<p>5 Powerpoints covering The Renal System for T Level Health, Core B further science concepts. Includes 2 Powerpoints on exam technique for 12 mark questions (one independent version for students to follow). Templates adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>. All content is adapted from my own knowledge, Google images, and T Level Health textbook.</p> <p>Renal system<br /> B2.20 The role of the components in performing the functions of the renal system:<br /> • components of the renal system:<br /> o kidney<br /> o nephron:<br /> ▪ Bowman’s capsule<br /> ▪ glomerulus<br /> ▪ proximal convoluted tubule<br /> ▪ loop of Henle<br /> ▪ distal convoluted tubule<br /> ▪ collecting duct<br /> o ureter<br /> o bladder<br /> o urethra<br /> • functions of the renal system:<br /> o removal of waste products from the body<br /> o process of urine production<br /> B2.21 The mechanism of osmoregulation:<br /> • the process of water reabsorption within the nephron via osmosis<br /> • the role of water potential<br /> B2.22 The development, impact and management of chronic kidney disease (CKD):<br /> • causes of the disease<br /> • impact on systems within the body and on physical and mental health<br /> • how common treatments relieve symptoms or cure the disease:<br /> o lifestyle changes to promote self-care and better health<br /> o dialysis<br /> o transplant</p>

<p>5 Powerpoints covering The Nervous System for T Level Health, Core B further science concepts. Includes a Powerpoint on exam technique for 12 mark questions. Templates adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>. All content is adapted from my own knowledge, Google images, and T Level Health textbook.</p> <p>B2.17 The role of the components in performing the functions of the nervous system:<br /> • components of the nervous system:<br /> o brain<br /> o spinal cord<br /> o sensory and motor neurones:<br /> ▪ dendrites, cell body, nucleus, axon, myelin sheath of Schwann cells, nodes of Ranvier, axon<br /> endings/terminals and synaptic ends<br /> o relay neurones<br /> o synapses<br /> • function of the relevant component of the nervous system:<br /> o sensory neurones carry impulses from receptors to the central nervous system (CNS)<br /> o motor neurones carry impulses away from the CNS to effectors<br /> o the process of synaptic transmission and the function of the components of a motor neurone<br /> B2.18 The mechanism of nerve impulses via neurones:<br /> • transmission of action potentials along neurones<br /> • mechanism of a reflex action<br /> B2.19 The development, impact and management of Parkinson’s disease:<br /> • causes of the disease<br /> • impact on systems within the body and on physical and mental health<br /> • how common treatments relieve symptoms:<br /> o supportive therapies<br /> o levodopa medication<br /> o surgery, to include deep brain stimulation</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.1 The 3 principles of cell theory:<br /> • all living things are made up of one or more cells<br /> • cells are the most basic unit of structure and function in all living things<br /> • all cells are created by pre-existing cells<br /> B1.2 The different types of cells that make up living organisms:<br /> • eukaryotic cells (for example plant, yeast, algae and animals)<br /> • prokaryotic cells (for example bacteria)</p>

<p>3 Powerpoints and 1 table covering The Endocrine System + tasks for T Level Health, Core B further science concepts. Templates adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.20 The role of non-specific and specific defences to protect the body against invasion from a foreign<br /> substance:<br /> • non-specific defences:<br /> o use of physical and chemical barriers<br /> o inflammation<br /> o phagocytosis<br /> • specific defences:<br /> o actions of T-cells<br /> o actions of B-cells<br /> B1.21 The differences between cell-mediated immunity and antibody-mediated immunity including:<br /> • cell-mediated response is associated with T-lymphocytes destroying pathogens (causative agents)<br /> without producing antibodies<br /> • antibody-mediated response is associated with B-lymphocytes destroying pathogens (causative<br /> agents) by producing antibodies against it</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.18 The definition of an antigen and an antibody:<br /> • antigen - a substance that is recognised by the immune system as self or non-self and stimulates an<br /> immune response<br /> • antibody - a blood protein produced in response to, and counteracting, a specific antigen<br /> B1.19 The link between antigens and the initiation of the body’s response to invasion by a foreign<br /> substance:<br /> • antigens as chemical markers found on the surface of cells<br /> • ability of the body to recognise self and non-self-antigens<br /> • recognition of non-self-antigen leading to the initiation of an immune response</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.22 The role of T and B memory cells in the secondary immune response:<br /> • they trigger a stronger and more rapid immune response after encountering the same antigen<br /> • role of vaccinations in relation to T and B memory cells</p>

