Designed for the new specification AQA GCSE course but can be modified for other exam boards. 29 slides cover: respiration. By the end of the powerpoint students would have covered /: 4.4.2.1 Aerobic and anaerobic respiration Students should be able to describe cellular respiration as an exothermic reaction which is continuously occurring in living cells. The energy transferred supplies all the energy needed for living processes. Respiration in cells can take place aerobically (using oxygen) or anaerobically (without oxygen), to transfer energy. Students should be able to compare the processes of aerobic and anaerobic respiration with regard to the need for oxygen, the differing products and the relative amounts of energy transferred. Organisms need energy for: • chemical reactions to build larger molecules • movement • keeping warm. Aerobic respiration is represented by the equation: glucose + oxygen --> carbon dioxide + water Students should recognise the chemical symbols: C6H12O6, O2, CO2 and H2O. Anaerobic respiration in muscles is represented by the equation: glucose  lactic acid As the oxidation of glucose is incomplete in anaerobic respiration much less energy is transferred than in aerobic respiration. Anaerobic respiration in plant and yeast cells is represented by the equation: Glucose --> ethanol + carbon dioxide Anaerobic respiration in yeast cells is called fermentation and has economic importance in the manufacture of bread and alcoholic drinks. **4.4.2.2 Response to exercise ** During exercise the human body reacts to the increased demand for energy. The heart rate, breathing rate and breath volume increase during exercise to supply the muscles with more oxygenated blood. If insufficient oxygen is supplied anaerobic respiration takes place in muscles. The incomplete oxidation of glucose causes a build up of lactic acid and creates an oxygen debt. During long periods of vigorous activity muscles become fatigued and stop contracting efficiently. (HT only) Blood flowing through the muscles transports the lactic acid to the liver where it is converted back into glucose. Oxygen debt is the amount of extra oxygen the body needs after exercise to react with the accumulated lactic acid and remove it from the cells.

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 17 slides covering Metabolism. By the end of the powerpoint students would have covered: 4.4.2.3 Metabolism Students should be able to explain the importance of sugars, amino acids, fatty acids and glycerol in the synthesis and breakdown of carbohydrates, proteins and lipids. Metabolism is the sum of all the reactions in a cell or the body. The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled processes of metabolism that synthesise new molecules. Metabolism includes: conversion of glucose to starch, glycogen and cellulose the formation of lipid molecules from a molecule of glycerol and three molecules of fatty acids the use of glucose and nitrate ions to form amino acids which in turn are used to synthesise proteins respiration breakdown of excess proteins to form urea for excretion.

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 21 slides covering The nervous system By the end of the powerpoint students would have covered: 4.5.2.1 Structure and function Students should be able to explain how the structure of the nervous system is adapted to its functions. The nervous system enables humans to react to their surroundings and to coordinate their behaviour. Information from receptors passes along cells (neurones) as electrical impulses to the central nervous system (CNS). The CNS is the brain and spinal cord. The CNS coordinates the response of effectors which may be muscles contracting or glands secreting hormones. stimulus --> receptor --> coordinator -->effector -->response Students should be able to explain how the various structures in a reflex arc – including the sensory neurone, synapse, relay neurone and motor neurone – relate to their function. Students should understand why reflex actions are important. Reflex actions are automatic and rapid; they do not involve the conscious part of the brain. Required practical activity 7: plan and carry out an investigation into the effect of a factor on human reaction time.

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: (g) Gas exchange Flowering plants 2.40B understand the role of diffusion in gas exchange 2.41B understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and photosynthesis 2.42B understand how the structure of the leaf is adapted for gas exchange 2.43B describe the role of stomata in gas exchange 2.44B understand how respiration continues during the day and night, but that the net exchange of carbon dioxide and oxygen depends on the intensity of light 2.45B practical: investigate the effect of light on net gas exchange from a leaf, using hydrogen-carbonate indicator Includes a video for flipped learning.

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: (d) Movement of substances into and out of cells 2.15 understand the processes of diffusion, osmosis and active transport by which substances move into and out of cells 2.16 understand how factors affect the rate of movement of substances into and out of cells, including the effects of surface area to volume ratio, distance, temperature and concentration gradient 2.17 practical: investigate diffusion and osmosis using living and non-living systems

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: (e) Nutrition Humans 2.24 understand that a balanced diet should include appropriate proportions of carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre 2.25 identify the sources and describe the functions of carbohydrate, protein, lipid (fats and oils), vitamins A, C and D, the mineral ions calcium and iron, water and dietary fibre as components of the diet 2.26 understand how energy requirements vary with activity levels, age and pregnancy 2.27 describe the structure and function of the human alimentary canal, including the mouth, oesophagus, stomach, small intestine (duodenum and ileum), large intestine (colon and rectum) and pancreas 2.28 understand how food is moved through the gut by peristalsis 2.29 understand the role of digestive enzymes, including the digestion of starch to glucose by amylase and maltase, the digestion of proteins to amino acids by proteases and the digestion of lipids to fatty acids and glycerol by lipases 2.30 understand that bile is produced by the liver and stored in the gall bladder 2.31 understand the role of bile in neutralising stomach acid and emulsifying lipids 2.32 understand how the small intestine is adapted for absorption, including the structure of a villus 2.33B practical: investigate the energy content in a food sample Contains exam questions.

