Access to Higher Education Diploma
Biology
Subject Set
Rules of Combination and Unit
Specifications
© Ascentis – July 2016
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Biology
Introduction to Cell Biology
10193
UNGRADED
Credit Value of Unit 3
ACADEMIC SUBJECT CONTENT
GLH of Unit 30
Level of Unit 3
Learning Outcomes
Assessment Criteria
The student should be able to
1
Know the main features of prokaryotic and
eukaryotic cells
The student can
1.1 Compare the ultra-structure of a prokaryotic and a
eukaryotic cell
1.2 Relate structure to function in named specialised
eukaryotic cells
2.1 Explain the importance of the major components
of the fluid mosaic model of plasma membranes
3.1 Evaluate the importance of active and passive
transport mechanisms
4.1 Describe the key stages of mitosis
4.2 Explain the biological significance of mitosis
5.1 Relate the key stages of meiosis to its biological
functions
2
3
4
5
Describe the main features of eukaryotic
membrane structure
Demonstrate an understanding of how
substances may enter and leave cells
Demonstrate an understanding of the
importance of mitosis in cell division
Demonstrate an understanding of the
importance of meiosis in sexually
reproducing organisms
Assessment Methodology
Assignment part or wholly undertaken under controlled conditions or a 1000 – 1500 word report.
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Indicative Content
Please note that the indicative content supplied below is intended as a suggested guide
only. It is not meant to be a prescriptive, exhaustive or fully delivered content list. If you
would like more information about the indicative content please contact
[email protected].
Cell Structure
Prokaryotic cell; found in bacteria; lack of membrane bound organelles, true nucleus and nuclear envelope;
nuclear material in nucleoid region; ribosomes.
Eukaryotic cell: found in animals, plants and fungi; nucleus (genetic material); nucleolus (ribosome
synthesis); free and bound ribosomes (protein synthesis); the endomembrane system- nuclear membrane,
endoplasmic reticulum (smooth –synthesis of lipids and rough- protein synthesis and transport), Golgi
apparatus (modifies and stores products of endoplasmic reticulum), lysosomes (hydrolytic enzymes for intra
cellular digestion) ; mitochondria (cellular respiration); cytoskeleton (microtubules for cellular support and
movement); additionally in plants chloroplasts (photosynthesis), central vacuole (turgor and storage).
Specialised animal cells and their differing organelles e.g. red blood cell, spermatozoa.
Membrane Structure and Function
The fluid mosaic model of structure: phospholipid bilayer (hydrophilic and hydrophobic properties); proteins
(movable in membrane or fixed); cholesterol (ensures fluidity); carbohydrates (attached as signalling
markers).
Membrane transport.
Selectively permeable nature of the membrane: simple diffusion of oxygen, water and carbon dioxide)
Transport proteins allowing facilitated diffusion down a concentration gradient (glucose) and active transport
against a concentration gradient (ions).
Exocytosis and endocytosis for movement of macromolecules.
Mitosis
Chromosome movement in the stages of mitosis and its importance (names of stages not essential).
Importance of mitosis in producing two identical daughter cells for cell growth and repair.
Meiosis
The chromosome movement in the stages of meiosis and its importance (names of stages not essential).
Importance of meiosis in producing haploid gametes with differing genetic makeup through independent
assortment and crossing over.
Validation end date: 31 August 2019
© Ascentis – July 2016
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Biology
Macromolecules and Key Biological Principles
10197 (Examination)
10198 (Alternative assessment)
GRADED
Credit Value of Unit 6
ACADEMIC SUBJECT CONTENT
GLH of Unit 60
Level of Unit 3
Learning Outcomes
Assessment Criteria
The student should be able to
1
Know and understand the structure and
function of nucleic acids
The student can
1.1 Describe the structures of nucleic acids and their
role and importance as carriers of genetic
information
2.1 Explain the behaviour of chromosomal genes
during meiosis in determining Mendelian
Inheritance mechanisms
2
Show an understanding of simple Mendelian
inheritance mechanisms
3
Show an understanding of the structure and
function of the major macromolecules
3.1 Describe the chemical structure of carbohydrates,
proteins and lipids, explaining their role in nature
4
Demonstrate an understanding of the
process of cellular respiration
4.1 Explain the importance of glucose and oxygen
and key biochemical pathways in cellular
respiration and energy production in the cell
Assessment Methodology
A formal unseen two-hour written examination.
