Megan G. A Level Biology tutor

Megan G.

£20 - £20 /hr

Studying: Conservation Biology and Ecology (Masters) - Exeter University

5.0
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35 reviews| 45 completed tutorials

Contact Megan

About me

Hi!

My name is Megan, and I'm in my third year of an Integrated Masters in Conservation Biology and Ecology, studying at the University of Exeter's Cornwall Campus. I'm a tutor for A-level Biology and A-level Environmental Studies (or equivilents), and I've been tutoring them in one form or another since secondary school. I can also offer advice on applying to, getting in to, and starting university.

My passion is terrestrial ecology, and I'm in my element wading through a knee-deep puddle of mud.

You'll find more detailed information about sessions below.

Hi!

My name is Megan, and I'm in my third year of an Integrated Masters in Conservation Biology and Ecology, studying at the University of Exeter's Cornwall Campus. I'm a tutor for A-level Biology and A-level Environmental Studies (or equivilents), and I've been tutoring them in one form or another since secondary school. I can also offer advice on applying to, getting in to, and starting university.

My passion is terrestrial ecology, and I'm in my element wading through a knee-deep puddle of mud.

You'll find more detailed information about sessions below.

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About my sessions

My aim is that our tutorial sessions are student-led. You know best what you need to cover or revise, so I will endeavour to tailor our sessions to your individual needs. Obviously ensuring a comprehensive understanding of the fundamentals of the topics is the most important and although I love to talk, I'll also use diagrams and written descriptions to explain concepts to you. Exam techniques and terminology will also feature heavily in our sessions - as will questions from past papers - so you can keep track of your improvements and feel prepared for your exams. I'm also happy to grade papers you've done and go through them with you so you can see where you're doing well and where you have room to improve.

I like to keep our sessions informal, and have a bit of a laugh - I love biology and I want you to enjoy our sessions too, so that you look forward to your biology lessons and can feel confident about your exams.

If you’re interested then book a free ‘Meet the Tutor Session’ through this website. Have some questions ready for me, let me know what exam board you’re studying for and what I can help you with.

I look forward to meeting you!

My aim is that our tutorial sessions are student-led. You know best what you need to cover or revise, so I will endeavour to tailor our sessions to your individual needs. Obviously ensuring a comprehensive understanding of the fundamentals of the topics is the most important and although I love to talk, I'll also use diagrams and written descriptions to explain concepts to you. Exam techniques and terminology will also feature heavily in our sessions - as will questions from past papers - so you can keep track of your improvements and feel prepared for your exams. I'm also happy to grade papers you've done and go through them with you so you can see where you're doing well and where you have room to improve.

I like to keep our sessions informal, and have a bit of a laugh - I love biology and I want you to enjoy our sessions too, so that you look forward to your biology lessons and can feel confident about your exams.

If you’re interested then book a free ‘Meet the Tutor Session’ through this website. Have some questions ready for me, let me know what exam board you’re studying for and what I can help you with.

I look forward to meeting you!

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Ratings & Reviews

5from 35 customer reviews
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Vanessa (Parent)

April 27 2017

Megan has been absolutely fantastic. She knows the subject well and always ensures that the topic at hand is well understood before moving on. I would certainly recommend her to anybody. Thank you very much Megan!!

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Vanessa (Parent)

January 24 2017

Very good use of past paper questions to engage the mind and review over the lesson and previous lessons beforehand. The lesson plans are fluid and easy to follow, and Megan's use of graphs along with oral explanation makes difficult subjects easier to grasp. Thank you Megan!

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Vanessa (Parent)

December 22 2016

Incredibly useful, especially when there are things that need detailed explanation. Very good lesson plan, helpful as ever!

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Vanessa (Parent)

November 29 2016

Really helpful, easy to talk to, and certainly knows the subject!

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Qualifications

SubjectQualificationGrade
BiologyA-level (A2)A*
Environmental StudiesA-level (A2)A*
Maths StatisticsA-level (A2)A
PhilosophyA-level (A2)B

General Availability

Before 12pm12pm - 5pmAfter 5pm
mondays
tuesdays
wednesdays
thursdays
fridays
saturdays
sundays

Subjects offered

SubjectQualificationPrices
BiologyA Level£20 /hr
Environmental StudiesA Level£20 /hr

Questions Megan has answered

Describe the synaptic transmission of nerve impulses.

