IB Biology HL D1.2 Protein synthesis Questions

Practise IB Biology HL D1.2 with sequence and expression questions covering transcription, translation, mRNA processing, genetic-code tables and mutation consequences.

130 questions in this syllabus scope, with question parts counted together.

Syllabus
First assessment 2025
Course
Biology HL
Level
HL

Exam analysis

HL · 2010–2025
Papers with this topic62 / 117in the analysed sample
Latest appearanceNovember 2025
Tagged question parts92
Paper types5

Most tested objectives

  1. D1.2.14 (HL)—Non-coding sequences in DNA11 papers
  2. D1.2.1—Transcription10 papers
  3. D1.2.15 (HL)—Post-transcriptional modification8 papers
  4. D1.2.6—Roles in translation7 papers
  5. D1.2.11—Mutations changing protein structure6 papers

Common question formats

  • Process explanation
  • Definition or recall
  • Calculation
  • Diagram interpretation
  • Data analysis
  • Comparison
  • Structured response

Recent exam appearances

November 2025Paper 1A HL · TZ3Q9[ 1 ]
November 2025Paper 1A HL · TZ1Q10[ 1 ]
May 2025Paper 2 HL · TZ3Q1(d)[ 3 ]

117 papers analysed · Tagging incomplete

Exam points

  • explain promoter-controlled transcription by RNA polymerase, including template selection and 5′→3′ mRNA synthesis
  • derive mRNA from DNA using A–U/C–G pairing and verify template strand and sequence direction
  • interpret mRNA-expression tables, graphs or blots across genes, tissues or treatments
  • identify promoters, introns, telomeres and rRNA/tRNA genes as non-coding DNA with regulatory or structural roles
  • explain pre-mRNA splicing, intron removal and 5′ cap/poly-A tail formation before export
  • explain how alternative exon combinations from one pre-mRNA produce multiple mRNAs and protein variants
  • trace ribosome decoding of mRNA codons via tRNA, peptide bonds and polypeptide elongation
  • use 5′→3′ direction, AUG and A/P/E ribosome sites to explain translation initiation
  • explain the triplet, degenerate and near-universal genetic code, including start and stop signals
  • convert template DNA to mRNA and use genetic-code tables to derive amino-acid sequences
  • trace a beta-haemoglobin base substitution to Glu→Val, altered structure and sickle-cell effects
  • explain precursor-polypeptide cleavage using proinsulin, pepsinogen and trypsinogen activation

Exam points

  • State that transcription produces mRNA as a mobile copy of gene information.
  • Explain how RNA polymerase synthesizes RNA complementary to the DNA template strand.

Question 1

[Maximum number: 4]

Reproduction depends on numerous factors both genetic and hormonal.

Outline the process of transcription.

Exam points

  • Apply complementary base pairing during transcription, matching DNA adenine with RNA uracil and cytosine with guanine.

Question 1

[Maximum number: 1]

A strand of mRNA consists of the following nucleotides:
AUUCUGGCUA
Which of the following represents the non-transcribed (sense) strand of the DNA?

A

TAAGACCGAT

B

ATTCTGGCTA

C

UAAGACCAU

D

AUUCUGGCUA

No public sample questions are available for this syllabus point yet.

Exam points

  • Compare mRNA-expression results across tissues or time points to identify which genes are transcribed and when.
  • Evaluate whether a signal or treatment is associated with a change in transcription by comparing mRNA-expression evidence.

Question 1

[Maximum number: 1]

Organisms often release chemicals when attacked as part of their defence system. Scientists studied lima bean plants (Phaseolus lunatus) infested with either an armyworm, Spodoptera exigua, or a herbivorous mite, Tetranychus urticae. Both organisms feed on lima bean leaves, causing the leaves to release chemicals.

Figure for Question 1 — IB Biology HL

The study was conducted to see which defence chemicals were produced by lima bean leaves when infested by armyworms or herbivorous mites. The scientists identified a mixture of compounds ( C ) released by the plant when attacked. Two of the chemicals in this mixture were identified (C1 and C2).

