Embedded Files
SAC Revision
Areas of Content:
Genomes, genes and alleles
the distinction between a genome, gene and allele
the genome as the sum total of an organism’s DNA measured in the number of base
pairs contained in a haploid set of chromosomes
the role of genomic research since the Human Genome Project, with reference to the
sequencing of the genes of many organisms, comparing relatedness between species,
determining gene function and genomic applications for the early detection and diagnosis of human diseases.
Chromosomes
the role of chromosomes as structures that package DNA, their variability in terms of
size and the number of genes they carry in different organisms, the distinction between
an autosome and a sex chromosome and the nature of a homologous pair of
chromosomes (one maternal and one paternal) as carrying the same gene loci
presentation of an organism’s set of chromosomes as a karyotype that can be used to
identify chromosome number abnormalities including Down’s, Klinefelter’s and Turner’s syndromes in humans.
Genotypes and phenotypes
the use of symbols in the writing of the genotypes for the alleles present at a particular gene locus
the distinction between a dominant and recessive phenotype
the relative influences of genetic material, environmental factors and interactions of DNA with other molecules (epigenetic factors) on phenotypes
Pedigree charts and genetic cross outcomes
pedigree charts and patterns of inheritance including autosomal dominant, autosomal recessive, X-linked and Y-linked traits
the determination of genotypes and prediction of the outcomes of genetic crosses
including monohybrid crosses, and monohybrid test crosses
the inheritance of two characteristics as either independent or linked, and the biological consequence of crossing over for linked genes
Learning Activities
Practice Media Response
Practice Media Response
Gazans’ extreme hunger could leave its mark on subsequent generations
Question 1. Analyse how the article uses epigenetics to explain potential long-term impacts of extreme hunger, and evaluate how this knowledge should inform societal responses.
In your extended response:
Explain the epigenetic mechanisms the article discusses (e.g., DNA methylation, histone modification) and distinguish intergenerational from transgenerational effects in humans.
Apply these concepts to the article’s examples by discussing how prenatal or early-life exposures (hunger, stress, trauma) could plausibly alter gene expression and health across generations; refer to at least one historical famine cohort and one stress-related example mentioned in the article. Phys.org
Evaluate advantages and disadvantages of using epigenetic evidence to shape public-health action in conflict settings (e.g., early-life nutrition programs, perinatal support, long-term monitoring vs uncertainty about causality, measurement limits, equity and consent).
Discuss the role of epigenetics in society, considering ethics (stigma, data privacy, consent for family-level inferences) and opportunities (preventive care, targeted supports), grounded in the article’s claims about reversibility and intervention windows.
Question 2. Make a policy recommendation for a health department on whether to prioritise an epigenetics-informed program for populations experiencing conflict-related hunger.
Your extended response should:
Apply biological understanding from the article to outline what an epigenetics-informed program would entail (e.g., maternal nutrition support, early-life stress mitigation, longitudinal epigenetic and health monitoring), and explain the biological rationale (mechanisms, sensitive windows, potential inheritance patterns).
Appraise the evidence underpinning such a program using the article’s examples (e.g., famine cohorts; stress-linked epigenetic marks) and identify key uncertainties (causality, persistence across generations, confounders).
Weigh societal and ethical implications (equity of access, cultural safety, data governance, informed consent for family-level risk communication).
Conclude with a clear, audience-appropriate recommendation (support / conditional support / do not support), synthesising your biological reasoning and ethical analysis in a concise policy statement (2–3 sentences).
Question 1
Question 2 Rubric
Page updated
Report abuse