Grading of this unit
The following grade descriptors will be applied to the assessment of this unit:
1
2
4
5
6
7
Understanding of the subject
Application of Knowledge
Use of Information
Communication and Presentation
Autonomy and/or Independence
Quality
Please refer to the QAA Grade Descriptors for detail of the components of each descriptor
© Ascentis – July 2016
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Indicative Content
Please note that the indicative content supplied below is intended as a suggested guide
only. It is not meant to be a prescriptive, exhaustive or fully delivered content list. If you
would like more information about the indicative content please contact
[email protected].
Nucleic Acids
Structure of DNA , mRNA and tRNA; semi conservative replication of DNA; importance of base sequence
as genetic code; organisation of DNA into chromosomes through super coiling and association of histone
proteins and the importance of this level of organisation in mitosis and meiosis.
Protein Synthesis
Importance of DNA, mRNA, tRNA and ribosomes in transcription and translation; example of errors in the
genetic code and resulting protein structure e.g. sickle cell anaemia.
Mendelian Inheritance
The importance of meiosis in determining inheritance ratios - haploid gametes, independent assortment and
crossing over; the importance of genetic variation in evolution; monohybrid inheritance ratios as found in
autosomal and sex linked inheritance patterns.
Carbohydrates, Lipids and Proteins.
Carbohydrates: chemical composition; structure- monosaccharides (glucose), disaccharides (sucrose) and
polysaccharides (starch and glycogen); role in metabolism - energy production, storage, structure and cell
recognition and signalling.
Lipids:
Fats- chemical composition; glycerol and fatty acid components; triglycerides; role in metabolism- energy
storage, insulation and cushioning of vital organs.
Phospholipids- glycerol, fatty acid and phosphate group components; hydrophobic and hydrophilic
components; role in cells- major constituents of cell membranes.
Steroids- four fused carbon rings; role in metabolism- e.g. cholesterol as precursor of sex hormones and
component of cell membrane.
Proteins: chemical composition; primary, secondary, tertiary and quaternary structure; peptide bonds; role in
metabolism- storage, membrane transport, signalling (chemical messengers), chemical signalling (receptor
proteins); movement (contractile proteins),defence (antibodies), catalysis (enzymes).
Enzymes
Importance of tertiary structure of protein; biological catalysts lowering activation energy of a reaction; work
in sequence to enable both catabolic and anabolic reactions to occur; theories of action (lock & key and
induced fit); influence of temperature, pH and inhibitors on action.
Cellular Respiration
Anaerobic and aerobic respiration in production of ATP as universal energy source in cells; outline of
glycolysis, Krebs Cycle and oxidation phosphorylation without detailed knowledge of enzymes involved.
Validation end date: 31 August 2019
© Ascentis – July 2016
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Biology
Anatomy and Physiology of the Human Skeleton
and Muscles
GRADED
Credit Value of Unit 3
10199
ACADEMIC SUBJECT CONTENT
GLH of Unit 30
Level of Unit 3
Learning Outcomes
Assessment Criteria
The student should be able to
1
Understand the structure and functions of the
human skeleton
The student can
1.1 Describe the structure and functions of bones
1.2 Explain the relationship between the structure and
function of the human skeleton
2.1 Describe the classification of freely movable joints
2.2 Examine and discuss the range of movement at
different joints
2.3 Analyse movements of joint actions during
complex activities
3.1 Describe the structure and functions of skeletal
muscle
3.2 Discuss muscle contraction in relation to
movement
3.3 Explore the relationship of antagonist pairs
3.4 Analyse movements at specific joints
2
Understand the classification of joints and
illustrate the range of movement at different
joints
3
Understand the structure and function of the
muscular system
Assessment Methodology
Assignment part or wholly undertaken under controlled conditions or a 1000-1500 word report.
Grading of this unit
The following grade descriptors will be applied to the assessment of this unit:
1
2
5
7
Understanding of the subject
Application of Knowledge
Communication and Presentation
Quality
Please refer to the QAA Grade Descriptors for detail of the components of each descriptor
Indicative Content
Please note that the indicative content supplied below is intended as a suggested guide
only. It is not meant to be a prescriptive, exhaustive or fully delivered content list. If you
would like more information about the indicative content please contact
[email protected].