The scientists hypothesized that the defence chemicals in C act as signals to produce other chemicals ( X, Y and Z ) that are also involved in the defence of the plant.

The graphs show the amounts of chemicals X, Y and Z produced when the plants were infested by either one of the two herbivores or treated with the different chemicals C1 or C2.

Figure for Question 1 — IB Biology HL

The scientists then used the transcribed DNA of each treatment to study the activation of three genes of the plants' defence system. The DNA was separated by gel electrophoresis. The activation was tested one hour after treatment and again after 24 hours.

Gene 3

Gene 3

Deduce, with a reason, which gene is first transcribed when exposed to C2.

Exam points

  • Explain how ribosomes decode mRNA to synthesize a polypeptide.
  • Relate mRNA codon order to the amino acid sequence of the resulting polypeptide.

Question 1

[Maximum number: 8]

Proteins are an important group of chemicals found in all living organisms.

Explain how polypeptides are produced by the process of translation.

Exam points

  • Explain how mRNA codons and tRNA anticodons correspond as tRNA carries activated amino acids.
  • Explain how ribosomes hold mRNA and tRNAs in position so peptide bonds can form.

Question 1

[Maximum number: 1]

Which statement applies to tRNA?

A

There is at least one type of tRNA that combines with each known amino acid.

B

One type of tRNA can combine with all of the known amino acids.

C

tRNA carries out its main role within the nucleus.

D

tRNA is produced by the process of translation.

Exam points

  • Use complementary pairing to identify the mRNA codon matched by a tRNA anticodon.
  • Explain how a specific amino acid is attached to its matching tRNA to support correct amino-acid addition.

Question 1

[Maximum number: 1]

This DNA sequence was used to synthesize a polypeptide.

Table for Question 1 — IB Biology HL

Which are the bases of the tRNA (anticodons)?

A

TAC TGA

B

UACUGA\mathrm{U} A C \mathrm{U} G A

C

AUG ACU

D

ATG ACT

Exam points

  • Identify each mRNA codon as a triplet that specifies an amino acid or a start/stop signal.
  • Explain degeneracy: more than one codon can specify the same amino acid, so some nucleotide changes leave the amino-acid sequence unchanged.

Question 1

[Maximum number: 1]

Which of the following is a consequence of the degeneracy of the genetic code?

A

Codons affected by mutagens always code for non-functional proteins.

B

There are variations in the amino acid sequences for the same protein.

C

Some base mutations cause no changes in protein structure.

D

A codon may code for more than one amino acid in response to environmental changes.

Exam points

  • Transcribe a template-DNA strand into complementary mRNA before consulting a genetic-code table.
  • Read mRNA codons in the 5′→3′ direction and use the table to determine the amino-acid sequence.

Question 1

[Maximum number: 1]

The diagram shows mRNA codons.

Figure for Question 1 — IB Biology HL

The mRNA sequence UGGAACGUA codes for what amino acid sequence?

A

Glycine-Glutamine-Methionine

B

Methionine-Glutamine-Glycine

C

Threonine-Valine-Histidine

D

Tryptophan-Asparagine-Valine

Exam points

  • Describe how the ribosome moves along mRNA during elongation as tRNAs bring amino acids to the growing polypeptide.
  • Identify peptide bonds as the links formed between amino acids during polypeptide elongation.
  • Explain how a polysome lets multiple ribosomes translate one mRNA and produce many copies of the same polypeptide.

Question 1

[Maximum number: 1]

What are polysomes?

A

Strings of amino acids

B

Packages of eight histones with DNA

C

Many ribosomes joined to one mRNA

D

Complexes of tRNA with amino acids

Exam points

  • Trace a beta-haemoglobin DNA base substitution through transcription to the changed mRNA codon.
  • Explain how the changed codon replaces glutamic acid with valine and alters the beta-haemoglobin primary structure.
  • Relate the altered haemoglobin structure to red-cell sickling, reduced flexibility and impaired oxygen transport.

Question 1

[Maximum number: 1]

A DNA sequence before and after a mutation is shown.
Before mutation 3' TAC TCC TGC TTC 5'
After mutation 3' TAC TGC TGC TTC 5'
The table contains mRNA codons and their associated amino acids.

