Access to Higher

Education
Biolog
y Core Unit
Assessment

A Assessment Details

Student Name: Mohamed Abrahem Centre: Bradford college

Core Unit Title: Biomolecules and Key
Tutor Name: Neelam Nawaz
Biochemical Principles
Subject: Biology Core Unit Code: 1385324

Assignment Title: Indicative Word Count: up to 3500 words

This Unit Is Graded
No. of Credits 6 Level 3
Grade Descriptors 1, 2, 4, 5 and 7
Date Set Date Due Date Submitted
If a resubmission Date Due Date Submitted

Student Declaration

I understand that copying / taking ideas from other sources (e.g. reference books, journals, internet,
and tutor handouts) without acknowledging them is plagiarism. I confirm that:
▪ This assignment is all my own work.
▪ All contributions taken from other reading and research have been referenced accurately.
▪ Any direct quotations taken from other reading and research have been acknowledged and
attributed accurately.
▪ I have attached a bibliography listing all sources used in producing this assignment.
▪ I have added the word count below. NB unless specified otherwise, the word count indicated above
is acceptable.
▪ I have read and understood the Ascentis document entitled ‘Policies and Procedures for Dealing
with Malpractice’ provided by the tutor and understand the consequences of non-compliance with
this document.

To be completed by student on submission and in confirmation of above declaration

Student signature: Mohamed Abrahem
Word count
To be completed by tutor
Tutor signature
Unit grade award Word count confirmed as accurate Yes/No
To be completed by the IM (Internal Moderator) if work has been internally moderated
IM name (printed) IM signature

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 Date internally moderated

B Assessment details
• This assessment is comprised of two parts and could be sat as two separate controlled sessions

• Within Part A, all questions must be answered

• Within Part B, answer question 1 and either question 2 or 3
• The assessment can be seen in advance, up to a maximum of one week. Candidates are
advised to spend one hour on Part A and one hour on Part B
• Candidates and tutors are advised to refer to the Guidance Notes document to guide the
nature of responses required for Pass, Merit and Distinction. This is provided on the final page
of the Mark Scheme document.

Q1
Part A
AC
2.1 Answer all questions in Part A

a) With reference to the graph below, describe the effect of increasing substrate
concentration on the rate of reaction.
 The rate of the enzyme-controlled reaction rises with increasing substrate
concentration. But only to a certain extent enzyme reactions are regulated by
substrate concentration. Reaction rate is first increased by increasing
substrate. Additional binding to enzyme active sites can occur with more
substrates. Enzyme-substrate complexes build more quickly, speeding the
synthesis of products. Raising the substrate, however, does not continue to
speed up the reaction forever. Substances occupy all the active sites of
enzymes. Additional substrate molecules can’t increase complex formation
even more. Through excessive binding, excessively high substrate levels in the
graph have the potential to denature enzymes. This lowers the rate of reaction.
However, Raising the substrate, therefore, speeds up the reaction up to a point
but then slows it down by degrading the enzymes. The key to achieving the
best rates in enzyme-catalysed reactions is moderation.

b) Explain the term ‘enzyme-substrate complex’.

 The substrate and enzyme temporarily combine during a reaction. We refer
to this as the enzyme-substrate complex. An enzyme forms a bond with its
substrate. This results in a change in shape and a shift in form. However, the
original structure of the enzyme is restored after the product separates. Look
at the enzyme lactase as an example it breaks down lactose, a sugar. The
enzyme-substrate complex is created when lactose, the substrate, binds to
the active site of lactase. This makes it possible to separate lactose into its
components, glucose, and galactose. The products of the reaction leave the
enzyme when it is complete. The enzyme is then prepared to begin working
on a fresh substrate molecule.

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 b) Label ‘Z’ on the graph at a point where the active sites of the enzyme are not fully
saturated with substrate molecules.

Rate of Enzyme Controlled

Reaction

Substrate Concentration

2 Write in a definition for each of the characteristics below

Characteristic Definition

The unique features of organisms are what makes them special.

Their genetic makeup and environmental interactions contribute to
Q2 Phenotype these characteristics. Phenotype describes these features. It
AC includes visible characteristics such as size and appearance. It also
4.1 covers internal bodily processes, such as the activity of enzymes.
Phenotype is in every living thing each with its own unique features.

