Intro

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Course Overview

This AS and A Level specification encourages candidates to:

• develop essential knowledge and understanding of concepts of biology, and the skills needed for the use of these in new and changing situations;
• develop an understanding of scientific methods;
• be aware of advances in technology, including information technology, relevant to biology;
• recognise the value and responsible use of biology in society;
• sustain and develop their enjoyment of, and interest in, biology.

• show knowledge and understanding of facts, principles and concepts from different areas of biology and to make and use connections between them.

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Which subjects complement this A-level?

• Physics
• Chemistry
• Psychology
• Sports Science
• Health and Social Care
• Mathematics
• Geography

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What will this course prepare me for?

Many biology students progress to a wide variety of courses and careers. In the past students have opted to study medically related courses at university and progress into careers as doctors, dentists, vets, optometrists, and many similar paths. A number of students move into science-based careers such as genetics, biochemistry, biotechnology and laboratory work. Many students progress into non-biological courses and careers (law, accountancy, business studies) but find the key skills developed in their studies are directly transferable.

How is the course examined?

• written examination
• practical coursework

The AS biology course is split as shown in the table below. Further details of the content of modules is included further on.

The A2 course builds upon the work completed by students at AS and the marks are broken down as such. Again, further detail about module content is included further on.

Module Content (modified from AQA website)

Most organisms are organized on a cellular basis. Biochemical reactions occur within cells and these are regulated by the action of enzymes and limited by the passage of substances across plasma membranes. In larger organisms, cells are organised into tissues and tissues into organs, which have specific functions. Organisms exchange substances with their environment and transport these substances from one part of the body to another by mass flow systems. It is anticipated that this module will allow consideration of the principles to be stressed rather than biochemical detail and will provide an introduction to the acquisition of, and opportunities to assess, appropriate laboratory skills. Back

A Variation and the Mechanisms of Inheritance and Evolution

Genetic information is copied and transmitted from generation to generation. Natural selection acting on genetic variation is thought to have led to the enormous diversity of living organisms.

B The Biology of Ecosystems

Living organisms do not live in isolation but form structured communities within dynamic and well defined ecosystems through which energy flows and in which nutrients are cycled. This module also allows consideration of some of the ways in which human activity can impose far reaching effects on the environment. It is expected that candidates will carry out fieldwork involving the collection of quantitative data from at least one habitat and the application of elementary statistical analysis to the results. Back

At AS level the coursework module assesses ten individual areas. These areas are:

1. Method of changing the independent variable.
2. Method of measuring the dependant variable.
3. Implementation of practical work.
4. Collection and presentation of raw data.
5. Drawing.
6. Use of graphical techniques.
7. Interpretation of results.
8. Evaluation of practical work.
9. Selection and retrieval of relevant information.
10. Communication of biological information.

Areas A,B,C,D,F,G,H are assessed through practical investigations. These investigations are opportunities for the student to demonstrate their ability to work independently on the particular topic given by their teacher. Students will be expected to devise their own methods, carry out their own investigation (or as part of a small group) and analyse the results. To support the students through this the teacher will provide opportunities to go through the assessment criteria as to what is expected to gain credit for each level. Also exemplar material is extensively used to demonstrate what might be expected from the students. Exemplar material from each end of the spectrum of credit is shown for students to compare and contrast. Students will be given an individual coursework guide with the assessment criteria and other useful information in to support them through this vital work. Students will be given opportunities to carry out the various sections on more than one occasion so that the best marks can be put forward.

Area E involves the students making biological drawings from given specimens. Usually this involves a lower power plan and a high power detailed drawing. Again there are opportunities to produce more than one drawing so that the best marks are submitted.

Areas I and J are assessed as part of the essays that the students will be expected to complete. The teacher will set the essay title and then the students will need to research the background to the essay and write a concise account answering the essay's question. The essay should also include the moral, social, ethical, and economic effects of the biological material. This section of the coursework is supported by a diverse range of books that are made available to the students. Again exemplar material is used to demonstrate what is expected from the students.

It is stressed to students early on of the importance of coursework and the significance of meeting deadlines that are set. Students will be made aware of these deadlines early on in the course so as to allow them sufficient time to complete the work.

Previous coursework Titles / Essay Titles

Investigation scenarios.

• Effect of temperature on the rate of decolourisation of the starch/iodine complex by diastase.
• Effect of concentration on the rate of osmosis in potato cells.

