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.