A2 level: CT, MRI and fMRI scan videos

Here are some useful videos on CT and MRI Scans. They are slightly higher level than required but are short and are easy viewing:

video 1: CT scan (Open University part 1)

Video 2: MRI scan (Open University)

And finally a short (4 minutes) fun video from TED discussing how fMRI can be used to look inside our own brains and control it to manage things such as chronic pain:

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Fantastic new A Level revision guides and also IGCSE workbook now available

Every so often I have a wander through Amazon to see what is available. I am amazed at the explosion of textbooks available, particularly for IGCSE. For example I havejust discovered that there is a workbook to match Mary Jones new, and extremely good, textbook. I certainly will be ordering it.
There are more A Level text books also being produced for the new specification, especially two sets of revision guides both of which I recommend. I have created an E-Store that has all the relevant textbooks for Cambridge IGCSE and also Edexcel A Level. I will add other categories for other exam boards soon.
In the meantime please have a browse through my E-Store. If you fancy buying book or two that would be great. The order will go through Amazon and will not affect your purchase price if you go through me. However I do receive a small amount of money for each book purchase through my E-Store (all going towards my daughters college fund). If you can get your school to do bulk orders through me that would be absolutely wonderful!

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Changing from concept to context approach for AS and A2 level

Our Biology department originally followed the Concept approach for the Edexcel AS syllabus. Our reasons for this were two-fold: a) at the time for making our textbook orders only the Concept approach textbook was available and b) we felt safer with this approach as it was how we delivered the previous syllabus. With all the changes we thought it would be too much of a shift to teaching in a Context approach way as well.

However as the year progressed and after a few online training course it became apparent that whilst the Concept approach was offered the Biology Big Bods were very much SNAB people. I began to wonder whether it would be a good idea to go along with the preferences of the examiners. After all I am of the opinion that, even though I may have my own preferences for how to teach topics, and in what order, and have favourite textbooks, it isn’t me setting and marking the exams. One has to play the game.

By this time the SNAB AS textbooks were available and I sent off for a copy. I immediately liked the book, it is less wordy and weighty than the concept books for a start. In addition the questions appear at once to clearer (i.e as to what detail is required in the answer) and also allows for more applied thinking from the student. Indeed with the placement of activities and questions throughout it is much more of a working tool than the concept textbook. It encourages students to explore and can be used much more easily by the teacher in terms of “working through the textbook” as I do (see additional post on using textbooks) without it becoming too dry.

I showed the book to one of my more high ability students and interestingly they preferred the Concept book. However my more middle ability students much preferred the SNAB approach and indeed the spark appears to have finally arrived in their eyes and lessons are now more dynamic as there is a greater dialogue between us.

Naturally one has to buy into the SNABonline site for both students and teachers (this is actually not very easy to navigate and I will review this separately) and in the first year (2009) it is offered free. As you can imagine I am downloading resources like crazy this year. The fact that one cannot buy a paper version teacher guide/resource pack is very commendable from an environmental point of view, and allows for cheap updates. However I have surprised myself by wishing I had a paper based guide as I do not always have the time to log on, hunt for the relevant resource, print it off then go and photocopy it. It is much easier to grab a folder, flick through and choose the worksheet or have the teacher notes open in front of me during a lesson. I suppose I should just plan ahead and be more organised, but I just do not seem to have the time.

Anyway, both my colleague and I like the SNAB approach so much that even though we have started again this year teaching AS via the Concept approach we will be switching if I am allowed my emergency book order. We already had enough books for our A2 class (all lads who love PE) and the new delivery is a big success, as I said earlier.

Seriously consider swapping, or at least mixing the two approaches. There is a lot of support for the Context approach, is clearly favoured by the examiners and certainly is an easier, less dry, teaching approach.

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A2 Edexcel Coursework: Student guidelines and markscheme

When I set the coursework for my students I always review the markscheme carefully. I used to print it off and hand it to them but I suspect they never really read them through. Hence I have done a shorter version (2 pages) that simply recaps the main requirements and the higher range marking guidelines. In addition there is a brief PowerPoint presentation reviewing the markscheme. All of these are deliberately short as I do want to keep the students focussed and not overload them with too much information.

worksheets:

a2-biology-individual-investigation-summary

Teacher presentation:

coursework-assessment

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