| Why study Biology?
Studying Biology helps students appreciate the wonder and complexity of the natural world. Studying evolution means learning to understand how the world around us became the way it is. In the second year the course focuses on some of the most important issues facing us, issues such as climate change, deforestation and the environment. Students also learn how their own bodies work, at cellular level and in sport and at times of stress. They have the opportunity to consider some of the ethical issues raised by recent developments in science, such as gene therapy. Which syllabus do we follow? We follow Edexcel specification for Biology How many units are there? There are 6 Units in total: three at AS and three at A2. What is each unit about? Unit 1 AS unit 1 is called 'Lifestyle, Transport, Genes and Health' Topic 1: Lifestyle, health and risk. This topic begins with a consideration of the structure and functions of a number of molecules, including water, carbohydrates and triglycerides. The structure and function of the cardiovascular system is also included as an introduction to the ways in which diet and lifestyle factors may affect the heart and circulatory system. Ideas about correlation, causation and the concept of risks to health are covered. Topic 2: Genes and health. This topic begins with a consideration of the structure and functions of the cell membrane and gas exchange surfaces. The structure and properties of proteins, enzyme and nucleic acids lead to the genetic code and protein synthesis. Principles of inheritance, gene therapy and genetic screening are included, giving opportunities for discussion of the social and ethical issues surrounding genetic screening for genetic conditions. Unit 2 AS unit 2 is called 'Development, Plants and the Environment' Topic 3: The voice of the genome This topic begins with an overview of cell structure and considers how cell ultrastructure is related to function. Cell division and cell aggregation to form tissues and organs are also included. The topic then considers meiosis, the formation of gametes, fertilisation, stem cells, gene expression and cell differentiation. The role of the genotype and effect of the environment on phenotype is also stressed. Topic 4: Biodiversity and natural resources. This topic begins with a comparison of the structure of a typical plant cell with that of an animal cell, and the structure and roles of cellulose and starch. The relationship between plant tissues, xylem and sclerenchyma, is also included. The topic continues with a consideration of the importance of plant products to humans, species diversity, and how diversity arises through natural selection and evolutionary change. The role of zoos in the conservation of endangered species is also described. Unit 3 A2 unit 3 is called 'Development, Plants and the Environment ' Part 1: Practical biology skills . Students will carry out the recommended core practical and other practical investigations, which will require them to work safely, produce valid results and present data in the most appropriate format. Part 2: Visit or issue report. Students will present a written report of between 1500 and 2000 words. The report may be a record of a visit to a site of biological interest, or a report of non-practical research into a biological topic. The visit or issue addressed is intended to bring a student into contact with a 'real-life' example of biology in use. Students will be assessed on their ability to describe the biological- based methods and processes in the context of a selected problem or issue; identify the relevant applications of biology; use information or arguments from their research and communicate clearly. The visit or issue report also provides students with opportunities to demonstrate competence in key skills, both through the work they produce for their written report, and through other aspects of the work they carry out. Unit 4 A2 unit 4 is called 'The Natural Environment and Species Survival' Topic 5: On the wild side. This topic builds an appreciation that photosynthesis is the primary process that underpins the majority of ecosystems, and provides students with an understanding of how ecosystems work. The topic continues by looking at whether climate change will lead to extinction of species or evolution by natural selection, and looks at the evidence for global warming and its effects on plants and animals. By the end of the topic students should appreciate how scientific understanding can make us aware of our responsibilities as stewards of the environment.
Topic 6: Infection, immunity and forensics. This topic starts by looking at how forensic pathologists use a wide variety of analytical techniques to determine the identity of a person or other animal, and to establish the time and cause of death of an organism, including humans. It then considers how bacteria and viruses use a variety of routes into their hosts and how hosts have evolved barriers and internal mechanisms to combat infections. These protections are not always successful and many people in the world still die from infectious diseases. This topic also investigates the evolutionary battles that take place between invading pathogens and their hosts.
Unit 5
A2 unit 5 is called 'Energy, Exercise and Coordination'
Topic 7: Run for your life This topic begins with a study of muscle structure and function, and the ways in which energy is provided by means of aerobic and anaerobic respiration. The responses of the heart and respiratory system to exercise are included, with the concept of homeostasis and its importance in both the regulation of body temperature and at the molecular level with a reference to gene switching. The topic ends by considering the effects of both too much and too little exercise on the body, how medical technology is used in relation to sports, and the ethical positions with respect to the use of performance-enhancing substances by athletes.
Topic 8: Grey matter This topic begins by considering how plants detect and respond to changes in their environment. This is followed by details of the structure and function of the mammalian nervous system, including imaging techniques to investigate the brain. This is developed into an enquiry into how imbalances in brain chemicals may result in conditions such as Parkinson's disease and its treatment with drugs. The topic requires students to discuss the ethics of the Human Genome Project and to consider the risks and benefits associated with the use of genetically modified organisms.
