Posts on Teaching Biology
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How I teach blood glucose homeostasis
Blood glucose homeostasis is a classic concept for teaching about feedback loops that drive stability. But, like all of biology, there are so many new structures and technical terms students may not see the wood for the trees. In this…
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How I teach SA:V in biology
Surface area to volume ratio is a fundamental concept that keeps appearing throughout biology. It’s best to get it right the first time. Many times, however, students end up memorising ↑SA is good and ↓SA is bad without it having…
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Teaching experimental variables with diagrams
Experimental design is an uncontroversial component of science curricula. It helps students learn methodology, how to spot flaws in arguments, and, partly, how scientists create knowledge. Yet, much of what we teachers see in experimental design is hidden from students….
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How I teach kidney ultrafiltration
The nephron is a tricky concept for many students, but it doesn’t have to be. In this post, I explain how I’ve taught it recently, without any slides, to 16-year-olds. See how I introduce stock and flow diagrams to students…
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How I teach oxygen dissociation curves
Oxygen dissociation curves are difficult for students. I often find that difficulty comes from trying to visualise the mechanism through a graph. In this post, I’ll show you how I’ve built a model of the system with a class, which…
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How I teach the role of fungi in ecosystems
The role of individual organisms is vital to understanding ecosystem functions. Yet, the organism and how it goes about its life are often left in the background. Abstract energy flows, and nutrient cycles take the focus. Students are familiar with…
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How I teach the nervous system
The nervous system is a great topic for exploring who we are and what we can do. It’s also great for explaining experience. But to do that, it needs to be given meaning, and that comes through seeing how the…
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How I teach the lac operon
The lac operon is a classic of genetics and is common in biology curricula. Yet, students can sometimes find it difficult. I want to show you how I’ve taught it using a stock and flow model. See how I introduce…
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How I teach enzyme kinetics
In this post, I explain how I’ve taught enzyme kinetics without slides or worksheets to 14-year-olds. This lesson followed another on enzyme structure and function. Enzymes are abstract, invisible entities that appear to do work. As with anything in biology,…
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How I teach enzyme function
Here’s how I taught about enzymes recently with students 14–16 through models and conversation. What are enzymes? For students, that’s a strange word. So, firstly, we’d better have a look. My favourite animation is one of lactase by biointeractive. Not…
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How I teach PKU with a history of eugenics
If you’re teaching Mendelian genetics, monogenic disorders are on the cards. But which ones are good examples? The IB has once again decided on PKU (phenylketonuria). In this post, I’ll show you how I teach it to my 16-18-year-olds. PKU…
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How I teach the relationship between photosynthesis & respiration in plants
The relationship between photosynthesis and respiration (within an individual plant) isn’t easy for students. Often, I find, they’ve been shown the respiration equation so many times that they’ve memorised it, yet still don’t fully grasp its meaning. Then photosynthesis comes…
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How I teach Endler’s natural selection experiments
The peppered moth of industrial England (and the Galapagos finches on Daphne Major during the 1976 drought) are common examples used in teaching natural selection. What unites them is their method: observational work. John Endler’s work, however, gives us insight…
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How I introduce stock and flow models
When I first saw stock and flow diagrams, I knew they were immensely useful in the biology classroom. Yet, it took a few years of trial and error until I found a powerful way to teach with them. I wrote…
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How I teach the nitrogen cycle
The nitrogen cycle is one of my favourite lessons. There’s so much to connect to: history and everyday life. But, students need a clear model to understand what’s going on, lest it be abstract and meaningless. I’ll show you two…
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How I teach the meaning of (statistical) p-values
To understand p-values, you must discern a critical aspect: how confidently you can interpret data. You must see how the relationship between the means and their data spread can vary, and how this affects your confidence in interpretation. This post…
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How I teach speciation
Teaching about natural selection gives a mechanism for how species change but it doesn’t directly address how one species can diverge into two. Speciation, then, needs its own lesson. This post shows you how I’ve taught it my IB biology…
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How I teach population size controls
Stock and flow models lend themselves to most concepts in biology, but population ecology is an iconic case, and a good place to begin. The model reflects Malthus’ original ideas, those that influenced Darwin. In this post, I’ll show you…