<p>2 Powerpoints covering The Respiratory System for T Level Health, Core B further science concepts. Templates adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.</p> <p>Respiratory system<br /> B2.8 The role of the components in performing the functions of the respiratory system:<br /> • components of the respiratory system:<br /> o trachea<br /> o lungs<br /> o bronchi<br /> o bronchioles<br /> o alveoli<br /> o pleural membranes<br /> o ribs<br /> o intercostal muscles<br /> o diaphragm<br /> • functions of relevant components within the respiratory system:<br /> o inspiration and expiration, including pressure changes within the chest cavity<br /> o gas exchange<br /> B2.9 The role of the alveoli as a specialised exchange surface in the process of gas exchange:<br /> • how adaptation of the alveoli maximise the rate of diffusion:<br /> o large surface area to volume ratio<br /> o good blood supply<br /> o short diffusion distance<br /> o moisture levels<br /> o body temperature<br /> B2.10 The development, impact and management of chronic obstructive pulmonary disease (COPD):<br /> • causes of the disease<br /> • impact on systems within the body and on physical and mental health<br /> • how common treatments relieve symptoms:<br /> o inhalers<br /> o steroids<br /> o lifestyle changes to promote self-care and better health<br /> o pulmonary rehabilitation<br /> o surgery</p>

<p>4 Powerpoints covering The Cardiovascular System for T Level Health, Core B further science concepts. Templates adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.</p> <p>Cardiovascular system<br /> B2.5 The role of the components in performing the functions of the cardiovascular system:<br /> • components of the cardiovascular system:<br /> o mammalian heart:<br /> ▪ atria, ventricles, aorta, vena cava, pulmonary artery, pulmonary vein, tricuspid valve,<br /> pulmonary valve, mitral value and aortic valve<br /> o arteries<br /> o veins<br /> o capillaries<br /> o blood made up of plasma, platelets, erythrocyte and leukocytes<br /> • the function of the components of the cardiovascular system:<br /> o the path blood would take around the human cardiovascular system<br /> B2.6 The process of the cardiac cycle:<br /> • the electrical activity of the heart (for example, PQRST waves) and how heart rate is controlled and<br /> regulated<br /> • pressure changes in the heart and blood vessels and how this is linked to blood pressure<br /> B2.7 The development, impact and management of coronary heart disease (CHD):<br /> • causes of the disease<br /> • impact on systems within the body and on physical and mental health<br /> • how common treatments relieve symptoms:<br /> o blood thinning medicines<br /> o statins<br /> o betablockers<br /> o lifestyle changes to promote self-care and better health<br /> o surgery, to include stents and transplant</p>

<p>T Level Health, Core B further science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> • functions of relevant component within the musculoskeletal system:<br /> o skeleton – provides support, protection, attachment for muscles/ligaments, is a source of blood<br /> production and stores minerals<br /> o muscles – facilitate movement and provide support<br /> o the sliding filament theory of musculoskeletal function in terms of thick and thin filaments sliding<br /> over one another to bring about contraction and relaxation, and their working as antagonist pairs<br /> B2.2 The process of muscle contraction:<br /> • the stages of the sliding filament theory for muscle contraction:<br /> o the role of calcium ions and adenosine diphosphate (ADP) in the formation of cross bridges<br /> between actin and myosin filaments<br /> o the role of ATP in breaking the cross bridge between the actin and myosin filaments<br /> o the role of ATPase in restoring the myosin head to its normal position<br /> o the repetition of this cycle leading to the shortening of the sarcomere<br /> B2.4 The development, impact and management of muscular dystrophy disease:<br /> • causes of the disease<br /> • impact on systems within the body and on physical and mental health<br /> • how common treatments relieve symptoms:<br /> o steroids<br /> o physiotherapy<br /> o low impact exercise<br /> o corrective surgery</p>

