Access to HEAssignment Coversheet

Subject: Biology

A. Assignment Details Grade Profile: Overall Grade:

Level: 3

Student Number: Centre: Gloucestershire College

Name (completed on return):
Unit Title : Genetics and Gene Technology Tutor Name: Elaine Sharp
1343936
Assignment Title: Variation, monohybrid Indicative Word Count: 1000 ± 10% for
inheritance, multiple alleles, sex linkage and genetic essay
engineering
Assignments for this unit 1 of 2

This unit is graded

Grade descriptors:Understanding of subject
No of credits: 3
Application of knowledge
Quality

Date set: week beginning 1 Date due: Monday 19 February 5pm Date and time
January 2018 to VLE submitted to VLE:
Hard copy: In class week beginning 19
February 2018
Test: week beginning 26 February
% similarity:
2018 in class

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 initials

Word count

To be completed by tutor:

Tutor initials

Unit grade awarded

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

Date internally moderated

B. Assignment Brief
TEST. The test will be composed of:
 Questions on variation, monohybrid crosses, multiple alleles (blood groups) and
haemophilia.
The test provides evidence towards AC 1.1, 1.2 and part of 2.2. It will be retained and not returned
to students. Pass mark = 40%
GENETIC ENGINEERING ESSAY.
Choose one of the following essay titles:
 “Gene Therapy: evaluate the advantages and disadvantages.”
 “Synthetic Biology: evaluate the advantages and disadvantages”
Gene Therapy Guidance
Research into gene therapy is concerned with the technique of replacing an inherited ‘faulty’ gene
which causes a disease, such as cystic fibrosis, with a copy of a ‘normal’ gene. The aim is to relieve
distressing and life threatening symptoms caused by such conditions.

Research is still at the experimental stages and early clinical trials have been disappointing. There
have been recent improvements and scientists are optimistic about the future of gene therapy, but
there is much more to learn about the process. The potential for prolonging life and alleviating
suffering is great, but there are some dangers and also some ethical issues to be considered.
You may want to use the information below on cystic fibrosis, but you do not have to. There are
many genetic diseases where current research is hoping to provide a cure. In February 2015 the
government voted in a law permitting babies to be created from 3 different people using
mitochondrial DNA transfer. This can eliminate diseases passed solely though the mother’s
mitochondrial DNA. There are also innovations in a new process called gene editing that you may
want to investigate.
An article on cystic fibrosis:
http://www.guardian.co.uk/science/2009/apr/19/cystic-fibrosis-research
An article on mitochondrial DNA transfer:
http://www.theguardian.com/science/2014/feb/15/mitochondrial-disease-gene-cure-ivf
General:
http://www.bbc.co.uk/science/0/ and http://www.theguardian.com/science then search specific
disease or gene therapy.
Biological Sciences Review has articles on gene therapy. There is an article on cystic fibrosis in the
September 2015 volume.
Synthetic Biology Guidance

Researchers in the US developed the first synthetic living cell in 2010. Their work, which many
scientists have called a landmark study, is a key step towards the design and creation of new living
things. They are calling this a synthetic living cell. But they did use an existing cell as a template and
as a recipient for their home-made DNA. Strictly speaking, it is only the genome - the DNA in the
cell - that is entirely synthetic.

This bacterial cell, the researchers say, is the first life form to be entirely controlled by synthetic
DNA.

It is hoped to use this technology to design new bacteria from scratch - cells that could carry out
useful functions. The researchers are already collaborating with pharmaceutical and fuel companies
to design and develop chromosomes for bacteria that would produce useful fuels or even new
vaccines.

They say they hope eventually to "build" bacteria that absorb carbon dioxide and therefore help
repair damage to the environment.

Are there ethical concerns about making new life?

Some critics have accused the researchers of "playing God" and believe that it should not be a role
for humans to design new life.

Professor Julian Savulescu, from the Oxford Uehiro Centre for Practical Ethics at the University of
Oxford says the potential of this science is "in the far future, but real and significant: dealing with
pollution, new energy sources, new forms of communication".

"But the risks are also unparalleled," he continues. "We need new standards of safety evaluation
for this kind of radical research and protections from military or terrorist misuse and abuse”.

http://www.bbc.co.uk/science/0/ and http://www.theguardian.com/science then search synthetic

biology

Reference the essay using Harvard referencing. Word count 1000±10%. Submit to the VLE by
5.00pm on Monday 19 February. Screen shot your similarity as soon as you receive it. Similarity to
be below 25%. The following to be submitted to tutor by date shown on page 1 of unit brief.
Screen shot / print similarity percentage when returned.
 Hard copy of essay
 Copy of similarity report with student number on and named deleted / removed
 Evidence of submission date and time from the VLE.
This essay provides evidence for AC 3.4
 C. Unit Details
1st 2nd
submission submission
Learning Outcomes Assessment Criteria
Achieved Achieved
Y/N Y/N
The student should be The student has achieved this outcome
able to: because s/he can:
1.1. Distinguish between continuous and
1. Understand how
discontinuous variation.
gene interaction is
1.2. Explain their relationship with single
associated with
gene and polygene inheritance.
variation.
2.2. Analyse monohybrid inheritance, test
cross, codominance, multiple alleles, sex
2. Understand the determination and sex linkage.
principles of
Mendelian (Principles in bold type in the test for this
Inheritance. assignment. Other principles assessed in
worksheets on assignment 2 of 2)

3.4. Evaluate the advantages and

3. Understand the
disadvantages of genetic engineering, for
principles of gene
example, in gene therapy, synthetic biology,
technology
transgenic organisms and cloning.

D. Grading information
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

1 Understanding of the subject

Merit Distinction

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

a demonstrates a very good grasp of the relevant a demonstrates an excellent grasp of the relevant
knowledge base knowledge base
What this means for the assignment:The test is passed What this means for the assignment:The test is
with 60 % on the first attempt. passed with 80 % on the first attempt.

2 Application of knowledge

Merit Distinction

The student, student's work or performance The student, student's work or performance

makes use of relevant makes use of relevant

• facts • facts
• theories • theories

with depth that goes beyond the minimum required to with bothbreadth and depth that goes beyond the
pass and
minimum required to pass and
very good levels of
excellent levels of
• precision
• precision
• accuracy
• accuracy
• analysis
• analysis

What this means for the assignment: What this means for the assignment:
The genetic engineering essay makes use of a breadth The genetic engineering essay makes use of a
of relevant facts with a very good level of accuracy and breadth and depth of relevant facts with an
analysis. excellent level of accuracy and analysis.

7 Quality This grade descriptor applies to all units

Merit Distinction

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

is structured in a way that is generally logical and fluent
taken as a whole, demonstrates a very good response to
the demands of the brief/assignment
is structured in a way that is consistently logical and
fluent
taken as a whole, demonstrates an excellent
response to the demands of the brief/assignment
What this means for the assignment:
The essay is submitted on time, referenced mostly
correctly, has a similarity below 25%. The essay and test
are structured in a way that is generally logical and
fluent. The essay has no more than five errors in written
English.
What this means for the assignment:
The essay is submitted on time, referenced correctly,
has a similarity below 25%. The essay and test are
structured in a way that is consistently logical and
fluent. The essay has no errors in written English.

E. Assignment Feedback

See separate feedback sheet for grade profile of two assignments