Relationship between structure and function: for example long bones – leverage for efficient movement.
Range of movement at joints: e.g. extension, flexion, adduction, abduction, rotation and circumduction
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Movement of joints during complex activities: e.g. running.
Analyse movements at specific joints: i.e. angonist and antagonist pairs and origin synergist and fixators.
Validation end date: 31 August 2019
© Ascentis – July 2016
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Biology
Human Reproductive Biology
10201
GRADED
Credit Value of Unit 3
ACADEMIC SUBJECT CONTENT
GLH of Unit 30
Level of Unit 3
Learning Outcomes
Assessment Criteria
The student should be able to
1
Demonstrate an understanding of the male
and female reproductive systems
The student can
1.1 Explain the relationship between structure and
function of the male and female reproductive
systems
1.2 Explain the role of hormonal control in the human
reproductive cycle
2.1 Critically evaluate the advantages/disadvantages
of different methods of contraception
3.1 Describe the cause of a range of common genetic
conditions
3.2 Explain different methods of genetic counselling
2
Describe different methods of contraception
3
Demonstrate an understanding of genetic
disorders and genetic screening
Assessment Methodology
Assignment part or wholly undertaken under controlled conditions or a 1000 – 1500 word report.
Grading of this unit
The following grade descriptors will be applied to the assessment of this unit:
1
2
3
5
7
Understanding of the subject
Application of Knowledge
Application of Skills
Communication and Presentation
Quality
Please refer to the QAA Grade Descriptors for detail of the components of each descriptor
© Ascentis – July 2016
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Indicative Content
Please note that the indicative content supplied below is intended as a suggested guide
only. It is not meant to be a prescriptive, exhaustive or fully delivered content list. If you
would like more information about the indicative content please contact
[email protected].
The Male Reproductive System
Anatomy and function of: penis; scrotum; testes; seminiferous tubules; Leydig cells; epididymis; vas
deferens; ejaculatory duct; urethra; seminal vesicles; prostate gland; bulbourethral glands;
Spermatogenesis: stages in production of spermatozoa; importance of mitosis and meiosis.
Hormone regulation: hypothalamus; anterior pituitary, GnRH, FSH; LH; Leydig cells, androgens
(testosterone).
The Female Reproductive System
Anatomy and function of: ovaries; follicle; corpus luteum; oviduct; endometrium; cervix; vagina.
Oogenesis: stages in the production of ova; importance of mitosis and meiosis.
Hormone regulation of the menstrual flow, proliferative and secretory phases of menstrual cycle: LH; FSH;
oestrogen; progesterone.
Post fertilisation changes: parturition; lactation; hormone control, (HCG, oestrogen, oxytocin,
prostaglandins).
Placenta structure and function.
Methods of Contraception
Surgical, mechanical and hormonal.
Genetic Disorders and Genetic Screening.
Inheritance: patters of autosomal and sex linked conditions (e.g. Cystic fibrosis, Tay-Sachs Disease,
Huntington’s disease, haemophilia). Non-disjunction at meiosis (e.g. Down’s syndrome, Turner’s syndrome,
Klinefelter’s syndrome).
Pre-natal screening: amniocentesis and chorionic villus sampling; marker enzyme e.g. Tay-Sachs disease;
karyotyping e.g. Down’s syndrome; carrier recognition by family pedigree analysis or diagnostic testing e.g.
cystic fibrosis.
Genetic counselling: family pedigrees
Validation end date: 31 August 2019
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Biology
Aspects of Human Physiology
10300
GRADED
Credit Value of Unit 6
ACADEMIC SUBJECT CONTENT
GLH of Unit 60
Level of Unit 3
Learning Outcomes
Assessment Criteria
The student should be able to
1
Know that the human body comprises organ
systems
The student can
1.1 Describe the major organ systems of the human
body and explain how organ systems can work
together to co-ordinate functions, using examples
2
Show an understanding of the importance of
homeostasis in maintaining equilibrium in the
human body
3
Show an understanding of the main features
of the key organ systems of the body
2.1 Evaluate the importance of homeostasis, using
examples
2.2 Explain the role of the endocrine system in the
process of homeostasis
2.3 Compare and contrast physiological control by the
endocrine and the nervous system
3.1 Explain the relationship between structure and
function of the organ systems, using examples
Assessment Methodology
Assignment part or wholly undertaken under controlled conditions or a 2000 – 2500 word report.
