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.

This possibility bothered me as I thought it was not advisable to remain in one academic environment, and the long dark winters in Edinburgh could be rather dismal.

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.

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.

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.

Like many students, I found the drudgery of real experiments and the slowness of progress a complete shock, and at my low points I contemplated other alternative careers including study of the philosophy or sociology of science.

My parents were neither wealthy nor academic, but we lived comfortably and they were always extremely supportive of my academic efforts and aspirations, both at school and university.