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Biology (AQA)
Biology is the science of life. Biologists study the structure,
function, growth, origin, evolution and distribution of living
organisms. There are generally considered to be at least nine
“umbrella” fields of biology, each of which consists of multiple
subfields.
Biochemistry: the study of the material substances that make up living things
Botany: the study of plants, including agriculture
Cellular biology: the study of the basic cellular units of living things
Ecology: the study of how organisms interact with their environment
Evolutionary biology: the study of the origins and changes in the diversity of life
over time
Genetics: the study of heredity
Molecular biology: the study of biological molecules
Physiology: the study of the functions of organisms and their parts
Zoology: the study of animals, including animal behaviour
General description of Biology and interesting quotes
A-level Biology is a challenging, rewarding course that helps students develop
skills and knowledge necessary for a successful career. It offers teachers and
students freedom, creativity and opportunity for independent progression from
GCSE Science or Biology.
There are a total of six units in the specification – three at AS and three at A2.
Four of the units are assessed by written exam. Two units assess investigative
and practical skills which can be marked by schools, colleges or by AQA.
This specification allows all students to show what they can do, as well as being
suitable for those looking for a challenge.
A-level Biology builds on the concepts and skills developed in the GCSE and it is
particularly suitable for students who have the skills and knowledge associated
with a GCSE Additional Science course or equivalent. Students who study A-
level Biology may go on to a Biology-related degree course.
“DNA is like a computer program but far, far more advanced than any software ever
created.” Bill Gates
“We are biology. We are reminded of this at the beginning and the end, at birth and at
death. In between we do what we can to forget.” Mary Roach
“Perhaps eggs are like neurons, which also are not replenished in adulthood: they know
too much. Eggs must plan the party. Sperm need only to show up- wearing top hat and
tails, of course. ” Natalie Angier
Course Structure
Course Name and Code: AS Biology (AQA)
Code : 1411
Unit 1 - Biology and disease
BIOL1 Biology and disease
Disease may be caused by infectious pathogens or may reflect the
effects of lifestyle.
The digestive system provides an interface with the environment.
Digestion involves enzymic hydrolysis producing smaller molecules that
can be absorbed and assimilated.
Substances are exchanged between organisms and their environment by
passive or active transport across exchange surfaces. The structure of
plasma membranes enables control of the passage of substances across
exchange surfaces.
The lungs of a mammal act as an interface with the environment. Lung
function may
The functioning of the heart plays a central role in the circulation of
blood and relates to
Mammalian blood possesses a number of defensive functions.
Biological principles
Investigative and practical skills
Unit 2 The variety of living organisms
BIOL2 The variety of living organisms
Living organisms vary and this variation is influenced by genetic and
environmental
DNA is an information-carrying molecule. Its sequence of bases
determines the structure
Similarities and differences in DNA result in genetic diversity.
The variety of life is extensive and this is reflected in similarities and
differences in its biochemical basis and cellular organisation
During the cell cycle, genetic information is copied and passed to
genetically identical
In complex multicellular organisms, cells are organised into tissues,
tissues into organs
Factors such as size and metabolic rate affect the requirements of
organisms and this gives rise to adaptations such as specialised exchange
surfaces and mass transport systems
Classification is a means of organising the variety of life based on
relationships between
Originally, classification systems were based on observable features but
more recent approaches draw on a wider range of evidence to clarify
relationships between organisms.
Adaptation and selection are major components of evolution and make a
significant
Biodiversity may be measured within a habitat
Biological principles
Investigative and practical skills
Assessments
Unit 1 BIOL Biology and disease
Examination paper (60 raw marks / 100 UMS) 5 – 7 short answer questions plus 2
longer questions (a short comprehension and a structured question requiring continuous
prose)
1 hour 15 minutes
33.3% of the total AS marks
16.7% of the total A-level marks
Available in June only
Unit 2 BIOL The variety of living organisms
Examination paper (85 raw marks / 140 UMS) 5 – 7 short answer questions plus 2
longer questions involving the handling of data and How Science Works
1 hour 45 minutes
46.7% of the total AS marks
23.3% of the total A-level marks
Available in June only
Unit 3 – Internal Assessment Investigative and practical skills in AS Biology
Either BIO3T
Centre Marked Route T (50 raw marks/60 UMS)
Practical Skills Assessment (PSA – 6 raw marks)
Investigative Skills Assignment (ISA – 44 raw marks)
Or BIO3X
Externally Marked Route X (50 raw marks/60 UMS)
Practical Skills Verification (PSV – teacher verification)
Externally Marked Practical Assignment (EMPA – 50 raw marks)
20% of total AS marks
10% of total A-level marks
Available in June only
Unit 3 - Investigative and practical skills in AS Biology
Investigative and practical skills in AS Biology
Investigating biological problems involves changing a specific factor, the
independent
Implementing involves the ability to work methodically and safely,
demonstrating
Raw data may require processing. Processed data should be used to plot
graphs that
Limitations are inherent in the material and apparatus used, and
procedures adopted.
Key Skills are linked to HSW:
Use theories, models and ideas to develop and modify scientific explanations
Examples in this specification include:
• Theoretical models such as the mass transport of water, 3.1.3
• Physical models such as the use of the lock and key model to explain the properties of enzymes
Use knowledge and understanding to pose scientific questions, define scientific
problems, present scientific arguments and scientific ideas.