Table for Question 1 — IB Biology HL

What would be the effect of this mutation on the translated polypeptide?

A

Thr would replace Arg.

B

Cys would replace Ser.

C

There would be an extra Arg.

D

There would be no change in the amino acid sequence.

Exam points

  • State that RNA is synthesized in the 5′→3′ direction during transcription.
  • Explain that ribosomes read mRNA 5′→3′, so the start codon at the 5′ end enters first.

Question 1

[Maximum number: 1]

What is a feature of transcription in the single-celled organism shown in the electron micrograph?

Figure for Question 1 — IB Biology HL
A

mRNA splicing

B

Removal of introns

C

Codon-anticodon binding

D

Synthesis of RNA in a 5′5^{\prime} to 3′3^{\prime} direction

Exam points

  • Identify a promoter as a non-transcribed region upstream of a gene where transcription starts.
  • Explain or identify the promoter as the RNA-polymerase binding site for transcription initiation.

Question 1

[Maximum number: 1]

What is a feature of transcription?

A

Both strands of a DNA molecule act as a template for mRNA.

B

Nucleoside triphosphates become nucleotides by losing three phosphates.

C

RNA polymerase binds to the promoter region.

D

The sense strand acts as a template for mRNA.

Exam points

  • Identify non-coding DNA regions, including introns, regulatory sequences, telomeres, and genes for tRNA or rRNA.
  • Distinguish protein-coding exons from non-coding DNA sequences such as introns and regulatory regions.
  • State functions of non-coding DNA, such as regulating gene expression, protecting chromosome ends, or producing functional RNA.

Question 1

[Maximum number: 1]

Which regions of DNA do not code for proteins but have other important functions?

A

Promoters, telomeres, DNA coding for tRNA

B

Promoters, nucleosomes, introns

C

Introns, nucleosomes, tandem repeats

D

Exons, tandem repeats, DNA coding for tRNA

Exam points

  • Identify eukaryotic pre-mRNA as containing introns and exons immediately after transcription.
  • Explain that splicing removes introns and joins exons to form mature mRNA.
  • Identify addition of a 5′ cap and 3′ poly-A tail as post-transcriptional mRNA modifications before export.

Question 1

[Maximum number: 1]

What happens to an RNA molecule in eukaryotes after transcription in order to process it into mRNA?

A

Introns are added.

B

Exons are removed.

C

Adenine nucleotides are added at the 3 'end.

D

Adenine nucleotides are removed from the 5 ' end.

Exam points

  • Explain how alternative mRNA splicing can let a limited number of genes produce diverse proteins, including different antibody types.

Question 1

[Maximum number: 1]

Variations in the types of antibodies are produced by mRNA splicing. What is an advantage of this process?

A

Reduces the size of mRNA required for the translation of antibodies

B

Increases the number of different antibodies that can be synthesized

C

Ensures that one gene codes for one antibody

D

Speeds up transcription of antibodies

Exam points

  • Recognize initiation as the small ribosomal subunit binding mRNA at AUG before the large subunit joins with initiator tRNA in the P site.
  • Explain A, P and E site roles: incoming aminoacyl-tRNA binds A, P holds initiator or growing-chain tRNA, and E releases an uncharged tRNA.

Question 1

[Maximum number: 1]

A ribosome with three binding sites, an mRNA molecule and a tRNA molecule are shown.

Figure for Question 1 — IB Biology HL

What would be the effect of blocking the left-hand binding site labelled X ?

A

The GGG tRNA would not be able to exit the ribosome.

B

A second tRNA would not be able to bind.

C

A second tRNA would enter the right-hand binding site.

D

The ribosome would move to the left.

Exam points

  • Explain how cleavage of a precursor polypeptide can produce an active protein, using proinsulin processing to insulin as an example.
  • Describe activation of inactive protease precursors such as pepsinogen and trypsinogen by identifying the activating condition or enzyme.

Question 1

[Maximum number: 6]

Explain the synthesis and activation of pepsin and trypsin.

No public sample questions are available for this syllabus point yet.