Grading of this unit
The following grade descriptors will be applied to the assessment of this unit:
1
2
5
6
7
Understanding of the subject
Application of Knowledge
Communication and Presentation
Autonomy and/or Independence
Quality
Please refer to the QAA Grade Descriptors for detail of the components of each descriptor
© Ascentis – July 2016
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Indicative Content
Please note that the indicative content supplied below is intended as a suggested guide
only. It is not meant to be a prescriptive, exhaustive or fully delivered content list. If you
would like more information about the indicative content please contact
[email protected].
Homeostasis
Positive and negative feedback mechanisms.
Examples of control e.g. blood glucose levels, osmoregulation.
The Endocrine System
The endocrine system and hormonal control
The location of the key glands
The action of insulin and glucagon in control of blood sugar level.
The Nervous System
The mechanism of transmission of an impulse
Action potential, saltatory conduction and synoptic transmissions
Outline structure of the CNS, PNS and ANS and their functions.
Sensory and motor nerve pathways, spinal reflex arc
The Digestive System
The anatomy and physiology of the alimentary canal.
The process of digestion and absorption.
The role of enzymes in the digestive process.
Role of digestion in providing material for respiration and cell growth.
The Cardio-Vascular System
The anatomy and physiology of the cardio-vascular system and the mechanism of blood circulation (heart,
blood and blood vessels),
The transport of blood gases.
The Respiratory System
The anatomy and physiology of the respiratory system.
Mechanical respiration.
Gaseous exchange and the characteristics of a respiratory surface.
The control of breathing / respiration and the importance of blood pH.
Role of respiratory system in proving oxygen for cell respiration.
The Excretory System
The anatomy of the kidney and excretory system.
The structure of the nephron and its function of filtration, reabsorption, excretion, osmoregulation and
electrolyte balance. Role of ADH.
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Barred Combination
This unit is barred against the units:


Cardiovascular, Respiratory and Gastro-intestinal Systems
Homeostasis, Co-ordination and Control and the Excretory System
Validation end date: 31 August 2019
© Ascentis – July 2016
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Biology
Cardiovascular, Respiratory and Gastro-intestinal Systems
GRADED
Credit Value of Unit 6
10204
ACADEMIC SUBJECT CONTENT
GLH of Unit 60
Level of Unit 3
Learning Outcomes
Assessment Criteria
The student should be able to
1
Understand the functions of the main
components of the cardiovascular system
The student can
1.1 Explain the relationship between structure and
function of the cardiovascular system
1.2 Explain the mechanism of transport of oxygen and
carbon dioxide in the body
2.1 Explain the relationship between structure and
function of the respiratory system
2.2 Explain the principle of gaseous exchange in the
lungs
3.1 Explain the relationship between structure and
function of the gastro-intestinal system
3.2 Summarise the role of enzymes in the digestive
process
3.3 Explain how the digestive, cardiovascular and
respiratory systems are essential in providing the
requirements for cell functioning
2
Understand the functions of the main
components of the respiratory system
3
Understand the functions of the main
components of the gastro-intestinal system
Assessment Methodology
Assignment part or wholly undertaken under controlled conditions or a 2000 – 2500 word report.
Grading of this unit
The following grade descriptors will be applied to the assessment of this unit:
1
2
4
5
7
Understanding of the subject
Application of Knowledge
Use of Information
Communication and Presentation
Quality
Please refer to the QAA Grade Descriptors for detail of the components of each descriptor
© Ascentis – July 2016
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Indicative Content
Please note that the indicative content supplied below is intended as a suggested guide
only. It is not meant to be a prescriptive, exhaustive or fully delivered content list. If you
would like more information about the indicative content please contact
[email protected].
The Cardiovascular System
The anatomy and physiology of the cardiovascular system and the mechanism of blood circulation (heart,
blood and blood vessels). The origin and propagation of the cardiac impulse (ECG, cardiac output and
cycle). Blood pressure and the Baroreceptor Reflex. Factors affecting cardiac output. Cardiovascular
disease: heart attack, angina, atherosclerosis.
The transport of blood gases.