<p>T Level Health, Core B further science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> o anatomical skeletal structure:<br /> ▪ cranium<br /> ▪ vertebrae<br /> ▪ clavicle<br /> ▪ sternum<br /> ▪ rib cage<br /> ▪ humerus<br /> ▪ radius<br /> ▪ ulna<br /> ▪ carpals<br /> ▪ metacarpals<br /> ▪ phalanges<br /> ▪ pelvis<br /> ▪ femur<br /> ▪ tibia<br /> ▪ fibula<br /> ▪ tarsals<br /> ▪ metatarsals<br /> o types of bones:<br /> ▪ long<br /> ▪ short<br /> ▪ flat<br /> ▪ irregular<br /> ▪ sesamoid<br /> o types of joints:<br /> ▪ fibrous<br /> ▪ cartilaginous<br /> ▪ synovial<br /> o skeleton – provides support, protection, attachment for muscles/ligaments, is a source of blood<br /> production and stores minerals<br /> The development, impact and management of rheumatoid arthritis:<br /> • causes of the disease<br /> • impact on systems within the body and on physical and mental health<br /> • how common treatments relieve symptoms:<br /> o anti-rheumatic drugs<br /> o biological treatments<br /> o physiotherapy<br /> o surgery on affected area</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.33 The use of the international system of units (SI) relevant to health:<br /> • kilogram (kg) – mass<br /> • metre (m) – length<br /> • second (s) – time<br /> B1.34 How to convert units of measure:<br /> • metres to millimetres<br /> • millimetres to micrometres<br /> • litres to millilitres<br /> • millilitres to microlitres<br /> • grams to milligrams<br /> • milligrams to micrograms<br /> B1.35 The importance of using significant figures and science notation:<br /> • makes calculation with large or small numbers less cumbersome<br /> • reduces the chances of data errors</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.23 How the body reacts to injury and trauma:<br /> • injury:<br /> o defined as damage to the body caused by external force<br /> • how the body reacts as a response to injury:<br /> o involuntary inflammatory response<br /> o proliferation phase<br /> • trauma:<br /> o is defined as an injury that has the potential to cause disability or death<br /> • how the body responds to trauma:<br /> o involuntary inflammatory response<br /> o loss of organ function<br /> o bone structure deformity/damage/loss of structure<br /> o haemorrhaging<br /> o multi organ failure<br /> o ischemia<br /> o proliferation phase<br /> B1.24 The role and considerations of using magnetic resonance imaging (MRI) scanning in the<br /> detection and monitoring of trauma and injury:<br /> • role:<br /> o uses strong magnetic fields and radio waves to generate detailed images of inside the body<br /> • considerations of use:<br /> o patient medical history including medical implants containing magnetic metals<br /> o preparing the patient including the removal of all external metallic objects</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.28 The principles of homeostasis and how this links to maintaining the functions within the<br /> physiological systems which contributes to maintaining a healthy body:<br /> • principles of homeostasis:<br /> o receptors<br /> o effectors<br /> o feedback systems<br /> o role of nervous system<br /> o role of the endocrine system<br /> • how homeostasis contributes to maintaining a healthy body:<br /> o maintains stability and function of the physiological systems and cells when there are changes<br /> to internal and external conditions that would otherwise prevent enzymes from functioning<br /> normally<br /> B1.29 The normal expected ranges for physiological measurements and the factors which may affect<br /> these measurements:<br /> • normal expected ranges for physiological measurements:<br /> Physiological measurements<br /> Normal expected range for an adult<br /> aged 19 to 65<br /> blood pressure<br /> systolic mmHg:90–120<br /> diastolic mmHg:60–80<br /> heart rate 60 to 100 beats per minute (bpm)<br /> respiratory rate<br /> at rest 12 to 20 breaths per minute<br /> (bpm)<br /> temperature 36 to 37.5°C<br /> • factors that contribute to measurements outside of normal parameters:<br /> o age<br /> o weight<br /> o exercise<br /> o sex<br /> o overall health</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.9 The properties and functions of enzymes that are determined by their tertiary structure:<br /> • properties:<br /> o the shape of the active site<br /> o the role of bonding<br /> o the effect of temperature on enzyme function<br /> • role of enzymes:<br /> o proteases including trypsin<br /> o carbohydrases including amylase<br /> o lipase</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.8 The molecular structures of the large molecules and how they are used within the body:<br /> • proteins:<br /> o the basic units of proteins are amino acids<br /> o the relationship between primary, secondary, tertiary and quaternary structure<br /> o proteins are used within the body for growth and repair<br /> • carbohydrates:<br /> o the most basic carbohydrate is a monosaccharide – monosaccharides are composed of<br /> carbon, hydrogen and oxygen<br /> o when combined in pairs, monosaccharides form disaccharides through a condensation reaction<br /> and the formation of glycosidic bonds<br /> o carbohydrates are used within the body as a source of energy<br /> • lipids:<br /> o fatty acids and glycerol are the molecules from which triglycerides and phospholipids are formed<br /> o triglycerides are formed by the condensation of 1 molecule of glycerol and 3 molecules of fatty<br /> acid<br /> o phospholipids are formed when one of the fatty acids of a triglyceride is substituted by a<br /> phosphate-containing group<br /> o fatty acid molecules repel water (hydrophobic) and glycerol molecules attract water (hydrophilic)<br /> o phospholipid is made up of 2 parts, a hydrophilic head and a hydrophobic tail – this molecule<br /> structure forms a bi-layer that is important for all membrane functions<br /> o lipids are used within the body for insulation and protection and as an energy source</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.6 The function of mitosis in nuclear division within cells:<br /> • mitosis produces 2 daughter nuclei that have the same number of chromosomes as the parent cell<br /> and each other<br /> • mitosis division results in each of the daughter cells having an exact copy of the DNA of the parent cell<br /> B1.7 The purpose of each stage of the cell cycle:<br /> • interphase: stage that always precedes mitosis when DNA is replicated<br /> • stages of mitosis:<br /> o prophase: the stage in which chromosomes become visible and the nuclear envelope<br /> disappears<br /> o metaphase: the stage in which the chromosomes arrange themselves at the centre of the cell<br /> o anaphase: the stage in which each of the 2 threads of a chromosome (chromatid) migrates to<br /> the opposite pole<br /> o telophase: the stage in which the nuclear envelope reforms to produce 2 daughter cells<br /> • cytokinesis: the stage in which division of cytoplasm into 2 daughter cells takes place</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.10 How the surface area to volume ratio and additional factors affect the rate of exchange and give<br /> rise to specialised systems:<br /> • the surface area must be large in comparison to the volume for efficient exchange<br /> • where the surface area is small compared to the volume, specialised exchange and transport<br /> mechanisms are required to maximise the rate of exchange<br /> • how additional factors affect the rate of exchange:<br /> o diffusion distance<br /> o temperature<br /> o metabolic rate</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> B1.11 The structure of the cell surface membrane and mechanisms of cellular exchange and transport:<br /> • the fluid mosaic model of the cell surface membrane and how it facilitates cellular exchange and<br /> transport<br /> • passive transport through the cell surface membrane: diffusion, facilitated diffusion and osmosis<br /> • active transport through the cell surface membrane<br /> • co-transport mechanisms</p>

