I felt strongly that since the pursuit of good science was so difficult it was essential that the problem being studied was an important one to justify the effort expanded.

I think it was this curiosity about the natural world which awoke my early interest in science.

At age 11 in 1960, I moved to an academic state secondary school, Harrow County Grammar School for Boys.

My main efforts focussed on trying to identify the rate controlling steps during the cell cycle. Crucial for this analysis were wee mutants that were advanced prematurely through the cell cycle and so divided at a reduced cell size.

I have an idealistic view of science as a liberalising and progressive force for humanity.

After an extensive interview he arranged for my weaknesses in foreign languages to be over-looked and so I started a Biology degree at Birmingham in 1967.

I was never very good at exams, having a poor memory and finding the examination process rather artificial, and there never seemed to be enough time to follow up things that really interested me.

I had a great time investigating the pigments of different mutant fruit flies by following experimental protocols published in Scientific American, and I also remember making my own beetle collection when it was still acceptable to make such collections.

Therefore, I reasoned that study of the cell cycle responsible for the reproduction of cells was important and might even be illuminating about the nature of life.

I am still a keen mountain walker and an enthusiastic glider pilot.

It has been a privilege to pursue knowledge for its own sake and to see how it might help mankind in more practical ways.

Scientific understanding is often beautiful, a profoundly aesthetic experience which gives pleasure not unlike the reading of a great poem.

How scientists go about their job: and it's a process, it's a question of asking questions, respecting observation, respecting experiment, having tentative explanations and then testing them.... There is a problem sometimes with how we teach science at schools. Because we sometimes teach it as if it has been chiseled in stone.