Designed for the new specification IGCSE edexcel course but can be used for other examination boards. Covers: ( c ) Biological molecules 2.7 identify the chemical elements present in carbohydrates, proteins and lipids (fats and oils) 2.8 describe the structure of carbohydrates, proteins and lipids as large molecules made up from smaller basic units: starch and glycogen from simple sugars, protein from amino acids, and lipid from fatty acids and glycerol 2.9 practical: investigate food samples for the presence of glucose, starch, protein and fat 2.10 understand the role of enzymes as biological catalysts in metabolic reactions 2.11 understand how temperature changes can affect enzyme function, including changes to the shape of active site 2.12 practical: investigate how enzyme activity can be affected by changes in temperature 2.13 understand how enzyme function can be affected by changes in pH altering the active site  2.14B practical: investigate how enzyme activity can be affected by changes in pH Contains exam style questions

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: (e) Nutrition Flowering plants 2.18 understand the process of photosynthesis and its importance in the conversion of light energy to chemical energy 2.19 know the word equation and the balanced chemical symbol equation for photosynthesis 2.20 understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis 2.21 describe the structure of the leaf and explain how it is adapted for photosynthesis 2.22 understand that plants require mineral ions for growth, and that magnesium ions are needed for chlorophyll and nitrate ions are needed for amino acids 2.23 practical: investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light, carbon dioxide and chlorophyll

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: (d) Human influences on the environment 4.12  understand the biological consequences of pollution of air by sulfur dioxide and carbon monoxide 4.13  understand that water vapour, carbon dioxide, nitrous oxide, methane and CFCs are greenhouse gases 4.14  understand how human activities contribute to greenhouse gases 4.15  understand how an increase in greenhouse gases results in an enhanced greenhouse effect and that this may lead to global warming and its consequences 4.16  understand the biological consequences of pollution of water by sewage 4.17  understand the biological consequences of eutrophication caused by leached minerals from fertiliser 4.18B understand the effects of deforestation, including leaching, soil erosion, disturbance of evapotranspiration and the carbon cycle, and the balance of atmospheric gases

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: (b) Selective breeding 5.10  understand how selective breeding can develop plants with desired characteristics. 5.11  understand how selective breeding can develop animals with desired characteristics.

Designed for the new specification IGCSE Edexcel course but can be used for other examination boards. Covers: © Genetic modification (genetic engineering) 5.12  understand how restriction enzymes are used to cut DNA at specific sites and ligase enzymes are used to join pieces of DNA together 5.13  understand how plasmids and viruses can act as vectors, which take up pieces of DNA, and then insert this recombinant DNA into other cells 5.14  understand how large amounts of human insulin can be manufactured from genetically modified bacteria that are grown in a fermenter 5.15  understand how genetically modified plants can be used to improve food production 5.16  understand that the term transgenic means the transfer of genetic material from one species to a different species

New specification-46 Key recall questions (no answers) on topic 1-Nature and variety of living organism. Great for students to use to make flash cards.

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 16 slides covering trophic levels in a ecosystem. By the end of the powerpoint students would have covered: 4.7.4.1 Trophic levels 4.7.4.2 Pyramids of biomass 4.7.4.3 Transfer of biomass

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 32 slides covering Cell structure (cell specialisation and cell differentiation). By the end of the powerpoint students would have covered: **4.1.1.3 Cell specialisation ** Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism. Cells may be specialised to carry out a particular function: sperm cells, nerve cells and muscle cells in animals root hair cells, xylem and phloem cells in plants. **4.1.1.4 Cell differentiation ** Students should be able to explain the importance of cell differentiation. As an organism develops, cells differentiate to form different types of cells. Most types of animal cell differentiate at an early stage. Many types of plant cells retain the ability to differentiate throughout life. In mature animals, cell division is mainly restricted to repair and replacement. As a cell differentiates it acquires different sub-cellular structures to enable it to carry out a certain function. It has become a specialised cell.

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 15 slides covering animal and plant cells. By the end of the powerpoint students would have covered: **4.1.1.2 Animal and plant cells ** Students should be able to explain how the main sub-cellular structures, including the nucleus, cell membranes, mitochondria, chloroplasts in plant cells and plasmids in bacterial cells are related to their functions. Most animal cells have the following parts: -a nucleus -cytoplasm -a cell membrane -mitochondria -ribosomes. In addition to the parts found in animal cells, plant cells often have: -chloroplasts -a permanent vacuole filled with cell sap. Plant and algal cells also have a cell wall made of cellulose, which strengthens the cell. Students should be able to use estimations and explain when they should be used to judge the relative size or area of sub-cellular structures.

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 15 slides covering Eukaryotic and prokaryotic cells . By the end of the powerpoint students would have covered: **4.1.1.1 Eukaryotes and prokaryotes ** Plant and animal cells (eukaryotic cells) have a cell membrane, cytoplasm and genetic material enclosed in a nucleus. Bacterial cells (prokaryotic cells) are much smaller in comparison. They have cytoplasm and a cell membrane surrounded by a cell wall. The genetic material is not enclosed in a nucleus. It is a single DNA loop and there may be one or more small rings of DNA called plasmids. Students should be able to demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations, including the use of standard form.

Free resource that can be used as part of your powerpoint when teaching the topic. The last slide can be printed for your pupils to annotate. It’s not inteded to be a full lesson.

Free resource that can be used as part of your powerpoint when teaching the topic. The last slide can be printed for your pupils to annotate. It’s not inteded to be a full lesson.

Free resource that can be used as part of your powerpoint when teaching the topic. It’s not inteded to be a full lesson.