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Biochemistry, semester 2

BIOC192 practice questions

yes, cutline has bioc192 practice questions across the otago foundations of biochemistry course, each with a worked solution, and the bank is still rolling out. that covers proteins, molecular biology and metabolism, and you can start free without a card.

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2,842published MCQs
51worksheets and mock exams

As the catalogue lists them, checked 23 Oct 2026.

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  • Proteins and Enzymes: Protein StructureSample 1 of 4
    Which statement about supersecondary structure is correct?
    Answer choices
    Show answer

    Correct answer: A

    Worked solution

    Supersecondary structure is made when elements of secondary structure, the helices and strands, are connected by turns or by less ordered loops and coils into a recognisable arrangement. It sits above secondary structure but below the level of a whole domain, so it is built from helices and strands rather than from single residues, whole domains or separate proteins.
  • Proteins and Enzymes: Protein StructureSample 2 of 4
    What best describes the strands within a beta hairpin?
    Answer choices
    Show answer

    Correct answer: C

    Worked solution

    A beta hairpin is a common motif in which two strands run antiparallel to one another, and the length of the strands varies from one example to the next. The defining features are the antiparallel arrangement and the variable, not fixed, length.
  • Molecular Biology: Structural BioinformaticsSample 3 of 4
    What best describes the input and output of AlphaFold?
    Answer choices
    Show answer

    Correct answer: B

    Worked solution

    AlphaFold takes the amino acid sequence of a protein as its input and returns a predicted three-dimensional structure as its output. Reversing these, so that structure becomes the input and sequence the output, describes a different task entirely.
  • Metabolism: CarbohydratesSample 4 of 4
    Which statement about starch is correct?
    Answer choices
    Show answer

    Correct answer: B

    Worked solution

    Starch is a large plant polysaccharide built from many glucose units linked by glycosidic bonds. The linkage is glycosidic rather than peptide, and starch is a polymer rather than a single sugar or a protein.

Published MCQ practice

Teaching practice and mock exams currently listed for this paper.

Teaching practice

  • Proteins and Enzymes

    Worksheets: 13

    MCQs: 840

    • L2: Introduction to ProteinsMCQs: 70
    • L3: Building Blocks of Proteins: Amino Acids, Peptides and the Peptide BondMCQs: 70
    • L4: Elements of Protein StructureMCQs: 74
    • L5: Protein Structure and Protein FoldingMCQs: 76
    • L6: Enzymes are Essential for LifeMCQs: 65
    • L7: How Enzymes Catalyse ReactionsMCQs: 57
    • L8: Measuring and Comparing the Activities of EnzymesMCQs: 63
    • L9: Control of Enzyme ActivityMCQs: 56
    • L10: Proteins in Action: Oxygen transport by myoglobin and haemoglobin #1MCQs: 62
    • L11: Proteins in Action: Oxygen transport by myoglobin and haemoglobin #2MCQs: 67
    • L12: Activation and Inhibition of Proteins #1MCQs: 63
    • L13: Activation and Inhibition of Proteins #2MCQs: 61
    • L14: How Genes Make Proteins and CellsMCQs: 56

  • Molecular Biology

    Worksheets: 7

    MCQs: 400

    • L15: Genetic Changes and Protein FunctionMCQs: 58
    • L16: Genetic Variation and Disease #1MCQs: 63
    • L17: Genetic Variation and Disease #2MCQs: 58
    • L18: Introduction to Recombinant DNA TechnologiesMCQs: 54
    • L19: Recombinant ProteinsMCQs: 63
    • L20: BioengineeringMCQs: 39
    • L21: Energy Balances in Cells and OrganismsMCQs: 65

  • Metabolism

    Worksheets: 14

    MCQs: 833

    • L22: Glucose as a Fuel Molecule #1MCQs: 52
    • L23: Glucose as a Fuel Molecule #2MCQs: 59
    • L24: Fatty Acids as a Fuel Molecule #1MCQs: 62
    • L25: Fatty Acids as a Fuel Molecule #2MCQs: 62
    • L26: The Citric Acid CycleMCQs: 57
    • L27: Amino Acids as Fuel MoleculesMCQs: 61
    • L28: Setting the Scene for ATP Synthesis: The Electron Transport ChainMCQs: 56
    • L29: Oxidative Phosphorylation: ATP SynthaseMCQs: 49
    • L30: Coordinating Metabolism: Insulin and Glucose TransportMCQs: 67
    • L31: Coordinating Metabolism: Fuel StorageMCQs: 56
    • L32: Coordinating Metabolism: Fuel MobilisationMCQs: 60
    • L33: Coordinating Metabolism: StarvationMCQs: 59
    • L34: Coordinating Metabolism: Diabetes (Type II)MCQs: 64
    • L35: Coordinating Metabolism: ObesityMCQs: 69

  • Lab Content

    Worksheets: 2

    MCQs: 120

    • Lab 1MCQs: 60
    • Lab 2MCQs: 60

Mock exams

  • Progress Test Mocks

    Mock exams: 5

    MCQs: 250

    • Mock 1MCQs: 50
    • Mock 2MCQs: 50
    • Mock 3MCQs: 50
    • Mock 4MCQs: 50
    • Mock 5MCQs: 50

  • Final MCQ Mocks

    Mock exams: 10

    MCQs: 399

    • Final MCQ Mock 01MCQs: 40
    • Final MCQ Mock 02MCQs: 40
    • Final MCQ Mock 03MCQs: 39
    • Final MCQ Mock 04MCQs: 40
    • Final MCQ Mock 05MCQs: 40
    • Final MCQ Mock 06MCQs: 40
    • Final MCQ Mock 07MCQs: 40
    • Final MCQ Mock 08MCQs: 40
    • Final MCQ Mock 09MCQs: 40
    • Final MCQ Mock 10MCQs: 40
Open BIOC192 catalogue

What this list includes. Active products only. Published worksheets in visible groups, with unrestricted multiple-choice questions. Retired questions, module tests and written questions are excluded. This does not measure whole-course coverage or concept articles. This catalogue is cached. The app rechecks access before you start. .

