Created for BTEC Applied Science Nationals - Unit 4 Assignment A. By the end of the lesson learners will be able to: Identify hazards within a school lab. Describe how these hazards are controlled. Explain why these precautions are necessary.

Resource designed to use when delivering the Pearsons iBTEC Applied Science: Unit 5: Principles and Applications of Biology II Learning aim A: Understand biological molecules and pathways and their effect on the body Consists of 7 slides Slides were designed on Powerpoint and includes minor guidance on how to structure their coursework. Success criteria: I can identify lipids. I can describe the function of lipids in the body. I can compare lipids to carbohydrates.

Created for BTEC Applied Science Nationals - Unit 4 Assignment A. By the end of the lesson learners will be able to: Identifiy similarities and differences between a school lab and professional lab. Describe the uses of specialist equipment: Centrifuge and analyser. Explain why computer systems are used in professional laboratories.

Resource designed to use when delivering the Pearsons iBTEC Applied Science: Unit 5: Principles and Applications of Biology II Learning aim A: Understand biological molecules and pathways and their effect on the body Consists of 32 slides Slides were designed on Powerpoint and includes minor guidance on how to structure their coursework. Success criteria: I can identify where proteins are found and how they are used in the body. I can describe the different structures of protein I can explain why a lack of proteins in the body can lead to disorders.

Resource designed to use when delivering the Pearsons iBTEC Applied Science: Unit 5: Principles and Applications of Biology II Learning aim A: Understand biological molecules and pathways and their effect on the body Consists of 6 slides Slides were designed on Powerpoint and includes minor guidance on how to structure their coursework. Success criteria: I can identify where carbohyrates are found and their structure. I can describe how some carbohydrates are different to each other. I can Explain why carbohydrates are needed by the body.

Resource designed to use when delivering the Pearsons international BTEC Applied Science: Unit 5: Principles and Applications of Biology II Learning aim A: Understand biological molecules and pathways and their effect on the body Consists of 9 slides Slides were designed on Powerpoint and includes minor guidance on how to structure their coursework. Success criteria: I can identify the symptoms of depression. I can describe the cause of depression. I can explain why biological molecules relate to depression.

Resource designed to use when delivering the Pearsons iBTEC Applied Science: Unit 5: Principles and Applications of Biology II Learning aim A: Understand biological molecules and pathways and their effect on the body Consists of 52 slides Slides were designed on Powerpoint and includes minor guidance on how to structure their coursework. Success criteria: To recall that cancer is the formation of malignant cells which reproduce uncontrollably. To describe the physiological cause of cancer. To justify why cancer is difficult to treat.

Resource designed to use when delivering the Pearsons iBTEC Applied Science: Unit 5: Principles and Applications of Biology II Learning aim A: Understand biological molecules and pathways and their effect on the body Consists of 6 slides Slides were designed on Powerpoint and includes minor guidance on how to structure their coursework. Success criteria: I can recall the functions of nucleic acids. I can describe the structure of nucleic acids. I can explain the functional differences between DNA and RNA

By the end of the lesson learners should be able to: State what is meant by a disease. Compare communicable and non-communicable diseases. Explain why masks and washing hands reduces the spread of communicable disease.

This resource originally produced on google slides was used to guide students through the pig trotter dissection. It includes: The risk assessment, The method, A quiz regarding joints in the body, Big question plenary - Describing how joints are arranged.

Lessons created to complement the activate 3 unit of work - Detection in biology. By the end of the lesson learners should be able to: Identify factors that can be investigated from a body. Describe the role of a pathologist. Compare dental records to bite marks.

Lessons created to complement the activate 3 unit of work - Detection in biology. By the end of the lesson learners should be able to: State factors that would affect decay. Describe how time of death can be determined. Explain why timing death is not always precise.

Lessons created to complement the activate 3 unit of work - Detection in biology. Practical notes are on slide 12 with risk assessment prep. By the end of the lesson learners should be able to: State the contents of blood. Describe the functions of blood. Explain why blood transfusions can be dangerous.

Lessons created to complement the activate 3 unit of work - Detection in biology. By the end of the lesson learners should be able to: State the meanings of the terms: Magnification and resolution. Compare an electron and light microscope. Justify why electron and light microscopes are used for forensic evidence.

By the end of the lesson learners should be able to: State what is meant by an STI. Describe how STIs can be transmitted. Explain why STIs should be screened regularly.

By the end of the lesson learners should be able to: Identify physical and chemical barriers. Describe how physical and chemical barriers protect the body. Explain why pathogens don’t typically cause illnesses after the skin is cut.

By the end of the lesson learners will be able to: Identify parts of the female and male reproductive systems. Describe the journey of sperm to the egg. Explain why it’s best for fertilisation to occur in the female’s reproductive system.

By the end of this lesson learners should be able to: Identify the characteristics of growth. Describe the role of differentiation Describe how to read a percentile graph. Explain the uses of a percentile graph. Suitable for KS4.

By the end of the lesson learners should be able to: Identify substances that are transported in the xylem and phloem. Describe how a plant transports sucrose and water. Explain why the phloem and xylem are good at their roles of transport.

Lessons created to complement the activate 3 unit of work - Detection in biology. By the end of the lesson learners should be able to: State what is meant by DNA fingerprinting. Describe some uses of DNA fingerprinting. Deduce which suspect is guilty after viewing DNA fragment bands.