CODE: 7935

ABOUT THIS WEBINAR

 This webinar will focus on the key challenge areas in answering exam questions mass transport in animals. The webinar will focus on haemoglobin covering the key challenges of this topic, whilst providing students with the opportunity to tackle sample questions from the range of questions typically asked on this topic.

The webinar is interactive and students will have the opportunity to ask questions, receive feedback, and analyse 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 as well how to construct A/A* standard answers.

FOCUS POINTS

  • Knowledge of what examiners are looking for in answers
  • Enhance understanding of command and key words in questions and use biological knowledge appropriately.
  • How to tackle the more challenging questions such as data analysis
  • Successfully handling questions set in an unfamiliar context.

PROGRAMME:

Session 1: Haemoglobin the loading, transport and unloading of oxygen in relation to the oxygen dissociation curve.  

  • Focus understanding key biological terms and prevent students achieving those top grades.
  • How to describe and explain dissociation curves
  • Tackle the range of different question styles – key tips.
  • Exploring model answers including grade A/A*

Session 2: the bohr effect and recognising that animals are adapted to their environment by possessing different types of haemoglobin.

  • Addressing areas of weakness in student responses when examining different dissociation curves.
  • Dealing with questions set in an unfamiliar context, tips for tackling them.
  • How to construct answers that requires analysis of graphs /tables – targeting those higher marks?
  • Reading values from dissociation curves and step by step guide to solving mathematical problems.

 

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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