TITLE
SI MODULE CODE
CREDITS
LEVEL
JACS CODE
SUBJECT GROUP
DEPARTMENT
MODULE LEADER
The structure and function of biological molecules
31-4132-00N
20
4
C700
FdSc Bioscience and FdSc Biochemistry
Biosciences
David Cross
MODULE STUDY HOURS (based on 10 hours per credit)
Scheduled Learning Placement (if
Independent
and Teaching
applicable)
Guided Study
Activities
N/A
52.5
147.5
Total Number of
Study Hours
200
MODULE AIM(S)
The aims of this module are to equip students with the chemical knowledge and concepts
necessary to explain and understand how the structure and properties of biological molecules
relate to their functions. It also aims to support students’ understanding of the bioscience
encountered in other areas of the course.
MODULE LEARNING OUTCOMES
By engaging successfully with this module a student will be able to:
1. Demonstrate accurate use of chemical equations and formulae in a quantitative
manner.
2. Describe the theoretical concepts relating to atomic and molecular structure and the
principles of covalent and ionic bonding and intermolecular interactions.
3. Identify and draw the structures of organic molecules, including functional groups
and isomers, and be able to relate these to more complex biologically significant
compounds.
4. Provide examples of different types of important biological molecules and explain
how their bonding and structure enables them to perform their function.
5. Use appropriate theories to explain the effect of reaction conditions on biological
reactions.
6. Undertake laboratory work to obtain qualitative and quantitative data. Interpret the
data and draw meaningful conclusions.
INDICATIVE CONTENT
1.
2.
3.
4.
Basic chemical terminology: elements, compounds, atoms, ions and molecules
Writing and balancing chemical equations and volumetric analysis
Ionic and covalent bonding, intermolecular forces
Shapes of molecules
5. Organic molecules: functional groups, homologous series, isomerism, representation,
basic nomenclature
6. Electronegativity, bond polarity, overall molecule polarity, hydrophilic and
hydrophobic structures
7. The structure and bonding of important biological molecules and how their chemical
and physical properties link to their functions. Molecules to be studied will include
simple and complex carbohydrates, proteins and amino acids, lipids, nucleotides and
nucleic acids
8. Enzymes and reaction kinetics
9. Chemical equilibria
10. Acid base equilibria: pH, acids, bases and buffers and their importance in biological
systems
LEARNING AND TEACHING METHODS
A range of methods is used including:




Lectures and seminars
Laboratory practical sessions
Group and individual practical activities
Independent activities through VLE
ASSESSMENT STRATEGY AND METHODS
Task
No.*
Short Description of
Task
1
2
Scientific Essay
Practical Examination
SI
Code
EX/C
W/PR
CW
EX
Task
Weighting
%
Word Count
or Exam
Duration**
In-module
retrieval
available
40 %
60 %
1600 words
1.5 Hours
Y
Y
Task Descriptions and SI Codes
Scientific Essay (CW) (40%)
Students will write a scientific report of approximately 1600 words describing how the types
of bonding and the structure of specific biological molecules enable them to perform their
functions.
Practical Examination (EX) (60%)
Students will be required to perform a practical task under examination conditions. They
will be provided with a written experimental brief and required to record relevant data and
results. Students will be required to demonstrate the ability to perform relevant calculations.
On completion of the practical task, students will be required to answer pre-set questions to
demonstrate knowledge, understanding and interpretation.
FEEDBACK
Students will receive feedback on their performance in the following ways:





Students will be provided with the opportunity to assess their own progress though
formative testing taking place throughout the module
The use of constructive and developmental peer feedback will be encouraged
throughout the module
Summative feedback will be used to help clarify areas of strength as well as indicate
areas for development. This feedback will be aligned with relevant module outcome
and provided on assessment feedback sheet
Summative feedback will be provided through methods such as script annotations,
tutorials and audio files of comments
Feedback on examination scripts will aim to identify specific areas for development
in addition to the presentation of a percentage mark.
LEARNING RESOURCES (INCLUDING READING LISTS)
Hill, G. and Holman, J. (2011) Chemistry in context. Cheltenham: Thomas Nelson.
Clayden, J., Greeves, N., Warren, S. & Wothers, P. (2001). Organic Chemistry. Oxford: OUP
Clynes, S., Williams, D.J.W. and Clarke, J.S. (1971) A new chemistry. Sevenoaks: Hodder
and Stoughton.
Crowe, J. & Bradshaw, T. (2010). Chemistry for the Biosciences: The Essential Concepts
(2nd Edition). Oxford: OUP.
Housecroft, C. E. & Sharpe, A. G. (2001). Inorganic Chemistry. New York: Pearson Prentice
Hall.
Karty, J. (2005). The Nuts and Bolts of Organic Chemistry: A Student's Guide to Success.
Menlo Park, CA: Benjamin Cummings.
MORAN, L.A. et al. (no date) Principles of Biochemistry. 5th edn. Pearson.
Voet, D. J., Voet, J. G. & Pratt, C. W. (2008). Principles of Biochemistry. (3rd Edition).
Chichester: Wiley.
Much of the key reading can be found in the University Centre Library. Some of the key
reading will be also available via the University Centres’ VLE (Moodle) and on itunes u.
Moodle will also be used to provide links to some relevant e-journals, e-books and relevant
internet pages. E-learning through forms such as e-mail, discussion forums and pod casts will
be used to develop learning. These will be used in addition to seminars and workshops, to
provide students with the opportunity to disseminate ideas, ask questions and gain additional
information from teaching staff and peers. Instructional videos will also provide students with
additional information into some relevant testing/analysis procedures that are required as part
of the module. These resources will be used to provide a flexible and interactive learning
environment, enhancing students’ adherence and motivation to the course and also the ability
to become a more autonomous student.
SECTION 2: MODULE INFORMATION FOR STAFF ONLY
MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION
MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE
NEW MODULE
EXISTING MODULE - NO CHANGE
Title Change
Level Change
Credit Change
Assessment Pattern Change
Change to Delivery Pattern
Date the changes (or new module) will be implemented
n
Y
n
n
n
n
2/17
MODULE DELIVERY PATTERN
Give details of the start and end dates for each module. If the course has more than one
intake, for example, September and January, please give details of the module start and
end dates for each intake.
Module Begins
Module Ends
Course Intake 1
11/2/17
21/6/17
Is timetabled contact time required for this module?
Are any staff teaching on this module non-SHU employees?
If yes, please give details of the employer institution(s) below
North Lindsey College
What proportion of the module is taught by these non-SHU staff,
expressed as a percentage?
Y
Y
100 %
MODULE ASSESSMENT INFORMATION
Indicate how the module will be marked
*Overall PERCENTAGE Mark of 40%
Y
*Overall PASS / FAIL Grade
N
*Choose one only – module cannot include both percentage mark and pass/fail graded
tasks
SUB-TASKS
Will any sub-tasks (activities) be used as part of the assessment
N
strategy for this module?
If sub-tasks / activities are to be used this must be approved within the Faculty prior to
approval. Sub-task / activity marks will be recorded locally and extenuating
circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities.
FINAL TASK
According to the Assessment Information shown in the Module
Descriptor, which task will be the LAST TASK to be taken or handedin? (Give task number as shown in the Assessment Information Grid
in Section 1 of the Descriptor)
Task No.
1
REVISIONS
Date
Feb 2016
Reason
Module Modification -DB2BC23-15-16