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.

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science Designed for the new specification AQA GCSE( covers spec point 4.5.3.7 ) course but can be modified for other exam boards. 10 slides covering Negative feedback: Describe the function of adrenaline and thyroxine Interpret and explain diagrams of negative feedback control Explain in detail how adrenaline prepares the body for ‘fight or flight’

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science 7 practice exam questions suitable for the new GCSE AQA specification. Great revision tool or could be used as a end of topic test.

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science Designed for the new specification AQA GCSE( covers spec point 4.5.1.4 ) course but can be modified for other exam boards. 13 slides covering Resultant forces . By the end of the powerpoint students would have covered: Add labels to a diagram to show several forces acting on it. Calculate resultant force produced by several forces acting on an object in coplanar directions. Draw a scaled free-body force diagram showing forces as vectors and find the resultant force vector.

Designed for the new specification AQA GCSE( covers spec point 4.5.3.5 ) course but can be modified for other exam boards. 16 slides covering Contraception: -Be able to describe what contraception is and list examples -List the advantages and disadvantages of different contraceptives -Evaluate the different hormonal and non-hormonal methods of contraception

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science 14 slides covering Ramadan. By the end of the powerpoint students would have covered: -Define the word Sawm; -Describe why Muslims fast; -Explain what things Muslims avoid during fasting.

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 17 slides covering The Brain. By the end of the powerpoint students would have covered: 4.5.2.2 The brain (biology only) The brain controls complex behaviour. It is made of billions of interconnected neurones and has different regions that carry out different functions. Students should be able to identify the cerebral cortex, cerebellum and medulla on a diagram of the brain, and describe their functions. (HT only) Students should be able to explain some of the difficulties of investigating brain function and treating brain damage and disease. (HT only) Neuroscientists have been able to map the regions of the brain to particular functions by studying patients with brain damage, electrically stimulating different parts of the brain and using MRI scanning techniques. The complexity and delicacy of the brain makes investigating and treating brain disorders very difficult.

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.

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science Designed for the new specification AQA GCSE( covers spec point 4.10.1.2 ) course but can be modified for other exam boards. 14 slides covering Potable water: -the difference between potable water and pure water -the differences in treatment of ground water and salty water   -how to carry out a simple distillation of salt solution and test the distillate to determine its purity. -includes details of the required practical (see worksheets www.tes.com/teaching-resource/required-practical-water-purification-11771279)

Check out my Forces bundle to save: www.tes.com/teaching-resource/forces-and-their-interactions-11498289 Designed for the new specification AQA GCSE( covers spec point 4.5.6.1.2 ) course but can be modified for other exam boards. 13 slides covering speed and distance/time graphs. By the end of the powerpoint students would have covered: Use and rearrange the Speed equation; Describe how the gradient of a distance–time graph represents the speed; Describe the motion of an object by interpreting distance–time graphs.

Designed for the new specification AQA GCSE( covers spec point 4.7.2 ) course but can be modified for other exam boards. 11 slides covering Impact of environmental change: 4.7.2.4 Impact of environmental change (biology only) (HT only)

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 21 slides covering Homeostasis By the end of the powerpoint students would have covered: 4.5.1 Homeostasis Students should be able to explain that homeostasis is the regulation of the internal conditions of a cell or organism to maintain optimum conditions for function in response to internal and external changes. Homeostasis maintains optimal conditions for enzyme action and all cell functions. In the human body, these include control of: • blood glucose concentration • body temperature • water levels. These automatic control systems may involve nervous responses or chemical responses. All control systems include: • cells called receptors, which detect stimuli (changes in the environment) • coordination centres (such as the brain, spinal cord and pancreas) that receive and process information from receptors • effectors, muscles or glands, which bring about responses which restore optimum levels.

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 25 slides covering the human endocrine system. By the end of the powerpoint students would have covered: **4.5.3.1 Human endocrine system ** Students should be able to describe the principles of hormonal coordination and control by the human endocrine system. The endocrine system is composed of glands which secrete chemicals called hormones directly into the bloodstream. The blood carries the hormone to a target organ where it produces an effect. Compared to the nervous system the effects are slower but act for longer. The pituitary gland in the brain is a ‘master gland’ which secretes several hormones into the blood in response to body conditions. These hormones in turn act on other glands to stimulate other hormones to be released to bring about effects. Students should be able to identify the position of the following on a diagram of the human body: pituitary gland pancreas thyroid adrenal gland ovary testes. Contains examination questions

Designed for the new specification AQA GCSE course but can be modified for other exam boards. 17 slides covering Cell division (chromosomes, mitosis and the cell cycle) By the end of the powerpoint students would have covered: 4.1.2.1 Chromosomes The nucleus of a cell contains chromosomes made of DNA molecules. Each chromosome carries a large number of genes. In body cells the chromosomes are normally found in pairs. **4.1.2.2 Mitosis and the cell cycle ** Cells divide in a series of stages called the cell cycle. Students should be able to describe the stages of the cell cycle, including mitosis. During the cell cycle the genetic material is doubled and then divided into two identical cells. Before a cell can divide it needs to grow and increase the number of sub-cellular structures such as ribosomes and mitochondria. The DNA replicates to form two copies of each chromosome. In mitosis one set of chromosomes is pulled to each end of the cell and the nucleus divides. Finally the cytoplasm and cell membranes divide to form two identical cells. Students need to understand the three overall stages of the cell cycle but do not need to know the different phases of the mitosis stage. Cell division by mitosis is important in the growth and development of multicellular organisms. Students should be able to recognise and describe situations in given contexts where mitosis is occurring.

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science Designed for the new specification AQA GCSE course (covers spec point 4.1.1.3) but can be modified for other exam boards. 10 slides covering Animal cell specialisation . By the end of the powerpoint students would have covered: -Explain how cells become specialised through differentiation. -Why are animal cells specialised -Be able to link structure to function of different animal cells.

Designed for the new specification AQA GCSE( covers spec point 4.1.1.3 ) course but can be modified for other exam boards. 11 slides covering History of the atom. By the end of the powerpoint students would have covered: Describe how and why the atomic model has changed over time Describe the difference between the plum-pudding model of the atom and the nuclear model of the atom Describe why the new evidence from the scattering experiment led to a change in the atomic model

Check out my Forces bundle to save: www.tes.com/teaching-resource/forces-and-their-interactions-11498289 Designed for the new specification AQA GCSE course but can be modified for other exam boards. 12 slides covering Velocity. By the end of the powerpoint students would have covered: Define Velocity Be able to calculate velocity Interpret velocity time graphs

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science Designed for the new specification AQA GCSE( covers spec point 4.7.2 ) course but can be modified for other exam boards. 27 slides covering Levels of organisation. By the end of the powerpoint students would have covered: 4.7.2.1 Levels of organisation

Check out my other resources at: www.tes.com/teaching-resources/shop/mr_science 13 slides covering a introduction to islam. By the end of the powerpoint students would have covered: -Define the word Islam -State where Islam originated from -Explain who the Prophet Muhammad (pbuh) was -What is the Quran -State the 5 pillars of Islam

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.