Unit 6
A2 unit 6 is called 'Practical Biology and Investigative Skills'
Part 1: Practical biology skills Students will further develop their practical skills. Students will carry out the recommended core practicals in Units 4 and 5 and their individual investigations.
Part 2: Individual investigation Students will present a written report, of between 2700 and 3300 words, of an experimental investigation they have devised and carried out.
How is each unit examined?
Unit 1
This unit is assessed by means of a written examination paper, which lasts 1 hour 15 minutes and will include: 1. objective questions 2. structured questions 3. short-answer questions 4. How Science Works 5. practical-related questions.
Unit 2
This unit is assessed by means of a written examination paper, which lasts 1 hour 15 minutes and will include: 1. objective questions 2. structured questions 3. short-answer questions 4. How Science Works 5. practical-related questions.
Unit 3
Students will submit a written report of between 1500 and 2000 words which will be marked by the teacher and moderated by Edexcel or externally marked by Edexcel. The report may be either a record of a visit to a site of biological interest or a report of research into a biological topic. During the course of teaching Units 1 and 2 teachers will observe students carrying out practical work and will be required to submit a verification of practical skills record based on the recommended core practical's.
Unit 4
This unit is assessed by means of a written examination paper, which lasts 1 hour 30 minutes and will include: 1. practical-related questions2. structured questions 3. short-answer questions 4. How Science Works
Unit 5
This unit is assessed by means of a written examination paper, which lasts 1 hour 30 minutes and will include: 1. objective questions 2. structured questions 3. short-answer questions 4. How Science Works 5. practical-related questions. 6. A third of the marks is related to specified pre- released reading.
Unit 6
Students will complete an individual investigation. This is a written report of an experimental investigation, which they have devised and carried out and includes synoptic assessment. During the course of teaching Units 4 and 5 teachers will observe students carrying out practical work and will be required to submit a verification of practical skills record based on the recommended core Practicals and the individual investigation.
How is the course structured?
Student study for unit 1 and unit 2 concurrently and have different teachers for each unit. Unit 3 is incorporated into units 1 and 2. The same approach at A2.
When do the exams take place?
Students can sit AS exams in the May/June examination period. Students can resit AS exams in January of the A2 year. Students sit units 4 and 5 in the May/June examination period of the A2 year.
Which Ashbourne teachers teach this course?
John Wilson
(BA (Hons), MA (Oxford), PGCE (Cambridge), Director of Studies)
John was educated at The Queen's College, Oxford and Homerton College, Cambridge. He joined Ashbourne in 2000 as a Biology and Science teacher and is now in his second spell with us, rejoining as Director of Studies in 2005. John is a member of the Institute of Biology and has recently joined the Admissions Panel for Medicine at UCL as a lay member.
Beyond A Level for Biology Students
Biology, as one of the traditional sciences, is a very well respected A level and opens the door to many courses and careers. It is an essential choice for students wishing to study Medicine, Pharmacology, Dentistry and Veterinary Science but can also lead to degrees in Biomedical Science, Natural Sciences, Environmental Science, Genetics and Botany as well as courses in Conservation and Biodiversity.
Any other information
This is an exciting course, which covers many different topics from the misuse of steroids in competition to the nature of the environment and the arguments surrounding climate change. Students will also discover how the police can accurately pinpoint time of death of a victim based purely on the insects found on the body. Students will discover how bodies respond to their environment and why carrying the gene for sickle cell disease is actually an advantage in life.
If a student is at all curious about why things happen the way they do then Biology is for them. If a student wants to study Medicine at University they must have Biology at least to AS level
Textbooks
AS
Title - Edexcel Biology for AS
Author - Chris Clegg
Web link - http://www.amazon.co.uk/Edexcel-Biology-AS-Chris-Clegg/dp/0340966238/ref=sr_1_6?ie=UTF8&s=books&qid=1275667810&sr=1-6
A2
Title - Edexcel Biology for A2
Author - C J Clegg
Web link - http://www.amazon.co.uk/Edexcel-Biology-A2-C-Clegg/dp/0340967803/ref=pd_sim_b_2
Other Resources
Title - On the Origin of Species
Author - Charles Darwin
Title - The Selfish Gene
Author - Richard Dawkins
Title - The Greatest Show on Earth
Author - Richard Dawkins
Title - The Blind Watchmaker
Author - Richard Dawkins
Title - The Ancestors Tale
Author - Richard Dawkins
Title - The Extended Phenotype: The Long reach of the Gene
Author - Richard Dawkins
Title - Language of the Genes
Author - Stephen Jones
Title - Gaia
Author - James Lovelock
Title - Bad Science
Author - Ben Goldacre
Title - Almost a Whale
Author - Steve Jones
Title - The Descent of Men
Author - Steve Jones
Title - Human Instinct
Author - Robert Winston
Title - Philosophy of Science: A Very Short Introduction
Author - Samir Okasha
Title - Science and Religion: A Very Short Introduction
Author - Thomas Dixon
Title - Medical Ethics: A Very Short Introduction
Author - Tony Hope
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