The nerve impulse arrives at the pre-synaptic knob. Gated voltage-sensitive calcium ion channels open and calcium ions rapidly diffuse into the pre-synaptic knob. The influx of calcium ions stimulates synaptic vesicles full of the neurotransmitter acetylcholine to fuse with the pre-synaptic membrane. Acetylcholine is released into the synaptic cleft by exocytosis. Acetylcholine diffuses across the synaptic cleft. It bonds with receptor sites associated sodium ion channels, causing them to open. Sodium ions rapidly diffuse in and depolarise the post-synaptic membrane. If there is adequate depolarisation then an action impulse will be initiated in the post-synaptic neurone. Acetylcholine remaining in the synaptic cleft with be rapidly broken down by the enzyme acetylcholinesterase to prevent repeated stimulation of the post-synaptic neurone. The products (choline and ethanoic acid) diffuse back across the synaptic cleft into the pre-synaptic knob. ATP is then required to reform acetylcholine and ‘package’ it in the synaptic vesicles ready for the arrival of the next nerve impulse.

The nerve impulse arrives at the pre-synaptic knob. Gated voltage-sensitive calcium ion channels open and calcium ions rapidly diffuse into the pre-synaptic knob. The influx of calcium ions stimulates synaptic vesicles full of the neurotransmitter acetylcholine to fuse with the pre-synaptic membrane. Acetylcholine is released into the synaptic cleft by exocytosis. Acetylcholine diffuses across the synaptic cleft. It bonds with receptor sites associated sodium ion channels, causing them to open. Sodium ions rapidly diffuse in and depolarise the post-synaptic membrane. If there is adequate depolarisation then an action impulse will be initiated in the post-synaptic neurone. Acetylcholine remaining in the synaptic cleft with be rapidly broken down by the enzyme acetylcholinesterase to prevent repeated stimulation of the post-synaptic neurone. The products (choline and ethanoic acid) diffuse back across the synaptic cleft into the pre-synaptic knob. ATP is then required to reform acetylcholine and ‘package’ it in the synaptic vesicles ready for the arrival of the next nerve impulse.

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2 years ago

1404 views

How does deforestation lead to reduced soil fertility?

Logging and subsequently harvesting trees removes nutrients, like phosphates, from the system. The removal of the vegetation that would also normally act as a protective cover and windbreak increases the raindrop impact and wind velocity, whilst simultaneously decreasing the humus content. This accelerates soil erosion from wind and rain splash. Reduced humus content means there is less infiltration and the soil is looser, and so is more easily eroded and removed from the area in runoff. Removal of root systems reduces the root binding effect that gives the soil structure and holds it together. A further impact of deforestation is the reduced evapotranspiration rate, leading to decreased humidity and therefore reduced regional rainfall – contributing to accelerated desertification. These cumulative effects result in a reduction in the nutrient content of the soil and also in the depth of the layer of fertile topsoil.

Logging and subsequently harvesting trees removes nutrients, like phosphates, from the system. The removal of the vegetation that would also normally act as a protective cover and windbreak increases the raindrop impact and wind velocity, whilst simultaneously decreasing the humus content. This accelerates soil erosion from wind and rain splash. Reduced humus content means there is less infiltration and the soil is looser, and so is more easily eroded and removed from the area in runoff. Removal of root systems reduces the root binding effect that gives the soil structure and holds it together. A further impact of deforestation is the reduced evapotranspiration rate, leading to decreased humidity and therefore reduced regional rainfall – contributing to accelerated desertification. These cumulative effects result in a reduction in the nutrient content of the soil and also in the depth of the layer of fertile topsoil.

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2 years ago

2835 views

What is Linkage?

Linkage occurs when the genes for two different characteristics are found on the same chromosome. This means that they do not independently assort during metaphase one of meiosis and so pass into gametes together; at fertilisation they then pass into the offspring and are inherited together. This reduces the possible allele combinations and so reduces genetic variation in the population. The majority of F2 organisms inherit the same combinations of characteristics as the F1 generations, as the only potential variation comes about as a result of crossing over events (which are comparatively rare). This should not be confused with Sex Linkage.

Linkage occurs when the genes for two different characteristics are found on the same chromosome. This means that they do not independently assort during metaphase one of meiosis and so pass into gametes together; at fertilisation they then pass into the offspring and are inherited together. This reduces the possible allele combinations and so reduces genetic variation in the population. The majority of F2 organisms inherit the same combinations of characteristics as the F1 generations, as the only potential variation comes about as a result of crossing over events (which are comparatively rare). This should not be confused with Sex Linkage.

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2 years ago

1580 views

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