What this paper covers

These are paper topics, not a list of published worksheets.

  • proteins and enzymes
  • molecular biology
  • metabolism

How to approach BIOC192

bioc192 builds on chem191 and, like the body-systems papers, it is a knowledge-gap paper, proteins, molecular biology and metabolism with a lot of small detail to hold together. practising questions is how you find the bits that have not stuck yet, well before the exam finds them for you.

worth
18 points (0.15 EFTS)
taught
semester 2, needs chem191 first
assessment
30% internal, 70% final exam

How to study BIOC192 (science-based)

These are established findings, not fringe claims, and recent reviews keep confirming them (Carpenter et al., 2022; Weinstein et al., 2018). The emphasis here is on the higher-order skill of applying and transferring ideas to unseen questions, which is what separates the top HSFY grades and the study habits medicine selects for.

bioc192 builds on chem191 and, like the body-systems papers, it is a knowledge-gap paper: proteins, molecular biology and metabolism with a lot of interconnected detail to hold together. the methods below are matched to that pathway-heavy content and to keeping it from fading before the exam.

  1. retrieve pathways from blank

    metabolism is a set of pathways, and pulling a pathway out of memory is a stronger form of learning than restudying a mapped version of it, just as retrieval beat concept-mapping in a direct comparison (Karpicke & Blunt, 2011). a beautifully annotated pathway in your notes can give a false sense of mastery.

    for bioc192, redraw the skeleton of a pathway such as glycolysis or the TCA cycle from a blank page, then fill in only the enzymes and steps you dropped. those dropped pieces are your real gaps, and because bioc192 pathways connect, closing them early stops one weak link from undermining a whole topic in the exam. (Karpicke & Blunt, 2011)

    Try it: redraw the glycolysis or TCA-cycle skeleton from memory, then fill only the enzymes and steps you dropped.

  2. space the detail

    protein structure, molecular biology and metabolism carry a lot of detail that decays fast if crammed, and the spacing effect shows that spreading retrieval across sessions holds far more of it for the same total time (Cepeda et al., 2006).

    revisit each bioc192 module on a schedule, today, a few days later, then a week on, rather than saving it all for a single pre-exam block. the repeated, spaced retrieval is what turns a one-off understanding of a pathway into something you can still produce weeks later in the exam. (Cepeda et al., 2006)

    Try it: revisit each module today, a few days later, then a week on, rather than in one pre-exam block.

  3. explain the logic behind the regulation

    self-explanation is a high-utility technique because it forces you to connect a fact to the reason behind it, which is what makes knowledge transfer to new questions (Dunlosky et al., 2013).

    bioc192 rewards seeing why a pathway is regulated the way it is. for a regulation point, explain why the cell would switch that step on or off given its energy state before you check the answer. that why is the difference between reciting a pathway and understanding metabolism, and it is what the harder exam questions reward. (Dunlosky et al., 2013)

    Try it: for a regulation step, explain why the cell would switch it on or off before checking the answer.

  4. apply the pathway logic to new cases

    high bioc192 grades come from applying the logic of a pathway to a scenario you have not seen, predicting how metabolism shifts under a given condition, rather than reciting steps. varied retrieval practice builds this transfer to novel situations (Pan & Rickard, 2018; Carpenter et al., 2022), and it is the same self-testing habit that predicts later medical-exam performance for future med students (Deng et al., 2015).

    practise the applied version: given a physiological state, fasting, exercise, a specific enzyme deficiency, reason out which pathways switch on or off and why. that scenario reasoning, rather than pathway recitation, is what the harder questions reward and what later clinical study builds on. (Pan & Rickard, 2018; Carpenter et al., 2022; Deng et al., 2015)

    Try it: take a physiological state like fasting or exercise and reason out which pathways switch on or off and why.

Flashcards, spaced repetition and Anki

The spacing effect is why flashcards work: revisiting a fact just as you are about to forget it locks it in far better than cramming (Cepeda et al., 2006). Anki is the tool most health-science students reach for, and it is good. metabolic pathways and enzyme roles are strong flashcard material when reviewed on a spaced schedule. Cutline pairs Anki-style flashcards for the raw facts with a qbank of exam-style BIOC192 questions, so you can drill what needs memorising and then practise applying it.

Set up Connect for Anki

Questions about BIOC192

is bioc192 fully live yet?

the bank is still being built out, so this page rolls out lecture by lecture as content is published.

can i see sample questions before the full bank is live?

yes, a small set of sample questions is available below while the full bank is reviewed and published.

Keep reading

The evidence

The study methods above come from established research in cognitive and educational psychology.

  1. Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772 to 775.
  2. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354 to 380.
  3. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4 to 58.
  4. Pan, S. C., & Rickard, T. C. (2018). Transfer of test-enhanced learning: Meta-analytic review and synthesis. Psychological Bulletin, 144(7), 710 to 756.
  5. Carpenter, S. K., Pan, S. C., & Butler, A. C. (2022). The science of effective learning with spacing and retrieval practice. Nature Reviews Psychology, 1(9), 496 to 511.
  6. Deng, F., Gluckstein, J. A., & Larsen, D. P. (2015). Student-directed retrieval practice is a predictor of medical licensing examination performance. Perspectives on Medical Education, 4(6), 308 to 313.
  7. Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications, 3, 2.

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