Examples in this specification include:
• pose scientific questions and define scientific problems in Investigative and practical skills
Use appropriate methodology, including ICT, to answer scientific questions and
solve scientific problems
Examples in this specification include:
• choice of a suitable method to measure a variable
Carry out experimental and investigative activities, including appropriate risk
management, in a range of contexts.
Examples in this specification include:
• Many opportunities in the Investigative and practical skills units for AS
Analyse and interpret data to provide evidence, recognising correlations and
causal relationships.
Examples in this specification include:
• analyse and interpret data associated with specific risk factors and the incidence of lung
disease.
• analyse and interpret data relating to the distribution of organisms, recognising
correlations and causal relationships.
Evaluate methodology, evidence and data, and resolve conflicting
evidence
Examples in this specification include:
• evaluate methodology, evidence and data relating to the use of vaccines and monoclonal
Antibodies.
• evaluate evidence and data concerning issues relating to the conservation of species and
habitats and consider conflicting evidence.
Appreciate the tentative nature of scientific knowledge
Examples in this specification include:
• appreciate the tentative nature of any conclusions that can be drawn relating to the causes
of variation.
• appreciate the tentative nature of conclusions that may be drawn from data relating to
Populations.
Communicate information and ideas in appropriate ways using
appropriate Terminology.
Examples in this specification include:
• Many opportunities through assessment of questions requiring extended prose for AS.
Consider applications and implications of science and appreciate
their associated benefits and risks.
Examples in this specification include:
• interpret data relating to the effects of human activity on species diversity and be able to
evaluate associated benefits and risks.
• balance the humanitarian aspects of recombinant DNA technology with opposition from
environmentalists and anti-globalisation activists.
Consider ethical issues in the treatment of humans, other organisms
and the environment
Examples in this specification include:
• discuss ethical issues involved in the selection of domesticated animals.
• evaluate evidence and data concerning issues relating to the conservation of
species and habitats and consider conflicting evidence.
Appreciate the role of the scientific community in validating new
knowledge and ensuring integrity
Examples in this specification include:
• explain the role of the scientific community in validating new knowledge about vaccines
and monoclonal antibodies thus ensuring integrity.
• evaluate the ethical, moral and social issues associated with the use of recombinant
technology in agriculture, in industry and in medicine.
Appreciate the ways in which society uses science to inform decision-making
Examples in this specification include:
• discuss the ways in which society uses scientific knowledge relating to vaccines and
Mono-clonal antibodies to inform decision-making.
• explain how conservation relies on science to inform decision-making.
Resources
http://www.who.int/topics/cholera/en/
WHO site on cholera
Medical dictionary
Other internet sites Biozone ‘Health and Disease’ Presentation Media CD-ROM
http://www.biozone.co.uk/
www.sserltd.co.uk
Atlas of histology
http://www.sunflowerlearning.com/index.htm
http://www.accessexcellence.org/RC/VL/GG/cellBreak1.html
http://www.sinauer.com/cooper/4e/animations0101.html
NT – Practical sheets
Biological Sciences Review, A level Resource Pack ‘Organs and Systems’
ISBN: 978 0 86003 221 2
Philip Allan Publishers
http://www.philipallan.co.
http://www.who.int/topics/tuberculosis/en/index.html
WHO site on tuberculosis
http://www.bbc.co.uk/hea
lth/tv_and_radio/fightforlife_index.shtml link to video clip about asthma
http://www.brianmac.co.uk/queens.htm
www.cancerlessonplans.org.uk
http://www.ncbe.reading.ac.uk/DNA50/peadna.html
Electron micrograph transparency set available from Philip Harris
Slides of ligustrum
http://www.chesterzoo.org/
http://www.ciwf.org.uk/education/resources/full_list.html
http:// www.biologymad.com/
‘Advanced Biology 1’ publishers
BIOZONE Biological Sciences Review, September 2006. Enzymes: fast and flexible
AS/A Level Teacher Resource Pack Series
http://biologymad.com/prokaryotes,
http://biologymad.com/
Phillip Allan Updates Resource Pack
Biol Sci Review Vol 20 No 2 Asbestos and the lung
http://www.cellsalive.com/
http://www.lifewire.com/
http://www.herbarium.usu.edu/fungi/FunFacts/Biodiversity.htm
AQA Biology by Glenn Toole and Susan Toole
Field trip
Eden Project
University courses
Degree and postgraduate courses are available in a wide variety of biological science
subjects such as:
biology or applied biology
biological science
plant biology
microbiology
conservation biology
ecology
marine biology.
To do a degree, you will usually need five GCSEs (A-C) including maths, English and
science, plus three A levels including biology. You should check with universities for
exact entry requirements as other qualifications may also be accepted.
Job options
Jobs directly related to your degree include:
Clinical molecular geneticist
Higher education lecturer
Nature conservation officer
Pharmacologist
Research scientist (life sciences)
Research scientist (medical)
Secondary school teacher
Soil scientist
Jobs where your degree would be useful include:
Dentist
General practice doctor
Science writer
Training and development officer
Skills, interests and qualities
To become a biologist, you will need to have:
practical scientific skills
an enquiring mind
the ability to think clearly and logically
good problem-solving skills
a methodical approach to work
accuracy and attention to detail
good team working skills
the ability to manage and develop a team
excellent spoken and written communication skills
the ability to keep up to date with advances in your field
an understanding of statistics and relevant computer packages.