THE SCIENCES – BIOLOGY

"Science is organised knowledge"- Herbert Spencer from "Education" 1861

Ever wondered how the food you eat becomes the energy your body needs to keep going?  If DNA is a set of instructions in your cells, how does it tell your cells what to do?  How does your brain know what your feet are doing? The theory of evolution says that humans and chimps descended from a common ancestor, but does it tell us how and why?  We humans are insatiably curious creatures who can’t help wondering how things work - starting with our own bodies.  Wouldn’t it be great to learn more about ourselves and the millions of known (and unknown) creatures that share our planet?  What’s the solution?  Come to Hurtwood House and learn Biology, the subject that is life.

How Biology is taught at Hurtwood House
Biology is very much a "living" science, and for that reason the approach to the subject at Hurtwood House places a strong emphasis on the lessons that can be learned from practical investigation. Classes involve microscopy, anatomy and experimental work, and this can be aided by statistical analysis, as in the study of the genetic distribution of certain human characteristics, such colour-blindness. Practical laboratory work provides an ideal opportunity for you to learn about collating and interpreting data, recording and reporting your findings concisely and arriving at effective solutions to problems.

Fieldwork is an important part of the A-level course and Hurtwood House is ideally situated for this. Natural deciduous woodland - the climax vegetation of the South of England - is all around us, while on nearby Leith Hill the woods have been "managed" by the ancient craft of coppicing since pre-Roman times. Surrounding hills are crowned with Iron Age forts. We also have less environmentally-friendly managed coniferous monocultures,. Fresh water streams, both polluted and unpolluted, are nearby and the coast with rocky shores and sand dunes is little more than an hour away. You will find there is no better way to appreciate the complexities of evolution, the elaborate networks of ecology and Man’s effect on his surroundings, than to see and work with organisms in this way.

Specification and examinations- Salters

This is an overview of the topics covered – but if possible can you put the snab website link on as it has lots of lovely information www.snabonline.com

AS Course

This is divided in to 3 Units, Unit 1 and 2 are examined in a written test, and Unit 3 includes a Visit or Issue Report and internal assessment of practical skills.

Unit 1: Lifestyle, transport, Genes and Health.

Topic 1: Lifestyle, health and risk.

This topic builds on the knowledge and understanding which students bring to the course on the functioning of the circulatory system and the importance of lifestyle choices to health. The role of diet and other lifestyle factors in maintaining good health is considered with particular reference to the heart and circulation and to cardiovascular disease (CVD). The structures and functions of some carbohydrates and lipids are also detailed within this context. Ideas about correlation, causation and the concept of risks to health are covered.

Topic 2: Genes and health.

This topic considers the following biological principles: the properties and transport of materials, across cell membranes and gas exchange surfaces, DNA structure and replication, protein synthesis, enzymes and monohybrid inheritance through the context of the genetic disease cystic fibrosis (CF). The potential that gene therapy offers for treatment of CF is examined. The topic also allows for the discussion of the social and ethical issues surrounding the diagnosis and treatment of genetic conditions.

Unit 2: Development, Plants and the Environment.

Topic 3: The voice of the genome.

This topic follows the story of the development of multicellular organisms from single cells to complex individuals.  Cell structure and ultrastructure, cell division, the importance of fertilisation, the roles of stem cells, gene expression, cell differentiation and tissue organisation are all considered within this topic, as is the role of the genotype and the effect of environment on phenotype.

Topic 4: Biodiversity and natural resources.

The topic focuses on biodiversity and the wealth of natural resources used by humans.  The meaning of biodiversity and how it can be measured is considered first and how all this diversity has come about through adaptation and natural selection.  It has sections of both traditional and novel uses of plants and plant fibres and the use of chemical extracts from animals and plants. The concern for disappearing biodiversity and loss of potential natural resources is used to highlight the need for biologists to identify, name and classify species. The topic finishes by looking at the role of zoos in conservation of endangered species. General biological principles covered include the relationship of plant anatomy to function, and the structure and role of cellulose and starch. 

A2  course

The course consists of 3 Units; Unit 4 and Unit  5 are assessed by a written test and Unit 6 by a Coursework Investigation.

Unit 4: Environment and 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 affects 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: Energy, Exercise and Coordination.

Topic 7: Run for your life.

This topic is centred on the physiological adaptations that enable animals and humans, particularly sports people, to undertake strenuous exercise. It explores the links between an animal’s physiology and its performance. The topic summarises the biochemical requirements for respiration and looks at the links between homeostasis, muscle physiology and performance. It ends by looking at how medical technology is enabling more people to participate in sport, and by raising the issue as the whether the use of performance enhancing substances by athletes can be justified.

Topic 8: Grey Matter.

The scene is set by considering how the working of the nervous system enables us to see. Brain imaging and the regions of the brain are considered. The topic also demonstrates how an understanding of brain structure and functioning is relevant to such issues as the response to stimuli, the development of vision and learning.  It investigates how imbalances in brain chemicals may result in conditions such as Parkinson’s disease and its treatment with drugs are investigated.  Students discuss the ethical issues raised by the Human Genome Project and the risks and benefits of using genetically modified organisms.

What skills do I need?

Biology has a unique appeal. It is obviously a science subject, but nevertheless has a lot in common with the Arts, and students who are interested in the natural world often choose to combine it with non-science subjects in their A-level portfolio.

Much of the work in Biology demands that you are able to evaluate the biological material you are taught. This means that you will need to possess analytical and practical skills, and be able to communicate your findings effectively. If you are considering A-level Biology you should have gained an A or B pass in the subject at GCSE level or in a Combined or Dual Science course. You should also have passes in GCSE Maths and Chemistry, as these will give you a good foundation for your A-level Biology.

After A-level

Biology sits well in any A-level portfolio. The analytical and investigative skills you will learn equip you for a range of courses at University, and not necessarily those that are solely scientific. If you are contemplating a degree in Medicine, Dentistry, Biochemistry, Biotechnology, or any of the specialisations that stem from them, such as Physiology or Genetics, it is likely that you will combine Biology with Chemistry at A-level. Biology is also a preferred subject for paramedical training e.g. Physiotherapy, Nursing or Speech Therapy, and of environment-related courses, such as Agriculture.

Biology also goes well with Arts or Social Science subjects, such as Psychology or Sociology, where the skills of problem-solving, formulation and testing of hypotheses and handling data make it a suitable choice if you are thinking of management, computing or teaching. As we started with Darwin, so we finish with him. This is where genetics and evolution come in, and controversial topics such as genetic engineering. Even if you do not carry on with Biology in the future, after following the course at Hurtwood you will be a truly educated and informed member of the community in the 21st century.

If you want to find out more about the subject before you start, why don’t you try some background reading. The weekly New Scientist keeps in touch with all the latest developments in short readable articles. Some interesting books worth reading (among many others) are:

New Scientist and Scientific American for general articles.
Biology: A Functional Approach - M V B Roberts
Only One Earth - L Timberlake
Human Biology - Simpkins & Williams
The Message of Ecology - C Krebs
The Secret Life of Plants - D Attenborough
The Selfish Gene – Richard Dawkins
Fight for the Tiger – Michael Day
The Human Brain – Susan Greenfield
Hen’s Teeth and Horse’s Hooves – Stephen Jay Gould
The Chemistry of Life – Steven Rose