Essay Titles

• Is it ethical to manipulate the reproductive behaviour of farm animals for our benefit?
• Is biological control of pests the way forward for farmers?
• What impact could the human genome project have on our lives and is this right?
• GM foods – Are they safe?
• Are we heading for a super race of humans?
• Do we want designer babies?
• Is organic farming any better than inorganic farming methods? Back

Module 8/9 includes the A2 coursework component. There are some major differences between the work done at AS and that carried out at A2. There are seven areas that are assessed. These are:

1. Defining the problem.
2. Method of changing the independent variable.
3. Method of measuring the dependent variable.
4. Implementation of practical work.
5. Use of statistical techniques.
6. Interpretation of results.
7. Evaluating evidence and procedures.

The most significant difference is the use of a statistical test to help support the students' findings. There no longer is the requirement of graphical representation, although it is encouraged. Students will need to be competent mathematicians and confident with the use of statistics. The students will be taught the various statistical tests during Module 5, although for Module 8/9 the students are required to select and perform the test by themselves without assistance.

Another major difference is that only one complete piece of coursework can be submitted. Whereas with AS each skill area could be assessed individually, for A2 the entire piece of coursework is assessed. This means that while there is the possibility of performing more than one piece of coursework, it would mean repeating all skill areas. Again students are given significant guidance with the coursework before hand. The teacher will again go through the assessment criteria and students will have access to exemplar material for demonstration of what is required. In order to further assist the students with the implementation of the practical work, a whole day is dedicated to them collecting and recording their data. This both maximises the efficiency and minimises the impact of this lengthy task to the rest of their biology studies.

Essays are not required although they will still form part of the internal assessment of students' progress.

Previous coursework Titles / Essay Titles

Investigation scenarios.

• Effect of a factor on the rate of fermentation in yeast.
• Effect of an environmental factor on the rate of transpiration in a plant.
• Effect of an environmental factor on woodlice.
• Effect of a factor on the rate of reaction of a digestive enzyme.
• Effect of an environmental factor on the rate of photosynthesis.

Other scenarios are possible. If the student has an enthusiasm for a particular area of biology, such as genetics, then there is the possibility of them investigating a factor from within that area. Back

Students will be given a thorough breakdown of the course requirements and what is expected from them at the start of their studies. Students will be given a Student's Study Guide with relevant information to help them through the course. Further details on this are available later on.

It is expected that students will meet the deadlines that are set for homework and coursework. It is vital that deadlines are met for coursework to allow sufficient time for marking and processing before it is submitted to the moderator. Failure to meet these deadlines could jeopardise the student's success in the course.

Each module is broken into small sections, each with an end of unit test. Whilst these do not contribute to the overall grade of the student they are a useful diagnostic tool in tracking and monitoring student's progress. As such it is expected that students will revise thoroughly for these tests.

With modules broken down into small units it is much easier to assess where students are struggling on an individual basis and so this can be addressed with specific targeted revision.

Each module students will be expected to complete a minimum of three essays relating to their unit of study. This may include extended material outside of the general requirements. Generally the essays are to be of a thousand words and to include a detailed bibliography of references. These essays could potentially be submitted for sections I and J of the AS coursework. Therefore it is important that students treat these essays seriously. Whilst they are encouraged to use the internet for a resource, any copying of sections from web pages or other sites will be treated very seriously and is a breach of the examination rules.

Students will also be expected to maintain their own notes and keep them in good order. Students have full ownership of their notes and are encouraged to extend those taken in class with further reading from the various resources available.

Regarding coursework, students are expected to be able to work independently on the given task. During this work teacher-input must be minimal to allow students to formulate their own ideas and show their own working. Students are expected to be able to write their own plan, carry out a safe and well organised practical, analyse the results in an appropriate way, and write an evaluation of the investigation. These skills should be present from GCSE science. Further general guidance will be given but then it is down to the students to take responsibility for their own work. Again, copying from other students or from outside sources is a violation of the examination rules and will be reported to the exam board.

Other homework that the students will receive include research, investigation write-ups, keyword lists, past exam questions, and further extension material.

Further details can be found in the Student Study Guide section.

http://www.emc.maricopa.edu/faculty/farabee/BIOBK/BioBookTOC.html

http://www.cellsalive.com/mitosis.htm

http://www.cellsalive.com/meiosis.htm

http://www.bbc.co.uk/schools/16/biology.shtml

http://www.aqa.org.uk/qual/gceasa/bioA.html

This is a guide for students. The information is intended for support students outside of school and with their own independent studies. The information will include:

1. Homework timetable.
2. Exam dates.
3. Coursework Assessment Criteria.
4. Exemplar material.
5. Keyword lists.
6. Essay Titles with relevant websites and resources.
7. Lesson by lesson overview.
8. Links to specification, assessment material, etc.
9. Module notes.

The guide will continually be updated to provide the latest information to students and parents. Please follow the link to the student study guide.

Click on the following link to go to the AQA assessment site where you can find past papers for all modules together with their mark schemes.

http://www.aqa.org.uk/qual/gceasa/bioA_assess.html