The general structure and function of the lymphatic system, including tissue fluid and lymph.
The Respiratory System
The anatomy and physiology of the respiratory system and its associated components (trachea, bronchi,
bronchioles, lungs, alveoli).
Mechanical respiration (ventilation).
Gaseous exchange and the characteristics of the respiratory surface.
The control of breathing / respiration and the importance of blood pH.
Gastro-intestinal System
The anatomy and physiology of the alimentary canal and its associated components.
The process of digestion and absorption, including the role of the pancreas (endocrine and exocrine
functions) and the liver (bile production and regulatory functions such as metabolism of ammonia, alcohol
and drugs, and role in homeostatic control of blood glucose concentration).
The action of enzymes in the digestive process.
The provision of sugars, fats and amino acids as an energy source and building materials for cell
maintenance, growth and repair.
Barred Combination
This unit is barred against the units:



Aspects of Human Physiology
Homeostasis
Organ Systems
Validation end date: 31 August 2019
© Ascentis – July 2016
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Biology
Homeostasis, Co-ordination and Control and
the Excretory System
GRADED
Credit Value of Unit 6
10205
ACADEMIC SUBJECT CONTENT
GLH of Unit 60
Level of Unit 3
Learning Outcomes
Assessment Criteria
The student should be able to
1
Understand the importance of homeostasis in
maintaining equilibrium in the body
The student can
1.1 Explain the term homeostasis
1.2 Evaluate, using examples, the importance of
homeostasis in maintaining physiological
equilibrium
2.1 Explain the relationship between structure and
function of the nervous system
3.1 By use of examples, explain how the endocrine
system functions in the process of homeostasis
through hormone action
3.2 Compare and contrast hormonal control with
control through nerve action
4.1 Explain the relationship between structure and
function of the excretory system
2
3
4
Understand the function of the main
components of the nervous system
Understand the function of the main
components of the endocrine system
Understand the function of the main
components of the excretory system
Assessment Methodology
Assignment part or wholly undertaken under controlled conditions or a 2000 – 2500 word report.
Grading of this unit
The following grade descriptors will be applied to the assessment of this unit:
1
2
4
5
7
Understanding of the subject
Application of Knowledge
Use of Information
Communication and Presentation
Quality
Please refer to the QAA Grade Descriptors for detail of the components of each descriptor
© Ascentis – July 2016
Page 29 of 35
Indicative Content
Please note that the indicative content supplied below is intended as a suggested guide
only. It is not meant to be a prescriptive, exhaustive or fully delivered content list. If you
would like more information about the indicative content please contact
[email protected].
Homeostasis and control
Role of the negative feedback loop: sensors, integration centre and effectors as demonstrated by regulation
of body temperature involving the role of the hypothalamus and the skin.
Role of positive feedback loop in the enhancement of an effect e.g. blood clotting, contractions of the uterus
during childbirth.
The Nervous System
Divisions of the nervous system: CNS, PNS & ANS and their functions including sympathetic and
parasympathetic system.
Structure of sensory, motor and interneurons and their organisation into the spinal reflex arc.
Structure of the spinal chord. Structure of the brain and major functions of its components: cerebral cortex,
cerebellum, medulla oblongata, hypothalamus, Pituitary Gland.
Nerve impulses: the nerve cell and its ‘resting potential’; the mechanism of transmission of an impulse:
action potential, saltatory conduction. Structure of synapses and the mechanism of synaptic transmission.
Function of neurotransmitters e.g. acetylcholine, glycine in producing excitory and inhibitory potential.
Synaptic integration.
.
The Endocrine System
Regulation by chemical messengers; production of hormones in endocrine glands; characteristics of
hormone control.
The location and function of the Posterior Pituitary Gland - release of antidiuretic hormone (ADH) for the
control of osmoregulation.
The Excretory System
The anatomy of the kidney and excretory system.
The structure of the nephron and its function of filtration, reabsorption, excretion, osmoregulation and
electrolyte balance. Role of ADH. Role of liver in in converting toxic ammonia resulting from protein and
nucleic acid metabolism into less toxic urea.
Barred Combination
This unit is barred against the units:



Aspects of Human Physiology
Homeostasis
Organ Systems
Validation end date: 31 August 2019
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© Ascentis – July 2016
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