Online | Wednesday 21 April 2021

Time: 4pm

CODE: 8190


Aims to take your students beyond aimless number crunching and guessing when it comes to mathematically demanding questions in Biology papers. Students will learn the ‘why’, not just the ‘how’ when dealing with numbers in Biology questions.


  • Review and apply maths skills to higher order thinking questions in Biology based on real life applications
  • ‘Dissect and diagnose’ genetic frequency problems seen in closed communities (and exam papers!)
  • Predict, identify and calculate the lags, logs, rates and critical values in microbial life.
  • Answer with confidence, exam questions on the good, the bad and the ugly sides of ecosystems and sustainability.
  • Confidently draw conclusions by Interpreting numbers taken from statistical data .


  • All students taking A-level Biology


4.00 – 4.05  pm Welcome and Introduction

4.10 pm: Common sense, the marks you really shouldn’t miss (15 minutes)

  • Rates, rates, rates! Additional insight and tips in ways to measure and drawing conclusions on them.
  • Life behind the lens. How not to miss those vital marks on magnification. See exam answers (littered with common errors )from previous exam years.
  • Tackling difficult questions based on the mathematics of beating hearts

4.25 pm: Population growth and genetic frequencies (30 minutes)                                                                         

  • Zero in on the hidden aspects of Hardy-Weinberg in exam questions.
  • What to do (and why) with numbers as biomass flows through an ecosystem
  • The consequences of using standard form and indices when looking at bacterial populations.

4.55 pm: Year 12 plenary session Mistakes and misconceptions (10 minutes)                    

  • A session to identify and feedback on some common errors seen when marking exam papers.

Debbie Nsefik

Debbie teachers GCSE Biology, Chemistry, Physics and Maths while at A level she has taught A level Biology and Chemistry. She is also an A level Biology examiner. She has taught for over 18 years including as Head of Department of a large London comprehensive within 18 months of joining the profession and time working in the Middle east as a Science, Maths and IT teacher trainer. She has also worked as a STEM resources appraiser for the National School Partnership.

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