In diploid cells, there are two complete sets of chromosomes. The

mother gives one set, while the father gives the other. This feature
Diploid cell
is present in most of eukaryotic (nucleated) organisms. Variation is
the result of having two sets of chromosomes. It also permits the
creation of novel pairings between an egg and sperm during
reproduction.
Gene Locus
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 The specific spot on a gene's chromosome is its locus. It gives us
a reference for researching the inheritance of traits. Genes are
mapped around chromosomes via loci.

Sex-linked inheritance describes the way in which qualities are

inherited by genes found on the X and Y chromosomes. It may
result in changes in those characteristics between males and
females. Males have one X and one Y chromosome, in the other
Sex linkage
hand females have two X chromosomes, which is why this happens.
Because of this, depending on a person's biological sex, some
characteristics may express themselves differently. However, the
features themselves are inherited according to a certain pattern
controlled by the sex chromosomes.

Having identical pair of copies of a gene is known too as

homozygous. If both copies correspond to the recessive form, then
Homozygous this condition permits the manifestation of a recessive trait. The
recessive characteristic manifests because the gene instructions
are the same. e.g. if a person has two copies of brown hair, then
that person will have brown hair.

3 Place a tick in the corresponding boxes to link with the described features.

Features Glucose Sucrose Protein Starch Fat Glycogen

Contains Sulphur

Is a Monomer

Q3 Contains Peptide
bonds
AC
1.1 Formed by a
condensation
reaction

Is a storage
molecule

Contains
Glycerol

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 4. Explain the meaning of the terms.

a) Gene
 A single DNA molecule is called a gene. It has specific instructions the body
uses these instructions to build RNA molecules and proteins. RNA
molecules and proteins are essential. They contribute to the makeup of
many body parts. Parents pass on their genes to their kids. Several
elements of your personality as well as your characteristics are determined
Q4
by them.
AC
4.1
b) Mutation
 An alteration in a chromosomal gene's DNA sequence. When cells
reproduce improperly, changes could occur. These alterations were often
brought on by viruses or mutagens. Replication mistakes in one's genes
may occur during cell division. A protein's structure or function can be
changed by mutations, which may result in differences and characteristics
that cause hereditary illnesses.

Q5
AC
1.1 5
1.2
a) State the meaning of the term polymer.
 Large molecules known as polymers are composed of tiny units known as
monomers. Through chemical connections, these monomers join to form
lengthy chains. Polymers differ in their structures and properties depending
on the types and arrangements of their monomers.

b) Identify an energy storage polymer found in muscle cells.

 Muscle cells store energy in a polymer called glycogen. It serves as a
glucose molecule reserve. Glucose can be released from glycogen fast
when muscles require energy.

c) Explain why monosaccharide molecules are not suitable as storage molecules

in cells.
 Glucose and similar monosaccharides share key traits making them a bad
choice for long-term cellular storage. Water solubility is a major weakness
because monosaccharides dissolve easily, spreading throughout the cell
and surroundings. This allows dilution and elimination, preventing long-term
accumulation. Additionally, monosaccharides exhibit high chemical re-
activity, especially with proteins and biomolecules. These sugar molecules
have drawbacks slowing their effective storage in cells over extended
periods. Their solubility leads to them scattering, while their reactive nature
risks interactions disrupting cellular processes. Consequently, alternative
storage forms are required for long-term energy reserves within an
organism's cells. This reactivity may cause undesirable chemical reactions
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 that could interrupt essential biological functions within the cell. Cells use
polymers for energy storage, such as starch in plants and glycogen in
mammals, to get around these restrictions. These polymers are made up of
lengthy chains of glucose molecules, which allow for small storage and
controlled energy release as needed, effectively meeting the cell's energy
storage requirements.

C Learning Outcomes
1st 2nd
submission submission
Learning Outcomes Assessment Criteria Achieved
Achieved
Y/N Y/N
The student should be able to: The student can:

1 Understand the structure 1.1 Describe the role and structure of

and function of carbohydrates, proteins and lipids
carbohydrates, proteins within the cell
and lipids and the
importance of nucleic acids 1.2 Explain the significance of
in genetics carbohydrates, proteins and lipids in
living organisms
2 Understand the structure
and functions of enzymes 2.1 Describe the role and structure of
and their uses enzymes

3.1 Compare the process of aerobic and

anaerobic respiration
3 Understand the process of
cellular respiration 3.2 Discuss, with reference to the
biological role of glucose and oxygen,
the process of aerobic cellular
respiration
4.1 Describe the key aspects of
4 Understand simple inheritance determined by
Mendelian mechanisms chromosomal genes