<p>T Level Health, Core B core science concepts. Template adapted from <a href="http://Canva.com" target="_blank" rel="nofollow">Canva.com</a>.<br /> Epidemiology and health promotion<br /> B1.25 The meaning of epidemiology and definitions of specific terminology that is used:<br /> • the meaning of epidemiology:<br /> o study and analysis of the distribution and patterns of disease in population and why they occur<br /> • specific terminology used in epidemiology:<br /> o incidence:<br /> ▪ occurrence of new cases of disease, injury, or other medical conditions over a specified time<br /> period<br /> o prevalence:<br /> ▪ the proportion of a population with a disease or a particular condition at a specific point in<br /> time<br /> o mortality:<br /> ▪ occurrence of death<br /> o mortality rate:<br /> ▪ the frequency of death in a population over a specified time period<br /> o morbidity:<br /> ▪ the state of having a disease or a medical condition<br /> B1.26 How epidemiology is used to provide information to plan and evaluate strategies to prevent<br /> disease:<br /> • how epidemiology is used:<br /> o identify the cause of disease<br /> o determine the extent of disease<br /> o identify trends and patterns of the incidence of the disease<br /> o study the progression of disease<br /> o plan and evaluate preventative and therapeutic measures for a disease or condition<br /> o develop public health policy and preventative measures<br /> B1.27 How health promotion helps to prevent the spread and control of disease and disorder:<br /> • communication:<br /> o raising awareness of required behaviours through a range of mediums (for example media<br /> campaigns)<br /> • policy and systems:<br /> o systematic change to procedures, regulations or law to enforce required behaviour (for example<br /> applying restrictions)<br /> • education programmes:<br /> o improving knowledge and empowering individuals to adapt own behaviour<br /> • health promotion for specific disease and disorders:<br /> o targeted awareness raising and campaigns</p>