Control of gene expression official content key terms

amino acid sequence

amino acid sequence is a curriculum-aligned term linked to the learning objective: Explain how base-sequence changes can alter amino acid sequences..

Explain how base-sequence changes can alter amino acid sequences mechanism

The mechanism of Explain how base-sequence changes can alter amino acid sequences explains the causal biological sequence behind Explain how base-sequence changes can alter amino acid sequences, not just a memorised definition.

protein structure

protein structure is a curriculum-aligned term linked to the learning objective: Relate altered amino acid sequences to protein structure and function..

Relate altered amino acid sequences to protein structure and function interpretation

Interpretation of Relate altered amino acid sequences to protein structure and function means using a graph, table, diagram or experimental observation to justify a conclusion about Relate altered amino acid sequences to protein structure and function.

phenotype

phenotype is a curriculum-aligned term linked to the learning objective: Explain how mutations can affect phenotype..

Explain how mutations can affect phenotype mechanism

The mechanism of Explain how mutations can affect phenotype explains the causal biological sequence behind Explain how mutations can affect phenotype, not just a memorised definition.

mutation

mutation is a curriculum-aligned term linked to the learning objective: Interpret mutation information in unfamiliar contexts..

CGEK11 Interpret mutation information in unfamiliar contexts synoptic link

CGEK11: In oestrogen receptor assay, use a method with independent variable hormone concentration, dependent variable reporter expression, controlled variable exposure time; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

that

that is a curriculum-aligned term linked to the learning objective: Explain that cell specialisation results from translation of only part of the DNA..

Explain that cell specialisation results from translation of only part of the DNA evidence

Evidence for Explain that cell specialisation results from translation of only part of the DNA must be interpreted using data, structures, sequences or observations, then linked to Explain that cell specialisation results from translation of only part of the DNA. transcription vs translation: transcription copies DNA into mRNA, whereas translation reads mRNA codons at a ribosome to assemble a polypeptide.

totipotent

totipotent is a curriculum-aligned term linked to the learning objective: Distinguish totipotent, pluripotent, multipotent and unipotent cells..

Distinguish totipotent, pluripotent, multipotent and unipotent cells interpretation

Interpretation of Distinguish totipotent, pluripotent, multipotent and unipotent cells means using a graph, table, diagram or experimental observation to justify a conclusion about Distinguish totipotent, pluripotent, multipotent and unipotent cells.

pluripotent

pluripotent is a curriculum-aligned term linked to the learning objective: Explain induced pluripotent stem cells..

Explain induced pluripotent stem cells mechanism

The mechanism of Explain induced pluripotent stem cells explains the causal biological sequence behind Explain induced pluripotent stem cells, not just a memorised definition.

evaluate

evaluate is a curriculum-aligned term linked to the learning objective: Evaluate stem-cell use in treating human disorders..

CGEK6 Evaluate stem-cell use in treating human disorders synoptic link

CGEK6: In chromatin immunoprecipitation, use a method with independent variable antibody identity, dependent variable enriched promoter reads, controlled variable sonication time; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

transcription factor

transcription factor is a curriculum-aligned term linked to the learning objective: Explain transcriptional stimulation and inhibition by transcription factors..

Explain transcriptional stimulation and inhibition by transcription factors interpretation

Interpretation of Explain transcriptional stimulation and inhibition by transcription factors means using a graph, table, diagram or experimental observation to justify a conclusion about Explain transcriptional stimulation and inhibition by transcription factors.

oestrogen

oestrogen is a curriculum-aligned term linked to the learning objective: Explain the role of oestrogen in initiating transcription..

CGEK1 Explain the role of oestrogen in initiating transcription synoptic link

CGEK1: In epigenetic seedling trial, use a method with independent variable light regime, dependent variable shoot length, controlled variable seed age; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

CGEK16 Explain epigenetic control through DNA methylation and histone acetylation evidence

CGEK16: In CRISPR screen culture, use a method with independent variable guide RNA identity, dependent variable survival fraction, controlled variable MOI value; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

CGEK8 Explain epigenetic control through DNA methylation and histone acetylation mechanism

CGEK8: In methylation PCR gel, use a method with independent variable bisulfite treatment, dependent variable band intensity, controlled variable DNA mass loaded; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

RNA interference

RNA interference is a curriculum-aligned term linked to the learning objective: Explain RNA interference as inhibition of translation..

