Online | Thursday 18 March 2021

Online | Thursday 22 April 2021

CODE: 7936


The webinar will give students the opportunity to cover the challenging topic of mass transport in plants. The key learning points of transpiration and the cohesion tension theory will be highlighted and then students will be guided through examination questions. There will also be a focus on the use of a potometer and the opportunity to tackle the range of questions asked on this practical and what the mark schemes require.

In addition we will explore the mass flow hypothesis to boost student responses. Evidence for mass flow will be considered and reinforced through tackling a range of past paper questions. This will be an interactive session for your students receiving feedback on answers and the opportunity to ask questions. Course notes will be available along with additional questions and mark schemes.  The session will also focus on command and key words in the stem of a question, how marks are lost through poor use of biological terms and how to achieve those high grades.


  • Knowledge of what examiners are looking for in answers enabling students to access full marks.
  • Tackle the questions likely to be asked on practical’s relating to transpiration.
  • Further their understanding of command and key words in questions and use biological knowledge appropriately.
  • Increased confidence to tackle higher order questions such as data analysis typically asked.
  • How to tackle questions set in a familiar and unfamiliar context.


Session 1: The cohesion tension theory of water transport.    

  • Tackling the differences between adhesion and cohesion and their roles of transpiration.
  • Practice the types of question that are typically asked in A level papers which include recognising correlations and causal relationships.
  • Estimating the rate of transpiration using a potometer, focus on what look for in grade A/A* answers.
  • Step by step approach to when tackling mathematical questions.
  • Focus on key biological terms by working through model answers and therefore boost grades.

Session 2: Translocation and the phloem.

  • Tackling the key concepts of mass transport.
  • Attempt a series of questions set in a familiar and unfamiliar context to stretch students understanding of the topic.
  • Activities to highlight what examiners are looking for when interpreting evidence for and against mass flow.

Michael Brown

Michael was an examiner for 18 years and has worked in post 16 education for 23 years, initially as an A-level Biology Tutor before progressing to Head of Department and finally STEM and Quality Initiatives Manager. He has had a positive effect on student’s aspirations and achievement; his Learner Voice results are always very positive and examination results have been consistently above benchmark for all KPI’s with excellent value added. As a Head of Department he completed an ‘Exceeding Expectations’ management training course and is a strong and effective leader. His Science provision was chosen as part of OFSTED’s Good practice survey: Improving Sciences in Colleges. Michael was then seconded to another campus to improve science results and turned around the department within 12 months. During this time his college also reached the finals of the National STEMNET Awards for three consecutive years.

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