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D Tutor Assignment Feedback
Tutor Comments (1st Submission)

Tutor Comments (2nd Submission)

E Grade Profile
Tick if Performance
applicable to against
Tutor comments
this descriptor
assignment (P / M / D)

1 Understanding of the
✓
subject

2 Application of knowledge ✓

4 Use of information ✓

5 Communication and
✓
presentation

7 Quality ✓

Overall unit grade

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F Grade Descriptors
Grading the Assignment
Once the learning outcomes for this assignment are achieved, the student is eligible for grading against
specific grade descriptors (these are identified on the following pages)

There are no descriptor components for Pass. Students achieve a Pass by meeting the
requirements of all the assessment criteria of a unit

Only the components that are ticked apply to this

1 Understanding of the subject assignment

Merit Distinction
The student, student’s work or performance: The student, student’s work or performance

✓ ✓
a demonstrates a very good grasp of the a demonstrates an excellent grasp of the
relevant knowledge base relevant knowledge base
✓ ✓
b is generally informed by the major b is consistently informed by the major
conventions and practices of the area of conventions and practices of the area of
study study
c demonstrates very good understanding of ✓ c demonstrates excellent understanding ✓
the different perspectives or approaches of the different perspectives or
associated with the area of study. approaches associated with the area of
study.

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 Only the components that are ticked apply to this
2 Application of knowledge assignment

Merit Distinction
The student, student's work or performance The student, student's work or performance
makes use of relevant a makes use of relevant a

• ideas ✓ • ideas ✓

• facts ✓ • facts ✓

• theories ✓ • theories ✓

• perspectives • perspectives

• models ✓ • models ✓

• concepts ✓ • concepts ✓

with either with both

b breadth or depth that goes beyond the b breadth and depth
minimum required to Pass and/or

and/or

c very good levels of c excellent levels of

• consistency ✓ • consistency ✓

• precision ✓ • precision ✓

• accuracy ✓ • accuracy ✓

• insight ✓ • insight ✓

• analysis ✓ • analysis ✓

• synthesis ✓ • synthesis ✓

• creativity • creativity

Only the components that are ticked apply to this

4 Use of information
assignment

Merit Distinction
The student, student’s work or performance: The student, student’s work or
performance:

a identifies new information from sources ✓ a identifies new information from sources ✓
which are generally appropriate which are consistently appropriate

b makes some use of new information ✓ b makes extensive use of new ✓

information

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 c generally appraises the relevance and value c consistently appraises the relevance
of new information accurately and value of new information
accurately

d shows a very good grasp of the meaning d shows an excellent grasp of the
and significance of new information meaning and significance of new
information

e generally combines or synthesises ✓ e consistently combines or synthesises ✓

information with outcomes that are information with outcomes that are
accurate and appropriate accurate, appropriate and
▪ succinct
▪ innovative
▪ creative
In practice-based/practical work:

f is informed by research that draws on a f is informed by research that draws on

range of sources and resources that goes an extensive range of sources and
beyond the minimum required for the work. resources

Only the components that are ticked apply to this

5 Communication and presentation
assignment

Merit Distinction

The student, student’s work or performance shows The student, student’s work or performance
very good command of: shows excellent command of:

▪ format ✓ ▪ format ✓

▪ structure ✓ ▪ structure ✓

▪ use of images ✓ ▪ use of images ✓

▪ language (including technical or ✓ ▪ language (including technical or ✓

specialist language) specialist language)
▪ syntax ✓ ▪ syntax ✓

▪ register ✓ ▪ register ✓

▪ spelling ✓ ▪ spelling ✓

▪ punctuation ✓ ▪ punctuation ✓

▪ referencing ✓ ▪ referencing ✓

7 Quality This grade descriptor applies to all units

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 Merit Distinction

The student, student’s work or performance: The student, student’s work or performance:

a is structured in a way that is generally logical ✓ a is structured in a way that is consistently ✓

and fluent logical and fluent
b puts forward arguments or ideas which are ✓ b puts forward arguments or ideas which ✓
generally unambiguous but which are in a are consistently unambiguous and
minor way limited or incomplete cogent
c taken as a whole, demonstrates a very ✓ c taken as a whole, demonstrates an ✓
good response to the demands of the excellent response to the demands of
brief/assignment the brief/assignment

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