Explain RNA interference as inhibition of translation interpretation

Interpretation of Explain RNA interference as inhibition of translation means using a graph, table, diagram or experimental observation to justify a conclusion about Explain RNA interference as inhibition of translation.

phenotype

phenotype is a curriculum-aligned term linked to the learning objective: Interpret and evaluate data on gene expression and phenotype..

CGEK5 gene expression control evidence

CGEK5: In cDNA qPCR run, use a method with independent variable cycle threshold, dependent variable relative expression, controlled variable reference gene; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

tumour

tumour is a curriculum-aligned term linked to the learning objective: Distinguish benign and malignant tumours..

Distinguish benign and malignant tumours mechanism

The mechanism of Distinguish benign and malignant tumours explains the causal biological sequence behind Distinguish benign and malignant tumours, not just a memorised definition.

tumour suppressor gene

tumour suppressor gene is a curriculum-aligned term linked to the learning objective: Explain roles of tumour suppressor genes and oncogenes in tumour development..

Explain roles of tumour suppressor genes and oncogenes in tumour development interpretation

Interpretation of Explain roles of tumour suppressor genes and oncogenes in tumour development means using a graph, table, diagram or experimental observation to justify a conclusion about Explain roles of tumour suppressor genes and oncogenes in tumour development.

cancer

cancer is a curriculum-aligned term linked to the learning objective: Explain abnormal methylation and oestrogen links to cancer..

CGEK14 Explain abnormal methylation and oestrogen links to cancer synoptic link

CGEK14: In transcription factor EMSA, use a method with independent variable protein concentration, dependent variable shifted band area, controlled variable buffer pH; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

cancer

cancer is a curriculum-aligned term linked to the learning objective: Evaluate evidence linking genetic and environmental factors with cancer..

Evaluate evidence linking genetic and environmental factors with cancer evidence

Evidence for Evaluate evidence linking genetic and environmental factors with cancer must be interpreted using data, structures, sequences or observations, then linked to Evaluate evidence linking genetic and environmental factors with cancer. gene vs allele: a gene is a DNA locus for a product, whereas an allele is one version of that locus.

genome

genome is a curriculum-aligned term linked to the learning objective: Explain how genome sequencing can identify protein sequences in simpler organisms..

Explain how genome sequencing can identify protein sequences in simpler organisms evidence

Evidence for Explain how genome sequencing can identify protein sequences in simpler organisms must be interpreted using data, structures, sequences or observations, then linked to Explain how genome sequencing can identify protein sequences in simpler organisms. transcription vs translation: transcription copies DNA into mRNA, whereas translation reads mRNA codons at a ribosome to assemble a polypeptide.

vaccine

vaccine is a curriculum-aligned term linked to the learning objective: Describe applications of genome information, including antigen identification for vaccine production..

CGEK10 Describe applications of genome information, including antigen identification for vaccine production synoptic link

CGEK10: In tumour suppressor sequencing, use a method with independent variable primer set, dependent variable variant calls, controlled variable annealing temperature; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

proteome

proteome is a curriculum-aligned term linked to the learning objective: Explain why non-coding DNA and regulatory genes complicate proteome prediction in complex organisms..

CGEK13 Explain why non-coding DNA and regulatory genes complicate proteome prediction in complex organisms synoptic link

CGEK13: In epigenetic seedling trial, use a method with independent variable light regime, dependent variable shoot length, controlled variable seed age; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

sequencing

sequencing is a curriculum-aligned term linked to the learning objective: Recognise that sequencing methods are continuously updated and automated..

CGEK3 Practical independent variable

CGEK3: In stem-cell differentiation dish, use a method with independent variable growth-factor mix, dependent variable marker-positive cells, controlled variable passage number; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

recombinant DNA

recombinant DNA is a curriculum-aligned term linked to the learning objective: Explain recombinant DNA technology as DNA transfer between organisms or species..

Explain recombinant DNA technology as DNA transfer between organisms or species mechanism

The mechanism of Explain recombinant DNA technology as DNA transfer between organisms or species explains the causal biological sequence behind Explain recombinant DNA technology as DNA transfer between organisms or species, not just a memorised definition.

cDNA

cDNA is a curriculum-aligned term linked to the learning objective: Describe methods for producing DNA fragments, including cDNA, restriction enzymes and gene machines..

