-by-three cases. What result follows? Result: 4 codons. Reasoning: Substitute the supplied values: (12)/3 = 4 codons. Group bases in threes from the stated reading frame. Stop codons do not add an amino acid. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified. Panel 4: A supplied code table maps AAA and AAG to the same amino acid; AAA changes to AAG. What follows? Which inference or prediction is best supported? Result: This coding substitution is synonymous under that table, but remains a sequence mutation.. Reasoning: Codon identity changes while the mapped amino acid remains; broader effects need more evidence. Model limitation: only the stated classroom boundary and supplied observations are established; unmeasured real-world performance remains unverified.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.