E1+and+E2+Peer+teaching

E Neurobiology and behaviour - E1 Stimulus and Response - E2 Perception of Stimuli - E3 Innate and Learned Behaviour - E4 Neurotransmitters and Synapses - E5 (HL) The Human Brain - E6 (HL) Further Studies of Behaviour - Neurobiology Labs


 * Assessment statements for E1 and E2**
 * // E.1.1 // || // Define the terms stimulus, response and reflex in the context of animal behaviour. // ||
 * // E.1.2 // || // Explain the role of receptors, sensory neurons, relay neurons, motor neurons, synapses and effectors in the response of animals to stimuli. // ||
 * // E.1.3 // || // Draw and label a diagram of a reflex arc for a pain withdrawal reflex, including the spinal cord and its spinal nerves, the receptor cell, sensory neuron, relay neuron, motor neuron and effector. // ||
 * // E.1.4 // || // Explain how animal responses can be affected by natural selection, using two examples. // ||
 * // E.2.1 // || // Outline the diversity of stimuli that can be detected by human sensory receptors, including mechanoreceptors, chemoreceptors, thermoreceptors and photoreceptors. // ||
 * // E.2.2 // || // Label a diagram of the structure of the human eye. // ||
 * // E.2.3 // || // Annotate a diagram of the retina to show the cell types and the direction in which light moves. // ||
 * // E.2.4 // || // Compare rod and cone cells. // ||
 * // E.2.5 // || // Explain the processing of visual stimuli, including edge enhancement and contralateral processing. // ||
 * // E.2.6 // || // Label a diagram of the ear. // ||
 * // E.2.7 // || // Explain how sound is perceived by the ear, including the roles of the eardrum, bones of the middle ear, oval and round windows, and the hair cells of the cochlea. // ||
 * // E.2.7 // || // Explain how sound is perceived by the ear, including the roles of the eardrum, bones of the middle ear, oval and round windows, and the hair cells of the cochlea. // ||

> - E1 Stimulus and Response and E2 Perception of Stimuli have links, resources and tutorials you will find help > - you will not have laptops etc. available to help teach so it is recommended you develop a good set of notes > - you cannot share your notes with those you are teaching - you can develop a 'teaching aid' on which you may draw diagrams, but you cannot use more than 15 words/numbers > 1. E.1.1, E1.1.2, E.1.3 > 2. E.1.4, E.2.1 > 3. E.2.2, E.2.3, E.2.4, E.2.5 > 4. E.2.6, E.2.7
 * Lesson 1**
 * Take 10 minutes and look through the i-Biology workbooks (E1 and E2) you will be completing - books closed - next lesson
 * Divide into 4 groups
 * Each group takes one set of assessment statements and becomes an expert in them
 * The different assessment statement groups are as follows:


 * Lesson 2**
 * Each group will take turns to teach and learn
 * You will teach twice
 * You will have two opportunities to learn from each group, from a different person each time
 * Rotations of teaching and learning will be 5 minutes
 * When learning it is strongly suggested that you take notes
 * You have the remainder of the lesson to attempt to complete the workbook - with resources
 * Prep for next lesson is to complete the workbook at home - use a second colour to indicate when you need to access textbooks/websites etc.


 * Lesson 3**
 * There will be tutorials on different assessment statements for those that need it
 * Continue with E4 if you are happy with your notes or whilst waiting for a tutorial
 * Class discussion on difficult workbook questions