CGEK12 Practical controlled variable

CGEK12: In microarray comparison, use a method with independent variable treatment group, dependent variable hybridisation signal, controlled variable wash stringency; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

CGEK9 Practical evaluation

CGEK9: In RNA interference culture, use a method with independent variable siRNA dose, dependent variable mRNA abundance, controlled variable cell density; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

CGEK4 Practical independent variable

CGEK4: In CRISPR screen culture, use a method with independent variable guide RNA identity, dependent variable survival fraction, controlled variable MOI value; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

Practical dependent variable

The dependent variable is the measurement or observation recorded for Explain transformed host-cell culture as an in vivo method of amplifying DNA; it is interpreted alongside controls, uncertainty and reliability.

CGEK15 Practical independent variable

CGEK15: In stem-cell differentiation dish, use a method with independent variable growth-factor mix, dependent variable marker-positive cells, controlled variable passage number; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

ligase

ligase is a curriculum-aligned term linked to the learning objective: Explain roles of restriction endonucleases, ligases, vectors, marker genes and transformed cells..

Explain roles of restriction endonucleases, ligases, vectors, marker genes and transformed cells mechanism

The mechanism of Explain roles of restriction endonucleases, ligases, vectors, marker genes and transformed cells explains the causal biological sequence behind Explain roles of restriction endonucleases, ligases, vectors, marker genes and transformed cells, not just a memorised definition.

diagnosis

diagnosis is a curriculum-aligned term linked to the learning objective: Explain how DNA differences between individuals can be used for identification and diagnosis..

Explain how DNA differences between individuals can be used for identification and diagnosis interpretation

Interpretation of Explain how DNA differences between individuals can be used for identification and diagnosis means using a graph, table, diagram or experimental observation to justify a conclusion about Explain how DNA differences between individuals can be used for identification and diagnosis.

DNA probe

DNA probe is a curriculum-aligned term linked to the learning objective: Describe use of DNA probes to locate specific alleles or sequences..

Describe use of DNA probes to locate specific alleles or sequences interpretation

Interpretation of Describe use of DNA probes to locate specific alleles or sequences means using a graph, table, diagram or experimental observation to justify a conclusion about Describe use of DNA probes to locate specific alleles or sequences.

genetic screening

genetic screening is a curriculum-aligned term linked to the learning objective: Explain genetic screening in relation to inherited conditions..

CGEK7 Explain genetic screening in relation to inherited conditions synoptic link

CGEK7: In lac operon reporter plate, use a method with independent variable IPTG concentration, dependent variable fluorescence units, controlled variable incubation temperature; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

diagnosis

diagnosis is a curriculum-aligned term linked to the learning objective: Interpret information on DNA-based diagnosis..

Interpret information on DNA-based diagnosis evidence

Evidence for Interpret information on DNA-based diagnosis must be interpreted using data, structures, sequences or observations, then linked to Interpret information on DNA-based diagnosis. use precise biological terminology and link the evidence to the named A-Level Biology process.

genetic fingerprinting

genetic fingerprinting is a curriculum-aligned term linked to the learning objective: Explain principles of genetic fingerprinting using DNA fragment patterns..

Explain principles of genetic fingerprinting using DNA fragment patterns mechanism

The mechanism of Explain principles of genetic fingerprinting using DNA fragment patterns explains the causal biological sequence behind Explain principles of genetic fingerprinting using DNA fragment patterns, not just a memorised definition.

DNA fragment

DNA fragment is a curriculum-aligned term linked to the learning objective: Describe how DNA fragments can be separated and compared..

Describe how DNA fragments can be separated and compared interpretation

Interpretation of Describe how DNA fragments can be separated and compared means using a graph, table, diagram or experimental observation to justify a conclusion about Describe how DNA fragments can be separated and compared.

genetic fingerprinting

genetic fingerprinting is a curriculum-aligned term linked to the learning objective: Explain forensic and paternity applications of genetic fingerprinting..

CGEK2 Explain forensic and paternity applications of genetic fingerprinting synoptic link

CGEK2: In transcription factor EMSA, use a method with independent variable protein concentration, dependent variable shifted band area, controlled variable buffer pH; keep controls constant and evaluate validity, reliability, accuracy, precision, uncertainty, risk, limitation, conclusion and improvement.

genetic fingerprinting

genetic fingerprinting is a curriculum-aligned term linked to the learning objective: Interpret genetic fingerprinting evidence in context..

Interpret genetic fingerprinting evidence in context evidence

Evidence for Interpret genetic fingerprinting evidence in context must be interpreted using data, structures, sequences or observations, then linked to Interpret genetic fingerprinting evidence in context. gene vs allele: a gene is a DNA locus for a product, whereas an allele is one version of that locus.